Supporting the attainment of professional attributes in a work based learning programme

Perera, Noel and Penlington, Roger (2012) Supporting the attainment of professional attributes in a work based learning programme. In: Proceedings of the EE2012 : Innovation, Practice and Research in Engineering Education. Loughborough University, Loughborough, UK. ISBN 978-1907632167

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Abstract

With the impending change in the higher education landscape within the UK there is a greater need for flexibility and innovation in the delivery of degree programmes. One flexible and innovative form of programme delivery is the work based learning platform. Additional academic guidance is imperative for students undertaking a work based learning programme due to the flexible nature of the programme. However in providing this academic guidance and support it places additional demands upon both tutor and student. Hence creative approaches which alleviate these demands are required to facilitate conversations between tutor and student as well as that from student to tutor. This paper will describe the current approaches used and how these demands are particularly important within the context of the personalised nature of work based learning. The contrasting characteristics with classroom based teaching will be highlighted. In particular this will include the authenticity and those factors which relate to the strong ownership of the context by the student within this mode of learning.

Item Type: Book Section
Additional Information: Proceedings edited by the Centre for Engineering and Design Education. EE2012: International Conference on Innovation, Practice and Research in Engineering Education, held at Coventry University, UK, from 18-20 September 2012.
Subjects: H100 General Engineering
H300 Mechanical Engineering
Department: Faculties > Engineering and Environment > Mechanical and Construction Engineering
Related URLs:
Depositing User: Noel Perera
Date Deposited: 16 Nov 2012 10:27
Last Modified: 10 May 2017 15:45
URI: http://nrl.northumbria.ac.uk/id/eprint/10285

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