Download - Motivation in Workbased Learning By Claudia Filsinger-Mohun, Ilona Hay, Gina King & Alan Martin
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Motivation in Workbased Learning
By Claudia Filsinger-Mohun, Ilona Hay, Gina King & Alan Martin
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Learning Outcome
Evaluate student motivation factors for work-based learning
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Employment/Work Higher EducationLearning THROUGH/AT work (Certificates, degrees etc and short courses while employed)
Learning FOR work (placements, short internships and course related projects) while in HE
How learning takes place
Work-based learning context
Employability (Lemanski et al., 2011)
Widening Participation (Thomas, 2001)
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Stakeholders (HEFCE, 2011; EURO RSCG HEIST, 2011)
students employers university professional bodies
Work-based learning context
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Barriers and Enablers to motivation
On each table there are 2 named cards that expresses a form of work based learning, choose one that most applies to the subject you teach.
Find a partner who has chosen the same card.
For 2 minutes discuss and name one barrier and one enabler that affect
motivation in work based learning.
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Motivation theories
• Expectancy-Value theory (Wigfield & Eccles, 2000)
Expectation of success and value of the task
• Interest theory (Hidi & Renninger, 2006)
Desire to engage over time
• Achievement goal theory (Harackiewicz & Elliot, 1993)
Performance or Mastery approaches to motivation
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Motivational factors (Helle et al. 2007)
• Authenticity Expectancy-value theory Does the learning match the real world experience
• Competence Interest theory Opportunities to succeed at work based skills
• Autonomy Achievement goal theory The extent to which the learning is teacher driven or student
driven
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Brainstorming additional factors
Think of factors that contrast with the three outlined above
On your table there are 6 “bricks”, write the name of each of your group’s factors on each of the 3 (blank) “bricks”
In your groups think of three additional factors that might have an effect upon student motivation in a work based learning course
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Prioritising motivation factors
In each of your groups create a tower in order of priority for the group so that the highest “brick” represents the top priority factor to consider.
You can be creative!
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Summary
1. What is the student context (work based or Higher Education based)?
2. Which motivational factors are most important when making design decisions for Work-Based Learning courses?
3. What is the influence of external stakeholders (e.g. employers, professional bodies)?
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Feedback
STOP
START
CONTINUE
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Thank you for listening
Any Questions?
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Further information on Work-based Learning
• Brookes University: http://www.brookes.ac.uk/business-and-employers/workforce-development/
• Middlesex University Resources http://www.mdx.ac.uk/research/iwbl/publications/index.aspx
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References/Bibliography
Boud, D. and Solomon, N., 2001. Work-based Learning - A New Higher Education? Buckingham: SRHE and Open University Press.
Clarke, J. and Copeland, L., 2003. ‘Developing nursing practice through work-based learning’. Nurse Education in Practice, Vol. 3, Issue4, pp. 236-244.
Edwards, K., 2013. ‘Moments of Possibility: An Exploration of Adult Participation in Work-based Learning’. Widening Participation and Lifelong Learning, Winter, 15 (4), pp.65-80.
EURO RSCG HEIST, 2011. HIs, CPD and Employer Engagement. [online] Available at: http://www.brookes.ac.uk/business-and employers/workforce-developmenthttp://www.brookes.ac.uk/business-and-employers/workforce-development [accessed 3 March 2014]
HEFCE, 2011. Evaluation of the Higher Education Transforming Workforce Development Programme. [online] Available at: https://www.hefce.ac.uk/media/hefce/content/pubs/indirreports/2011/re1311workforcedevprog/rd13_11.pdf (accessed 3rd March 2011)
Helle, L., Tynjala, P., Olkinuora, E. and Lonka, K., 2007. “Ain't nothin' like the real thing'. Motivation and study processes on a work-based project course in information systems design.” British Journal of Educational Psychology 77, pp.397-411.
Helyer, R., 2010. The Work-based Learning Student Handbook. Basingstoke: Palgrave Macmillan
Keeling, D., Jones, E., Botterill, D. and Gray, C. ‘Work Based Learning: Motivation and Employer and Employee interaction: implications for lifelong learning’. IETI, 35 (4), pp.282-291.
Lemanski, T., Mevis, R., and Overton, T., 2011. ‘An Introduction to Workbased Learning’. New Directions in the teaching of Physical Sciences, Issue 6, September, pp.3-10.
Marriot, N., Telford, B., Davies, M. and Evans, J., 2011. ‘Students’ Perceptions of Work-Based Training and Examination-Based Learning Relating to the Professional Competence of Auditors and the Impact of Regulatory Changes on Audit Training in the UK’. Accounting Education: an international journal, April, 20 (2), pp.133–151.
Maureen, K., Walsh-Blair, L., 2010. ‘Achievement motivation among urban adolescents: Work hope, autonomy support, and achievement-related beliefs’. Journal of Vocational Behavior, Oct, 77(2), pp.205-212.
Mumford, J. and Roodhouse, S., 2010. Understanding Work-based Learning. Farnham: Gower.
Raelin, J., 2008. Workbased Learning. San Francisco: Jossey Bass.
Thomas, L., 2001, Widening Participation in Post-Compulsary Education. London: Continuum.
Waskiewicz, R., 2012. ‘Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge’. American Journal of Pharmaceutical Education, 76 (4) Article 65, pp. 1-6. E
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