CHISHOLM, Colin1, BURNS, George2
1
2 Senior Lecturer Department of Engineering Glasgow Caledonian University, Cowcaddens Road Glasgow G4 0BA Scotland UK, g.burns@gcal.ac.uk
Abstract: The challenges facing education in the nineties demand that increasingly flexible patterns of learning are available providing lifelong learning. Flexible patterns involving learning integrated with the workplace has an increasingly important role to play in providing learning opportunities to employees within industry. The Postgraduate Learning Contract Framework developed at Glasgow Caledonian University is briefly described. The success of the Framework operated as a distance learning programme in Hungary and the Czech Republic is reviewed. A virtual campus model is described and proposed as a method to ensure a more effective distance learning model for the Learning Contract Framework. The paper demonstrates that the Postgraduate Learning Contract Framework offers a cost effective way of providing distance learning and thus underpinning lifelong learning in the workplace and considerably widening access to Postgraduate education. The paper reviews the various electronic technologies constituting the basis for the development of a virtual campus to underpin the Learning Contract Framework for workplace learning.
Keywords: learning contract, professional development, workplace, supervision
As the millennium approaches the development of methods of delivery that will encourage participation at all levels of education is a key issue for educationalists. Universities are very much aware of the strategic importance of developing Postgraduate programmes in the context of significant social and technological change. Of particular interest is the rapid development of electronic technology and its potential to influence access to and support of education through distance learning strategies. Thus models developed should be responsive to the changing environment in which higher education must operate where partnerships with industry ensure that work based learning can be taken forward. A consideration relating to work based learning is to assure the quality so that the University, the company and society will have respect for qualifications deriving from learning in the workplace. Information relating to quality and the use of learning contracts has been reported as a vital aspect relating to the successful development and achievement [1].
In the last decade there has been a rapid expansion of multimedia and network technology resulting in the development of much educational material which is more readily available through the internet. The concurrent government initiatives to expand participation in higher education, particularly through part time study has led to demands for electronic learning options. Distance Learning offers a potentially more effective and flexible strategy which can be accommodated in the workplace of Industry and Commerce.
Universities are now responding to these demands by extending developments towards the establishment of some form of virtual campus that makes use of the technology developments. There is little doubt that the future lies in exploiting this new technology to give increased efficiency for off-campus work based learning. It is acknowledged that one of the most significant problems associated with moving towards off-campus work based learning is that of the staff adopting a new blend of skills, knowledge and interest in dealing with mature students in the workplace.
Higher education is having to face up to a continuous cultural change as the implications of electronic technology for the support of learning and training at Postgraduate level gives study empowerment in the workplace. Over the past five year period, Glasgow Caledonian University has introduced a Postgraduate Learning Contract Framework which facilitates the awards of Postgraduate Certificate, Diploma and MSc level from experiential learning in the workplace [2].
This Postgraduate Framework has been operated successfully in a distance learning mode in Budapest, Hungary with the Danube Environmental Authority, and in the Czech Republic in collaboration with the Czech Technical University of Prague. The development and operation of this novel Postgraduate Framework at Glasgow Caledonian University has been reported in detail elsewhere [3, 4]. The basis of this Framework is the measurement of experiential learning achieved in the workplace, supported where appropriate by directed and structured studies, also completed in the workplace leading to a Postgraduate award up to MSc level.
