Browsing Centre for Work Related Studies by Publisher "IGI Global"
Now showing items 1-3 of 3
Global Perspectives on Work-Based Learning InitiativesThe book is the first to appraise developments in Work based learning from a global perspective. 'Work based learning' (WBL) in the context of a formal programme of study in higher education is defined as all forms of learning relevant to the workplace to include closely related terms such as Work Integrated Learning, Work Applied Learning and Work Related Learning. Three types of WBL can be described: learning for students currently outside the workplace seeking to enter it gaining experience in the form of a work placement; learning for students who are part located in the workplace and part in an educational institution typically in the form of an apprenticeship and learning for students fully engaged in the workplace studying part time. All three forms of WBL are increasingly common around the world in response to the perceived deficiencies of the traditional curriculum as part of a desire on the part of students, employers and policy makers to create learning more relevant to the labour market and workplace. The book reviews all types on WBL practice in ten countries- Australia, New Zealand, Nigeria, Japan, South Africa, Eire, the Netherlands, USA, Germany and the UK.
Re-purposing MOOCs and OER for academic credit in the UK using the Work Based and Integrated Studies programme at the University of ChesterThe chapter reviews the development of MOOCs and their relationship with formal learning (ie accredited) frameworks and qualifications. It cites a case study where the use of a flexible Work based learning framework enables accreditation for MOOC learning.
Work based learning in the United Kingdom: What we know of practice and an example: The WBL module and WBIS program at the University of ChesterThe chapter summarises the development and spread of Work based learning in British universities and includes case studies of at the University of Chester, where all three modes of practice are evidenced.