Simulated Work-Based Learning: Instructional Approaches .

2y ago
11 Views
3 Downloads
3.52 MB
106 Pages
Last View : 17d ago
Last Download : 2m ago
Upload by : Kaleb Stephen
Transcription

U.S. Department of EducationSimulated Work-Based LearningInstructional Approaches andNoteworthy Practices

This page intentionally left blank

Simulated Work-Based LearningInstructional Approaches andNoteworthy PracticesNATIONAL CENTER FOR INNOVATIONIN CAREER AND TECHNICAL EDUCATIONPREPARED BYRebecca MoyerJeanne SnodgrassSteven KleinRTI INTERNATIONALAND BYChris TebbenSAPIENT SOLUTIONSPrepared for theU.S. Department of EducationOffice of Career, Technical, and Adult EducationAUGUST 2017

This report was produced under U.S. Department of Education Contract No. ED-VAE-12-C0051 with RTIInternational, which subcontracted with Sapient Solutions. RTI International administers the Department of Education’sNational Center for Innovation in Career and Technical Education. Carolyn Lee served as the contracting officer’srepresentative. The views expressed herein do not necessarily represent the positions or policies of the Department ofEducation. No official endorsement by the U.S. Department of Education of any product, commodity, service orenterprise mentioned in this publication is intended or should be inferred.U.S. Department of EducationBetsy DeVosSecretaryOffice of Career, Technical, and Adult EducationKim R. FordDeputy Assistant Secretary Delegated the Duties of the Assistant SecretaryAugust 2017This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission toreprint this publication is not necessary, the citation should be U.S. Department of Education, Office of Career,Technical, and Adult Education, Simulated Work-Based Learning: Instructional Approaches and Promising Practices. Washington,D.C., 2017.This report is available on the Department’s website at http://cte.ed.gov and on the National Center for Innovation inCareer and Technical Education’s website at rch.Availability of Alternate FormatsRequests for documents in alternate formats such as Braille or large print should be submitted to the Alternate FormatCenter by calling 202-260-0852 or by contacting the 504 coordinator via email at om eeos@ed.gov.Notice to Limited English Proficient PersonsIf you have difficulty understanding English, you may request language assistance services for Department informationthat is available to the public. These language assistance services are available free of charge. If you need moreinformation about interpretation or translation services, please call 1–800–USA–LEARN (1-800-872-5327) (TTY: 1800-437-0833), email us at Ed.Language.Assistance@ed.gov, or write to U.S. Department of Education, InformationResource Center, 400 Maryland Ave. SW, Washington, DC 20202.Content Contact: Carolyn Lee at Carolyn.Lee@ed.gov

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESiiiCONTENTSPAGEList of Exhibits . vAcknowledgments. viiAbbreviations . ixExecutive Summary. xiIntroduction . 1Simulated Work-Based Learning Models. 6Model 1: Simulation Tools . 7Model 2: Simulated Workplaces . 8Model 3: School-Based Enterprises . 11Program Development. 12Motivation . 12Choosing an Instructional Model . 13Securing Employer Engagement . 14Preparing Instructors to Teach Simulations . 16Financing Programs . 18Program Benefits . 20Benefits for Students . 20Benefits for Employers . 21Benefits for Schools and Institutions . 22Benefits for States . 23Conclusion: Considerations for Adoption . 241. Do the up-front research to inform program design . 252. Engage industry throughout the process . 273. Build buy-in from key education stakeholders . 294. Plan and budget for the long term. 31In Summary. 32

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESivReferences . 33Appendix A: Methods . 35Appendix B: Literature and Web Review . 45Appendix C: Site interview summaries . 51Site Name: Bryant Career Technical Center . 51Site Name: Miles Community College . 56Site Name: Granville County Public Schools . 59Site Name: Lamar County School of Technology . 63Site Name: Neosho County Community College . 67Site Name: Regional Simulation Center, Washburn Institute of Technology. 71Site Name: James Rumsey Technical Institute . 75Site Name: Stafford Unified School District 349 . 82Site Name: City College, Montana State University Billings . 85

