Competence or capability: Work-Based Learning and Problem-Based Learning.

Research output: Contribution to journalArticle

Abstract

There has been increased pressure upon academic institutions to further develop Work-Based Learning (WBL) within the curriculum. Media practice education already includes a significant amount of Work-Related Learning (WRL) although perhaps this is not always made evident in course documents or through specific approaches to the delivery of courses. This paper will begin by reviewing the published definitions and requirements of WBL and look at some of the issues that arise in relation to media practice education. Working with Small to Medium Enterprises (SMEs), for example, to deliver WBL can be problematic and is not always completely beneficial to students as an experience of the work place: this raises issues particular to media practice education. Using 'Live Projects' to simulate WBL can perhaps offer a more supported and effective learning experience within the context of Higher Education. The paper will look at potential ways that the methodology of Problem-Based Learning could be utilised to work with and assess 'Live Projects', offering guidance on moving from 'project based' to 'problem based' project work. [ABSTRACT FROM AUTHOR]
Original languageEnglish
Pages (from-to)105-112
Number of pages8
JournalJournal of Media Practice
Volume6
Issue number2
Publication statusPublished - Jun 2005

Fingerprint

Education
learning
education
Curricula
Students
Problem-Based Learning
experience
workplace
Industry
curriculum
methodology
student

Cite this

@article{aba87fa24975473d8252932553a55a4d,
title = "Competence or capability: Work-Based Learning and Problem-Based Learning.",
abstract = "There has been increased pressure upon academic institutions to further develop Work-Based Learning (WBL) within the curriculum. Media practice education already includes a significant amount of Work-Related Learning (WRL) although perhaps this is not always made evident in course documents or through specific approaches to the delivery of courses. This paper will begin by reviewing the published definitions and requirements of WBL and look at some of the issues that arise in relation to media practice education. Working with Small to Medium Enterprises (SMEs), for example, to deliver WBL can be problematic and is not always completely beneficial to students as an experience of the work place: this raises issues particular to media practice education. Using 'Live Projects' to simulate WBL can perhaps offer a more supported and effective learning experience within the context of Higher Education. The paper will look at potential ways that the methodology of Problem-Based Learning could be utilised to work with and assess 'Live Projects', offering guidance on moving from 'project based' to 'problem based' project work. [ABSTRACT FROM AUTHOR]",
author = "Roy Hanney",
note = "Accession Number: 18583103; Hanney, Roy 1; Email Address: R.Hanney@ucc.ac.uk; Affiliations: 1: University College Chichester; Issue Info: 2005, Vol. 6 Issue 2, p105; Thesaurus Term: Mass media -- Study & teaching; Thesaurus Term: Learning; Thesaurus Term: Higher education; Thesaurus Term: Teaching aids & devices; Thesaurus Term: Mass media; Subject Term: Curricula (Courses of study); Author-Supplied Keyword: capability; Author-Supplied Keyword: competence; Author-Supplied Keyword: problem; Author-Supplied Keyword: Work-Based Learning; Number of Pages: 8p; Document Type: Article",
year = "2005",
month = "6",
language = "English",
volume = "6",
pages = "105--112",
journal = "Journal of Media Practice",
issn = "1468-2753",
publisher = "Taylor & Francis Ltd",
number = "2",

}

Competence or capability: Work-Based Learning and Problem-Based Learning. / Hanney, Roy.

In: Journal of Media Practice, Vol. 6, No. 2, 06.2005, p. 105-112.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Competence or capability: Work-Based Learning and Problem-Based Learning.

AU - Hanney, Roy

N1 - Accession Number: 18583103; Hanney, Roy 1; Email Address: R.Hanney@ucc.ac.uk; Affiliations: 1: University College Chichester; Issue Info: 2005, Vol. 6 Issue 2, p105; Thesaurus Term: Mass media -- Study & teaching; Thesaurus Term: Learning; Thesaurus Term: Higher education; Thesaurus Term: Teaching aids & devices; Thesaurus Term: Mass media; Subject Term: Curricula (Courses of study); Author-Supplied Keyword: capability; Author-Supplied Keyword: competence; Author-Supplied Keyword: problem; Author-Supplied Keyword: Work-Based Learning; Number of Pages: 8p; Document Type: Article

PY - 2005/6

Y1 - 2005/6

N2 - There has been increased pressure upon academic institutions to further develop Work-Based Learning (WBL) within the curriculum. Media practice education already includes a significant amount of Work-Related Learning (WRL) although perhaps this is not always made evident in course documents or through specific approaches to the delivery of courses. This paper will begin by reviewing the published definitions and requirements of WBL and look at some of the issues that arise in relation to media practice education. Working with Small to Medium Enterprises (SMEs), for example, to deliver WBL can be problematic and is not always completely beneficial to students as an experience of the work place: this raises issues particular to media practice education. Using 'Live Projects' to simulate WBL can perhaps offer a more supported and effective learning experience within the context of Higher Education. The paper will look at potential ways that the methodology of Problem-Based Learning could be utilised to work with and assess 'Live Projects', offering guidance on moving from 'project based' to 'problem based' project work. [ABSTRACT FROM AUTHOR]

AB - There has been increased pressure upon academic institutions to further develop Work-Based Learning (WBL) within the curriculum. Media practice education already includes a significant amount of Work-Related Learning (WRL) although perhaps this is not always made evident in course documents or through specific approaches to the delivery of courses. This paper will begin by reviewing the published definitions and requirements of WBL and look at some of the issues that arise in relation to media practice education. Working with Small to Medium Enterprises (SMEs), for example, to deliver WBL can be problematic and is not always completely beneficial to students as an experience of the work place: this raises issues particular to media practice education. Using 'Live Projects' to simulate WBL can perhaps offer a more supported and effective learning experience within the context of Higher Education. The paper will look at potential ways that the methodology of Problem-Based Learning could be utilised to work with and assess 'Live Projects', offering guidance on moving from 'project based' to 'problem based' project work. [ABSTRACT FROM AUTHOR]

M3 - Article

VL - 6

SP - 105

EP - 112

JO - Journal of Media Practice

JF - Journal of Media Practice

SN - 1468-2753

IS - 2

ER -