The Framework is based on sets of learning objectives brought together to form learning goals with assessment criteria related to each goal and examined by appropriate assessment methods relevant to the workplace [4, 5]. The Framework operates to the same quality assurance levels of other undergraduate and postgraduate qualifications. The novel nature of the Framework was based on learning goals which could be correlated to business growth objectives required by the company and that the employee, in achieving a successful award would also achieve delivery of a work programme for the company. In practice this has worked extremely well and the paper illustrates the results obtained by operating the Framework as a distance learning concept through a pilot study organised with the Danube Basin Environmental Authority in Budapest. Learning contracts leading to an MSc were expected to take about two years to complete and in practice this has found to have been the case. A credit accumulation system (SCOTCATS) was investigated where credit points were awarded against each learning goal on successful assessment. In practice this approach has been successful and students accumulate credit points until they reach the required 180 credit points for an MSc. The Framework is supported by the appointment of external examiners. It was found in practice that it was not possible for the external examiner to be present when each learning goal was assessed. The external examiner was encouraged to attend the first learning goal completed and be involved in assessment. Thereafter the examiner is kept informed of the results of assessment by the internal examiners. Towards the end of the learning contract each student was required to complete an executive summary of results and at a final oral examination, the learning goals and this summary were discussed with the external examiner subject to any final award being made. This has been found to operate successfully. When the Framework was set up it was designed to take account of changes in a company's work programme which would affect the learning goals in an employee's contract. It was found that this could be successfully negotiated by developing an alternative learning goal based on the amended work programme without any detrimental effect to the operation or the quality standards of the learning contract. It was found particularly useful to involve the external examiner in this process. While novel assessment methods relating to the workplace have been used to assess learning goals it has been found in practice that it was beneficial to have a written report produced and to carry out an oral examination. It has become clear that it is possible to operate the Framework with a number of individuals following learning contracts with a common theme but with each measured individually. In setting up the Framework it was anticipated that the period of study involved would be two years for an MSc based on the fact that individuals would only accomplish a certain percentage of experiential learning in a given working period. A number of learning contracts have been measured for required work input and it has been found that the amount of work to achieve the MSc involves between 1,500 and 2,000 hours of experiential learning and structured studies. The Framework was initially based on a set of sequential learning goals. In practice, it has been found that while sequential learning goals are relevant more often a number of parallel learning goals were required. Experience to date has shown that an inn-depth professional interview is essential prior to accepting a student. Students must be able to demonstrate a high level of motivation as the learning contract is highly student centred where most of the learning takes place in the workplace. The problems which have developed to date have all been associated with difficulties with student centred learning in the workplace. One of the most important aspects is the ability to extract and define the learning from the work programme of the student and to combine these into learning objectives with the correct notional student =t effort. The Framework must not distort the work requirements of the business growth aims of the company otherwise it becomes difficult for the company and the employee to achieve their individual requirements. Thus companies are not encouraged to create projects in addition to the work programme of an employee. The student requires to be made aware from the beginning of the in-depth nature of the student centred learning required. This is reinforced in companies where a group of individuals are registered for learning contracts and can thus discuss common problems. It was anticipated that most goals would be underpinned by appropriate structured/directed studies. In practice this is not been found to be the case with experiential learning being more than adequate to constitute a learning goal. Where structured/directed studies have been used they have proved to be successful in providing knowledge and understanding. A number of individuals have successfully entered the Framework without standard Honours degree qualifications, by completing a portfolio of prior experience and qualifications. All those accepted with non-standard qualifications have been successful in reaching an MSc award.
Once the Framework had been piloted in companies adjacent to the University, it was felt that the Framework should be capable of transferability into Europe and that it should be able to operate effectively in a distance learning mode. On this basis pilot programmes were set up in Hungary and the Czech Republic [6, 7]. Much of the supervision between the University and the students in Hungary and the Czech Republic was taken forward by the use of fax supported by a number of visits either to the University or to Hungary or the Czech Republic over a two year period. The results showed that the success of the Framework at a distance was particularly dependent on effective communication and highly motivated supervisors and students and difficulties were experienced in terms of handling and transferring directed and structured studies and in terms of working via the use of the fax machine. Feedback from the students indicated concern with issues of isolation, a perceived lack of support and difficulties in networking with others involved in completing the Framework. The students also complained of difficulties of establishing their required level of contact with the academic supervisors to provide some form of tutoring and mentoring. In general terms the feedback indicated problems with the absence of a group or fixed cohort to which the individual could develop a feeling of belonging and some argued that this significantly limited the opportunities for normal social interaction and did not support collaborative learning and the development of aspects such as teamwork and group problem solving.
In the Czech Republic in collaboration with the Czech Technical University in Prague a Themed Framework was established relating to the Czech electricity industry to take forward Learning Contracts by distance learning from Glasgow Caledonian University. The Framework was based on understanding the requirements of the power generation/supply industry in conjunction with structured studies on energy in environment undertaken at Glasgow. Feedback from the individuals involved indicated similar problems to those reported in Hungary in terms of the distance learning aspects of the development [7]. While the Framework developed at Glasgow Caledonian University has proved a suitable work based learning method for providing continuous professional development for the electricity supply in the Czech Republic difficulties related to the distance learning aspects still require to be resolved.
Computer mediated communication offers a significant way forward for the Learning Contract Framework where adult autonomous learning is supported by offline asynchronous working providing individuals with opportunities for critical evaluation, analysis and reflection before formulating and sending considered responses.
