Categories
CYPW, HSC and Dementia Care Training

Learner Development

The one question remains:

Will an integrated work-based learning model increase academic achievement in pursuit of a change to the Work based learning delivery?  The question is can we as Action Researchers and educators collectively promote confidence and non-anxiety towards previous supportive emotional (Bowlby 2005) learning attachments? (WBL) research observation of practice supports a collaboration towards interprofessional learning in pursuit of knowledge that is known [explored] and shared.

Stringer (2014) suggest Action research “is not a panacea for all ills and does not resolve specific problems but provides a means for people to more clearly understand their situations and to formulate effective solutions to problems they face” (Stringer, 2014, p. 8). This paper questions are there measurements of an effective and efficient range of outcomes for learners? For example, audit control towards observations of individuals or group (McDonald et al. 2009) reports that interprofessional collaboration including new knowledge contributions are a necessity for teamwork becoming efficient.

Categories
CYPW, HSC and Dementia Care Training

Work based Learning

Work Based Learning’ (WBL) is used to describe such programmes and associated pedagogic practices but the term is often used generically to describe a wide variety or employer related programmes or parts of programmes. The suggestion that (WBL) is axiomatic can only be validated if the work environment has the capability of supporting a learner-managed environment towards reflective learning which has developed from its external service delivery provision. Learner assessment for WBL is based on, contextualised interactions with an educator, awarding body framework, formative, summative assessments, observed practices, knowledge, critical reflection and capability.

 

It is crucial that assessment within work-based learning methods should be deemed valid, and not inhibit the learning culture, driven by a collaborative iterative process firstly driven by the learner, and transdisciplinary measures.

 

As educators, we need to recognize the difference between teaching and learning, which therefore, students’ learning experiences become developed processes and underpinning knowledge. I would suggest we early identify students’ learning styles, delivering for the individual knowledge construction, and use relevant tasks to incite, promote and engage learners within an achievable framework.  The reiteration and reinforcement of content meaning provide self-regulation and motivation to identify new challenges.

 

The empowerment they feel they have, has, it may be suggested be counter intuitive. This opportunity for learners was to provide ‘’self- accountability ‘towards self- actualisation of achievement within program frameworks. The effectiveness for (WBL), service delivery from a provider organisation, encompassing reflective decisions, management of leading change can only enhance the development for a symbiotic relationship between HSC/CYPW sector, service provider and learners.