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESvLIST OF EXHIBITSPAGEExhibit ES-1: Models of simulated WBL and their distinguishing characteristics . xiiExhibit 1: Logic model for the use of simulated WBL. 5Exhibit 2: Business engagement in simulated WBL . 15Exhibit A-1: Distribution of interviewees, by state . 37Exhibit C-1: Alignment of West Virginia Balanced Scorecard with Perkins indicators . 79

This page intentionally left blank

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESviiACKNOWLEDGMENTSNational Center for Innovation in Career and Technical Education researchers would like tothank the following individuals who provided information for use in the development of thisreport:AlabamaDr. Philip Cleveland – Interim State Superintendent/Deputy State Superintendent, Divisionof Career and Technical Education (CTE)/Workforce DevelopmentMr. Thomas Reed – Director, Bryant Career Tech Center, Mobile CountyMs. Courtney Taylor – Health Sciences Instructor, Bryant Career Tech Center, MobileCountyMr. Ben Tyler – IT and Computer Sciences Instructor, Bryant Career Tech Center, MobileCountyMr. Ken Dawkins – Principal, Lamar County School of Technology, Lamar CountyMr. Edward Crenshaw – Public Information Specialist, Alabama State Department ofEducationKansasMs. Natalie D. Clark – Business Education Consultant, Kansas State Department ofEducation, Topeka; Former School-Based Enterprise Instructor, Stafford United SchoolDistrict 349, StaffordDr. Brian Inbody – President, Neosho County Community College, OttawaMs. Debra Callahan – Clinical Simulation Coordinator & Nursing Instructor, NeoshoCounty Community College, OttawaDr. Mary Jo Taylor – Superintendent, Stafford United School District 349, StaffordMs. Angie Mietchen – Simulation Coordinator, Washburn Institute of Technology, TopekaMs. Harmony Hines – Vice President for Compliance, Midland Care Connection, TopekaMontanaMr. Matthew Springer – Project Director, RevUp: Empowering Montana’s Workforce,Great Falls College, Montana State University, Great FallsMs. Lisa Skriner – Director of Workforce and Resource Development, City College,Montana State University, BillingsMr. Guy Lund – Career & Placement Center, Miles Community College, Miles City

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESviiiNorth CarolinaMs. Jo Anne Honeycutt – Director of CTE, Public Schools of North CarolinaMr. Stan Winborne – Director of High Schools/CTE and Public Information Officer,Granville County School District, Granville CountyWest VirginiaDr. Kathy D’Antoni – Assistant State Superintendent of Schools, Division of Technical andAdult Education, West Virginia State Department of EducationMr. Clinton Burch – Assistant Director, Office of CTE Innovations, WorkforceDevelopment and Support, West Virginia State Department of EducationMs. Donna Van Metre – Director/Principal, James Rumsey Technical Institute, MartinsburgMr. Gary Clay – Plant Controller (Retired), Armstrong World Industries, Flooring Division,BeverlyMr. Sam Spears – Continuous Improvement Coordinator, Rubberlite Incorporated,HuntingtonMr. C. David Thompson – Chief Information Officer and Vice President of OrganizationalDevelopment, Rubberlite Incorporated, HuntingtonNationalMs. Catherine Imperatore – Research Manager, Association for Career and TechnicalEducation

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESixABBREVIATIONSACTEAssociation for Career and Technical EducationCTEcareer and technical educationNCICTENational Center for Innovation in Career and Technical EducationOCTAEU.S. Department of Education’s Office of Career, Technical, andAdult EducationOSHAOccupational Safety and Health AdministrationPerkins IVCarl D. Perkins Career and Technical Education Act of 2006WBLwork-based learning

