Work & Learning Partners

It is too soon to say whether or not the approach being adopted will be welcomed by users as the module is still very much in its early developmental stages.  However, interestingly the four dimensions identified as necessary as the 'major elements of a rich learning experience' i.e. discursive, interactive, experiential and reflective elements have been included, although in honesty this was more through the use of intuition than of attention to theory. 

The theme of the module arises from a need identified in practice.  That is, Labour Market Information has a central role to play in Careers Guidance (although it is only one element of effective practice).  To be useful it needs to be converted to it's more enlightening sister Labour Market Intelligence.  Yet, for a variety of reasons,  many practitioners lack either the skills and/or confidence to gather, use and engage with  LMI .  It is hoped this module will help raise skills and confidence.

Developing the module will be a real challenge:

The module will be online to allow open and remote access.  It should be self-contained and therefore won't have built in tutorial support -though it is hoped blogging technologies may encourage and facilitate peer support, whilst the notes suggest the use of a peer mentor or critical friend to discuss things with at various stages.

The module needs to cater for different levels of prior knowledge and experience.  It is hoped that this will be possible by offering a fluid rather than linear range of entry points.  Users can pick and mix which elements of the module they want to engage with, rather than having fixed starting and finishing points.

The topic is huge - the module will therefore have to signpost to other resources and acknowledge it's limitations.

Discursive elements will be covered through- linking text; incorporating resources concerned both with using LMI drawn from other sites and reference to web-based sources of LMI  such as the NGRF LMI Future Trends section as a basis for discussion of how to use LMI effectively.

Interactive elements will be covered through suggested activities both on and off line.  This might include card sorts, quizzes and producing narratives based on case studies, combined with blogs for discussions.  Some general discussion on top tips for using LMI, and some more focused, such as the opportunity to discuss how LMI might be used for particular client case studies.

Experiential elements will be covered by users choosing to try out the suggested offline activities, such as carrying out an employer visit accompanied by a peer mentor or critical friend, using the guidelines offered on teh site.

Reflective elements will be covered by the various discussion opportunities on line through shared blogs and offline through discussion with critical friends, and, possibly, through individuals utilisting their own personal learning spaces - blogs - in which they keep a narrative diary reflecting on their learning to date...

Of course this is all well and good in theory.  The test will be how to make something sufficiently user friendly and engaging that individuals feel sufficiently motivated to use the various elements in the way intended.  Perhaps it does not, or should not, matter if they do or not.  However, if anyone has thoughts on how to engage the learner who has to be self-motivated and won't necesarily have tutor support then I'd be very glad to hear them!