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Scenarios

To supplement the evidence from the project partners (see here), the project team wrote and field-tested a range of seven scenarios. Each offers more than one perspective: employer; employee/learner; and institution.

Each scenario is cross-referenced to the Information Architecture Model (IAM). This process of cross-testing and annotating the scenarios provided an additional layer of ‘proof-of-concept’ testing for the IAM. From this process we created the following scenario documents, each of which is cross-referenced to its own specific IAM. The bracketed red text in each scenario refers to elements within its specific Information Architecture Model, which can be found on the final page of each document.

Scenario 1: Foundation degree in Social Care

Based on an existing FD programme in the SE. Demonstrates the value of interoperability of different portfolios systems; the facility to set different permissions to view materials; the facility to store diverse evidence gathered from the workplace; flow of learner and course information automatically between student record system, virtual learning environment and learner portfolio.

Download: Scenario 1: Foundation Degree in Social Care

Scenario 2: University is acting as a consultancy to resolve a specific problem

Illustrates the need for universities to develop integrated systems for responding to employers rapidly with appropriate provision, and the spectrum from KTP activities through CPD and other taught provision. The e-portfolio tool is used mainly for communication, at first between employer, employee and a member of academic staff but later with peers to share learning experiences. Demonstrates the use and value of an online blog.

Download: Scenario 2: University acting as a consultancy

Scenario 3: Professional Body involvement

Illustrates how professional bodies can be involved in the employer engagement agenda. Demonstrates the need for common language in frameworks describing work-related skills – only in part because it facilitates transfer of information between different recording systems. Again, communication with peers is important, as is the ability to set permission to make material private from the learner’s employment environment.

Download: Scenario 3: Professional Body involvement

Scenario 4: Trade Union acting in advocacy role

Based on UnionLearn’s existing technology and current practices through their learning representative network. Demonstrates the role of e-portfolio technology in assembling and presenting an APL claim.

Download: Scenario 4: Trade Union acting in advocacy role

Scenario 5: Foundation Degree with employer input into the curriculum

Based on an existing programme in the East of England. Shows how different learners may have differing levels of comfort with the sharing of information and may choose different tools. Communication is again a key factor.

Download: Scenario 5: Foundation Degree with employer input into the curriculum

Scenario 6: Working with SMEs

Based on a developing programme in the Midlands. Shows a possible solution to the problem of offering personalised learning and assessment (to the level of one learner from a company) which is consonant with the institution’s need for a viable business model. Also shows the value of innovative approaches to curriculum design and assessment, and how a flexible e-portfolio tool facilitates this.

Download: Scenario 6: Working with SMEs

Scenario 7: Presenting diverse evidence for assessment

In this scenario, learning objectives of direct relevance to a small business are negotiated. A flexible ‘shell’ programme framework allows this. Evidence of the employee/learner’s work and achievements (in different digital formats) is gathered in the workplace during normal duties. Presentation of this work with a reflective commentary constitutes the summative assessment of the programme and the employer can play a significant role in this, from his own perspective on the value of the employee’s learning.

Download: Scenario 7: Presenting diverse evidence for assessment

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