Where individuals are completing Learning Contracts in separate companies, CMC will allow them to share experiences in the development and operation of their Learning Contracts. CMC will allow individuals to access on a twenty-four hours basis, a virtual learning community comprising the student body and the supervisors of the Framework. Archiving of student responses will provide a valuable resource which should provide support for existing and future students involved in the Framework. One of the early criticisms associated with the development of the Learning Contract Framework was that team mentoring and supervising at a distance would not be cost effective. CMC offers a cost effective solution. It will generate a level of communication which will provide motivation and stimulation for individuals working at a distance from the University, with academic supervisors able to maximise their effectiveness in terms of being in continuous contact with their students while at the same time avoiding expensive and costly aspects of frequent visiting. Feedback from existing and past students involved in the Framework indicates strong support for the development of a virtual campus particularly in relation to its operation outside the UK.
E-Mail Supervision
Feedback from the existing and past students indicates strong support for the use of EMail communication as a replacement for the use of the fax. With E-Mail now being a proven technology, feedback indicated support for its use both as a synchronous and asvnchronous form of communication.
E-Mail is familiar to most staff in the University and to most mature individuals working in Industry and Commerce and therefore provides the Learning Contract student body with a fast, cheap method for good text based communication relating initially to the establishment and development of the Learning Contract itself and later to the essential two way communication required between the academic supervisors and the student in the workplace. Concern was previously recorded with regard to establishing on-line communication between supervisors and the student in the workplace, with both being committed to a range of duties either in the University or in the company. Past practice has shown that one of the significant difficulties in the organisation of the Framework was ensuring that the individual registered on the Framework and the academic supervisor were able to achieve the level of meetings to assure proper supervision throughout the Learning Contract programme. E-Mail provides an effective communication route giving increased levels of student motivation and facilitates much better supervision by the academic supervisors. By using E-Mail for the communication and supervision, it also means that all written work will be composed, corrected and responded to on a screen. In particular the use of asynchronous communication means that the individual in the workplace and the academics who both have busy schedules will still be able to establish the levels of contact required to provide quality supervision throughout the programme. E-Mail will also provide an efficient means of communication for synchronous based communication in relation to tutorial help and advice from the supervisors.
E-mail is a proven technology and until recently video conferencing was expensive because the technology demanded special communication systems. In the last year or so hardware version of video cameras that cost as little as £75 pounds have come to the market place. Systems available work using existing internet connections and allow communication between users at internet call rates. Various manufacturers offers these systems but in general they have the following features:
Voice communication through microphone and speakers. Typically this will allow users to have a two way conversation significantly improving the students support. Video display of both parties. The addition of visual contact has many benefits for both parties however one significant advantage of this option is the ability to verify the identity of the respondent. The implementation of this removes a potential concern over verification of student identity.
White board facilities are usually simple but they are a step forward in the ability to discuss ideas and comment on students work in real time. File transfer options are incorporated with the software In terms of stimulating the electronic distance learning of the Framework video conferencing offers a viable method of boosting productivity in terms of operation of the Framework [8].
Experience has shown that when a Learning Contract is being established this involves the maximum interaction between the academic and industrial supervisors and the student. The student is required to contribute to the development of their own Learning Contract supported by the supervision of both the industrial mentor and the academic supervisors. Interaction within a virtual frame work may be supported by synchronous and asynchronous communication. Asynchronous communication allows off-line working through reflections and research and is considerably supported by E-Mail as outlined previously. Synchronous communication which allows discussion and synthesis is a real time activity that can be supported by the use of internet video conferencing communication.
Using these technologies the concept of distance becomes almost meaningless since both synchronous and asynchronous communication can be supported. Key criticisms expressed in feedback from past students are addressed using these techniques. Indications are that by incorporating these aspects of technology to provide a virtual campus it will result in an enhanced Learning Contract Framework model for distance learning in the workplace. It will allow a group of mature individuals who are working across a range of companies and organisations to be in a position to establish a level of collaboration at a distance to enhance both individual and professional development in the workplace.
With the current trend in higher education being that of globalisation, placing the Postgraduate Learning Contract Framework on a virtual basis will enhance the concept of distance learning. In particular it will provide for transferability on a worldwide basis, making it particularly relevant for educating and training in developing countries. In addition to transferability a virtual campus will support the interaction of students from different cultures thus encouraging the development of cross-cultural diversity. Such interaction within the student body will bring an enrichment of knowledge of workplace aspects in different countries thus allowing comparison of workplace learning in developing countries with that of highly developed countries.