This page intentionally left blank

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESxiEXECUTIVE SUMMARYWork-based learning (WBL) has long been used in career and technical education (CTE) toallow students to practice the knowledge and skills they acquire in the classroom within a“real-world” business or industry setting. High-quality work placements reinforce schoolbased instruction by providing students with a context for applying academic theory withtechnical skills, and an authentic backdrop for learning the career-readiness (also described asemployability) skills valued by employers. Simulated WBL aims to replicate workplaceexperiences by allowing students to immerse themselves in a realistic worksite activitywithout leaving campus (Lateef 2010). Simulations may be adopted for various reasons,including but not limited to the difficulty educators face in placing students with employers;logistical issues, such as the geographical isolation of rural providers or scheduling challengesthat limit students’ ability to travel; safety or insurance issues that restrict students’ access orengagement; and labor laws, which may prohibit underage students from working.Although various definitions of the approach exist, for the purposes of this report, we havedefined “simulated WBL” asan immersive, career-themed experience—offered in a protected setting at aneducational institution—that replicates workplace tools, processes, and/orenvironments to offer students realistic hands-on opportunities to practice,reinforce, and grow the technical skills, employability skills, and academicknowledge learned through classroom instruction.Relatively little is known about the contribution simulated WBL can make to studentlearning, its most effective forms or fields of application, or its advantages relative to otherforms of instruction. This paper explores the potential benefits that simulated WBL mayoffer CTE students. It is based on evidence gathered from a review of online resources andtelephone interviews with state and local program staff in nine project sites located in fivestates—Alabama, Kansas, Montana, North Carolina, and West Virginia—using simulation asan instructional tool. Project work focused on classifying the forms that simulated WBL cantake, the prevalence of program offerings at the secondary and postsecondary educationlevels, the perceived benefits of quality programs, and the obstacles to their formation.Although educators are using a range of approaches to simulate work, the CTE programs inthe nine sites we examined fell into three models: 1) those using simulation tools to teach

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESxiioccupationally specific skills; 2) simulated workplaces, intended to replicate jobsite conditions;and 3) school-based enterprises, operated as student-run businesses that produce and sellproducts or services. Details of these models and their distinguishing characteristics aredescribed in Exhibit ES-1.Exhibit ES-1: Models of simulated WBL and their distinguishing characteristicsModels of Simulated Work-Based asedEnterprisesMotivationCreate safe opportunities to teachspecific skills or tasks associatedwith a given jobReplicate a range of workplaceenvironments designed to developemployability skills and increasestudent engagementOffer students a holistic experienceof running an actual business tofoster entrepreneurial skills anddeepen student engagementIntended skills Critical thinking/decision-making Preparation/exposure to specificwork scenarios Confidence Technical skills Employability (on time, drugfree, interviewing, safety,professionalism, dress) Teamwork Responsibility Leadership Career awareness Entrepreneurism Critical thinking Problem solving Communication CollaborationTypical programelements Use of common and emergencyscenarios Some clinical credits for simulationtime (health care) Debrief/reflection processes thatallow for learning from mistakes Classes organized as student-led Student-run businesses providecompaniesproducts or services for sale toother people Time clocks, uniforms, drug testing Business plan development Facilities resemble industry settings Teacher serves as facilitator Teacher serves as facilitatorRequiredresources Simulation tools Operations and maintenance costs Additional training for instructors orcoordinators Professional development Employer partnership and input/guidance Equipment for student businesses Start-up capital Additional training for instructors orcoordinatorsEach model offers opportunities for CTE students to practice and grow career skills, noneof which are exclusive to a given approach. However, the emphasis on skill training doesvary by model, which in turn affects the education level at which it is employed and theresources necessary for its success. At the secondary level, educators in sites we reviewedwere primarily using simulated workplaces and school-based enterprises to promote the

