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Work Based Learning Modules

Work based learning can be described as learning which accredits or extends the workplace skills and abilities of employees.

“For the last three years this method has worked for me. It is based on applying the simple principle of 'starting where you are'”.
Martin Rowe, Foundation Degree Computing, North Devon College

In this section, you will find:

Case study

Foundation Degree in Computing, North Devon College

For two years I struggled with the Work Based Learning Module. I couldn’t see how I could find the time that I would need to contact 'busy' companies and develop enough trust with these companies so that the would have enough confidence to employ students for short periods of time.

I realised that I, perhaps, already had the seeds of a different approach. Two or three small companies had already contacted me and had asked if students could complete small projects for them. I decided to try to develop this.

I developed a flexible Scheme of Work for the Work Based Learning Module. This Module is now structured around visits from employers. There is a 20 minute slot (or more if needed) for individuals or small companies to explain their project to the students.

Anybody who enquires whether students could work on a project for them is directed towards this slot. At the end of 20 minutes those students that are interested discuss the project with the prospective employer.

Most of the projects have been from outside the college but probably one of the most important has been an internal project.

At the request of the Health and Safety Officer a group of four students created an online Health & Safety Questionnaire for the college. This is now online, part of the college intranet, and is being used. This now serves as an advertisement - the rest of the college knows that this questionnaire was created by computing students. Back to the principle of 'starting where you are'.

To develop this module further I plan to create a website containing videos of presentations of student projects.

"The projects that I've worked on have been the best part of the course".
Robert Thring, Student

Tips:

At the beginning of the module students analyse local job adverts. What this really does is give time for employers to contact me.
The 20 minute slot is important. It means that there is a space available - as soon as anyone enquires it is easy to fix the date.
Use your contacts - if you add up the amount of people who work at the college and the amount of contacts that they have outside of the college, this adds up to a lot of possible contacts

Pitfalls:

I've tried to encourage the students to work as independently as possible and have tried to stay in the background, but on two occasions I've wished that I had been in closer communication with the employer and the student
Sometimes, employers can be too demanding - set the boundaries early on