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Reading through and interpreting these theories again, but now with an open learning/eLearning and Innovation perspective I found a very useful task.  It immediately demonstrated the need for interaction and support through a Learning Management System.  Having a virtual platform that contains learning resources is one thing but if delivery relies heavily or entirely on eLearning then features must include interactivity and feedback.

From my perspective, working in the Work Based Learning field, our delivery is face to face, one to one support on a monthly basis (approx. 2 hours) with a dedicated Virtual Learning platform for the learner and educator to access in-between those visits.   On analysis of the theories, the one that seems to be most aligned to the WBL need, I would summarise as ‘Scaffolding – Jerome Bruner’. 

The negative aspects of  this theory are no issue for WBL as we work one to one so can fully personalise the learning experience and offer the ‘hard’ or ‘soft’ scaffolding dependant on the skill  level of the learner.  It also offers a framework that has clear assessment, aims and objectives, something which is useful when we have limited face to face learning time as this is often required to carry out the assessment element of the delivery. 

I was also able to relate Work Based Delivery to ‘Vygotsky’s Zone of Proximal Development’.  One of the risks of our delivery is that when a learner reaches ‘competence’ as set by the awarding body that we ensure that ‘differentiation’ is applied to stretch the learner further, if their skill level allows for this.  This theory also allows for some learners reaching competence itself as the achievement and requiring a level of learning getting there.  Our use of eLearning has to ensure clear and varied pathways to allow for this variance.

This is where ‘Flip’ learning seems to be used in WBL as if a learner is already ready for assessment there would be the risk of boredom if they went through the same learning experience as everyone else.  Detailed Initial Assessment, Skill Scans and Diagnostics are useful tools to use at the start of the learning process to identify current knowledge levels against the curriculum and ensure the correct level of learning provision that avoids boredom and/or frustration.

Due to the assessment constraints to meet ‘industry selected’ objectives, it can be hard to encourage creative and innovative minds of the learners and focus too heavily on the assessment activity.  As ‘Piaget’s Development Theory’ highlights, there is a powerful need for this and I will certainly be looking to apply further this theory into the WBL provision.  eLearning offers a great avenue to do this.

References:

Dominique. (2011). http://www.youtube.com/watch?v=tF3aTutj6a4. Available: http://www.youtube.com/watch?v=tF3aTutj6a4. Last accessed 13th Feb 2014.

Dominic Piperata. (2009). Piagets Development Theory. Available: http://www.youtube.com/watch?v=lEam9lpa6TQ. Last accessed 13th Feb 2014.

bcb704. (2012). Vygotsky's Zone of Proximal Development. Available: http://www.youtube.com/watch?v=0BX2ynEqLL4&feature=related. Last accessed 13th Feb 2014.