Brodie and Irving (2007) observe that a rigorous pedagogy to underpin work-based learning (WBL) is still embryonic. They present a triangular (not the overused institute-employer-student three-way relationship) model of WBL-pedagogy, illustrated in figure 1, that has been developed based on the University of Chester’s more than 20 years of experience in supporting and assessing WBL. The model captures the inter-dependency that needs to be present, namely that students understand learning; critical reflection ability of students; and that students grasp their own acquired capabilities.
Brodie and Irving (2007) point out that WBL is increasingly regarded as valuable with regard to Higher Education’s role to produce graduates with employability skills. Workplaces as sites of learning, with their own curriculum, were only comparatively recently explored. The capabilities that graduates need when entering employment are similar to those of existing labour, namely to adapt to constant change and the demands of increasing complexity.
The triangular WBL pedagogical model rests on two important accepted pedagogical views: the constructivist theory and the recognition of communities of practice. The first theory proposes that people construct their own meaning within their specific situational context. The latter recognises socialisation of a person into a fraternity or a segment thereof in a socially constructed context. Neither, theory dwells on the role of the lecturer. Instead, a pragmatic view is taken regarding what the graduate need to know and be able to do when they engage—a student centred approach of WBL. The focus is on what will enable students. Within the open distance learning (ODL) context, the work-integrated learning (WIL) material needs to ensure that students master:
· What learning is (that it implies change) and how each do it most effectively (the preferred style/s and approach of each—fitness for purpose)
· How to recognise that they have learnt (reflective ability and reflection about own learning)
· What informed their learning (the validity or justification of what they learnt—i.e. if it stands up to scrutiny against accepted evidence; reflexive ability)
· What they still need to learn (recognise future learning needs through critical reflection)
· What they know more about, became more able to do—what they have learnt (recognise and demonstrate the capabilities acquired; analysis and evaluation of the evidence)
It should be obvious that there is an interdependence and inter-relationship between the three corners of the triangular model. The role of lecturers is to capacitate students.
Higher Education is often associated with crediting higher level thinking and a devaluation of ‘doing’ capabilities acquired through WBL. However, students need to recognise, articulate and measure (assess) their own learning. The assessment of capability is probably the most important corner of the triangular WBL pedagogical model. There is interdependency with regard to the assessment of acquired learning.
Brodie, P. & Irving, K. (2007) Assessment in work-based learning: investigating a pedagogical approach to enhance student learning. Assessment & Evaluation in Higher Education, 32(1), 11-19.
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