Principles of WBL
|Module 1: Introduction to WBL|
|Principles of WBL||Introduction | Seven principles | Summary|
Work-based learning (WBL) starts from the learning you’re already doing — either in a workplace or in an organisation where you’re volunteering.
There are many definitions of workbased learning (Conner, 2005). These definitions reflect a range of programme responses. A wide variety of wbl programmes exist, from apprenticeships, cooperative learning programmes, work placement. We are talking of a specific context, where work based learning is learning that takes place for, in, and through paid and unpaid work (UALL, 2006).
This rolls off the tongue but actually it is a challenging statement. Think about the implications of the word for. If you are an academic within tertiary education, it’s worthwhile taking some time now to think through the implications of this word.
What is the learning?
WBL uses the activities you are already carrying out at work as a basis for learning. Practice, theory and reflection are the three dimensions of workbased learning. WBL also requires the learner to develop the skills of critical analysis, inquiry, research and development and practical application of new knowledge to work practices (www.mdx.ac.uk). So, wbl involves growing practice, benefiting an organisation in a way that helps it develop further. It is a learning process that develops critical approaches to work and practice through reflection and development of knowledge relating to the work context (Hardacre and Workman, , 2010).
WBL has been described as
- A learning process which focuses University level critical thinking upon work, (paid or unpaid) in order to facilitate the recognition, acquisition and application of individual and collective knowledge, skills and abilities, to achieve specific outcomes of significance to the learner, their work and the University (Garnett 2004, Inaugural lecture).
In WBL , the real challenges in work forms the curriculum. The knowledge base that informs the curriculum is developed from the work itself, supported by the academic institution.