A virtual Learning Contract Framework is an essential step to providing workplace learning both within the UK and on a distance learning basis within Europe and worldwide. The Framework will facilitate and support continuous professional developments for those in the workplace who are eager to continue their education and training and will also support widening access for the student body at Postgraduate level.
The virtual Learning Contract Framework will also benefit by the establishment of a virtual library containing reference material and links to real library catalogues which can be established as relevant to the underpinning structured and directed studies.
The Framework provides for a movement away from the conventional academic supervisor led delivery on campus to one of student access to resources in the workplace using various methods of self management study. By using electronic facilities, it is expected that this will enable distance learning students in the workplace to avail themselves of better communication with their academic supervision and with other students registered on the Framework. The Framework will also allow them to download electronic materials related to structured and directed learning, to support their experiential learning in industry. The use of a digital desk will also contribute directly to supporting the directed and structured studies for students. This consists of an ordinary desk associated with a computer driven video camera with the projector pointing onto the desk top to provide for recognition of paper documents placed on the desk top [9]. The overall effect is to make the paper document into an active interface thus providing a powerful technique to facilitate the provision of directed and structured studies.
The basis for the Postgraduate Learning Contract Framework in virtual form will be that of providing campus independent learning through the use of the electronic communication mechanisms and the Internet to provide for the maximisation of student centred learning in the workplace. It is anticipated that this will allow the Framework to be considerably expanded in terms of the number of students who can be supervised effectively as both students and academic supervisors will be able to establish efficient communication and electronic dialogue thus ensuring that the Contract programme proceeds without difficulties. The basis of the Framework is to stimulate critical thinking, self management and effective communication by the student in the workplace. To support these aims it is suggested that a vitual campus is established for questions and contributions which would allow students in the workplace to articulate difficulties and to share their experiential learning with others. More recently the Framework has been extended to allow suitable candidates to complete a Doctorate in Professional Practice in the workplace through the successful completion of a set of learning and applied research and development goals.
It is also expected that the underlying infrastructure of the virtual campus and the use of the learning technologies will help to deflect much of the administrative workload which has been associated with the existing Learning Contract and which has increased costs.
The Framework will benefit directly in terms of structured studies as the students will be able to access Web sites to establish underpinning knowledge to support the learning goals within their programme.
The range of new technology available also opens up possibilities for providing tutorial support to the student body in the Framework which could not have been established in a cost effective manner within the traditional Framework which has been operated over the last few years. Strong tutorial support is likely to be of fundamental importance to students operating in Europe or worldwide, particularly where they are studying by themselves in a company. In such circumstances they would be entirely dependent on accessing the virtual campus both for tutorial supervision by the academic supervisor and to meet and hear and exchange problems with other students studying within the Framework. By introducing the use of new learning technologies into the Framework, it will provide for redefinition of much of the existing approach to the teaching and learning process. The virtual Learning Contract Framework will open up completely new markets for education and training at a time when Universities worldwide are being challenged to generate new sources of income and increase access to services through the establishment of electronic distance learning. If the Framework in the University is to be successful in developing a viable and effective distributive learning presence there will also be a need for staff development. Part of the purpose of such staff development will be to prepare staff to cope with the change of style of education taking place. It may seem self evident for the technologically literate and externally focused staff, it is probably far from clear for most traditional staff. Feedback in the existing Framework suggested that students suffered from the absence of belonging to a group, of limits in the opportunity for normal social interaction, of being able to benefit from collaborative learning and in the development of life skills such as teamwork. It is felt that the Framework can solve most of these problems through the provision for example of a virtual Common Room where by the use of either synchronous or asynchronous E-Mail students can make contact with each other. It is also felt that many of the life skills will be built in to learning goals within Learning Contracts. It is felt that advanced key skills can be supported and enhanced using technology based delivery. One of the main advantages of adopting the virtual approach for the Framework is that it can be structured to encourage the reflective learning and difficulties encountered by students in the workplace can be readily addressed by online provision of academic support.
The Framework offers a cost effective way of providing lifelong learning in the workplace as a form of extension of the University into off-campus learning where it becomes independent of the traditional academic year. There is little doubt that the Framework provides a novel mechanism to support present Government policy where it is expected that learning should be established across a range of different environments and in no way confined to the University campus itself. The strength of the Framework is that it provides an education and training by taking learning to the learners and at the same time it provides significant widening access by providing for mature students to complete Postgraduate continuous professional development. For each individual enrolled in the Framework a Learning Contract provides an individually customised learning programme suitable both to the University and employer as well as the individual.