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESxiiidevelopment of employability and foundational technical skills through broad experientiallearning. At the postsecondary level, simulation tools were used more frequently for studentsto practice basic and advanced skill applications in stand-alone simulators or in more realisticsimulated work environments.PROGRAM DEVELOPMENTEducators in the nine sites we reviewed reported common issues when designing andimplementing simulated instruction regardless of the different models they used. Thesecentral factors included the following: Choosing an Instructional Model—Simulated WBL experiences can bestructured to teach most skills, ranging from basic employability to occupationaltask-specific. Educators need to begin by establishing their instructional goals,which can inform the approach they use to frame their curriculum. For example,educators interested in offering general career-readiness training, with an emphasison the development of employability skills, may wish to consider the simulatedworkplace or school-based enterprise models. In contrast, those focused on moreoccupationally specific skill instruction might opt to use simulation tools, inisolation or integrated into a replicated workplace setting, to allow students topractice the application of skills. Preparing Instructors to Teach Simulations—Changing classroom instructionalpractice was identified across sites as the greatest challenge to simulated WBLadoption. An emphasis on skill application in authentic settings requires thatteachers adopt new pedagogic strategies and modify their curriculums to alignsimulation tools and scenarios with their learning objectives. As one stateadministrator observed, teachers are not trained in experiential learning and theyneed considerable professional development to adjust to new instructionalparadigms. Sites described approaches they used for preparing site administrators,teachers, and faculty to use simulations, with strategies ranging from offeringtargeted technical assistance to phasing in simulations within and across sites overtime. Securing Employer Engagement—Simulating workplace conditions inclassrooms requires close and continued collaboration between educators andemployers. Engaging workforce representatives early on helps to ensure thatsimulations are aligned with contemporary industry practices and standards. Mostsites also report holding ongoing consultations with employers throughout the

SIMULATED WORK-BASED LEARNINGINSTRUCTIONAL APPROACHES ANDNOTEWORTHY PRACTICESxivschool year to guard against skill obsolescence and to provide opportunities forstudents and teachers to maintain relationships with the business community. Financing Programs—Introducing simulated WBL requires some degree of initialinvestment, from purchasing equipment to retraining staff. Costs vary byinstructiona

of running an actual business to foster entrepreneurial skills and deepen student engagement. Intended skills Critical thinking/decision-making Preparation/exposure to specific work scenarios Confidence Technical skills Employability (on time, drug free, interviewing, safety, professionalism, dress) Teamwork Responsibility

Related Documents:

mind, I like instructional design and technology (IDT). This term, which has been employed by one of the professional organizations in our field (Professors of Instructional Design and Technol-ogy), directly refers to the key concepts men-tioned earlier-instructional design and instructional technology (i.e., instructional media).

2. INSTRUCTIONAL DESIGN Instructional design is defined by Berger and Kam [1] as ‘the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the process of analysis of learning needs and goals and

1. explain the definition of instructional media 2. identify the kinds of instructional media 3. identify the function of the instructional media 4. select appropriate instructional media for teaching English 5. Use media in four language skills ( listening, speaking, reading, writing) and grammar, vocabularies in teaching and learning process.

May 26, 2021 · instructional design. IDD 610 Instructional Design (3 credit hours): Instructional Design is a project-based course that includes step-by-step strategies to create instruction using design models, instructional strategies, and technology applications. Learners will study the processes of analysis, design,

pathways based on their level of prior knowledge. 1e. ic les The instructional coach provides a one-time demonstration of an instructional strategy with no plan for follow-up. The instructional coach provides ongoing professional development sessions to support a year-long instructional focus but does not support individual teachers in .

instructional materials generally improved students' understanding of concepts and led to high academic achievements . Recommendations were made on how to improve academic performance of Computer students by encouraging the use of instructional materials in teaching-learning Computer. Keywords: Instructional Materials, Teaching-Learning. 1.

Personalized learning refers to instruction in which the pace of learning and the instructional approach are . optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs. In addition, learning activities are meaningful and relevant

Instructional Systems at Florida State University, draws helpful dis-tinctions in his 2001 article on the history of instructional design and technology: “Instructional Tech-nology is the problem analysis, solu-tion design, development, imple-mentation, management, and eval-uation of instructi