History and Practice of Work-Based Learning (WBL)

Designed by Chase L. Way

To efficiently structure the self-paced learning experience and ensure instructional continuity, all tutorials are divided into a suggested series of study sessions. The modules build on one another, so learners are strongly encouraged them to complete them in the recommended sequence.

Why should I learn the history of WBL?

Although WBL has become much more popular in recent years, this instructional design approach arose in its most modern form as part of educational reform efforts during the 1980s and 1990s. The issues which motivated the initial push for WBL - particularly the need to retain underserved students and develop their capacity for academic success - have only grown in urgency since then. Within this context, a working knowledge of WBL history will empower you to draw on the collective wisdom of educators who faced similar challenges in the past.

Tutorial Session A

Read John Baker’s article, "Work-Based Learning: Why You Have to Get with the Program," Forbes, January 6, 2020.
Analyze the breadth and depth of what “counts” as WBL while you study Baker’s piece.
- Use the below Infographic to help you reflect on this. As you do so, note the different stages of career development it employs to categorize various WBL activities (i.e. “Career Awareness,” “Career Preparation,” etc.):

WBL Infographic (stand-alone).jpg

Download a copy of the above WBL Infographic if you would like to save it for your records. It may prove a helpful resource down the road!)
Write down at least five examples of WBL activities which you think might work for one of the classes you know you will likely teach now or in the future. If you can, pick a class for which you already have a pre-written syllabus and/or established Student Learning Outcomes.
- You can draw your example WBL activities straight from the Key Image Infographic or dream up something entirely new!
  - At this point, don’t judge yourself or try to figure out “how good it is,” how realistic it is, or even whether we can put it online. This is just a brainstorm. We only want to get our creative juices flowing!
    - You can use these notes during the second tutorial, so it would be a great idea to save them!

Tutorial Session B

Read Chapter 1 - "Work-Based Learning and Education Reform" in Thomas R. Bailey, Katherine L. Hughes, and David Thornton Moore, Working Knowledge: Work-Based Learning and Education Reform (New York: Routledge, 2003), 21-37.
Review the WBL Frequently Asked Questions handout.
Write down at least three ways in which WBL can be used to advance social justice for our students, and at least one way in which you think the Spring 2021 class you began to work on in Study Session #1 could support those goals.
- You can use these notes in the second tutorial, so please be sure to save them!

Tutorial Session C

Read the following article and consider how remote WBL curriculum can prepare students to thrive in a post-coronavirus work world: Rani Molla, "Office Work Will Never Be the Same: The Pandemic brought Us More Meetings, Longer Hours, and Remote Everything," Vox, May 21, 2020.
Watch Kevin Manning’s TEDx talk. Pay special attention to his commentary on the role which remote learning technologies will play in this imagined future:

Tutorial Session D

Read the following chapter in preparation for Tutorial #2: Joseph A. Raelin, "Public Reflection As the Basis of Work-Based Learning," Work-Based Learning: Bridging Knowledge and Action in the Workplace (San Francisco: Jossey-Bass, 2008), 125-140.
Watch Ankita Jhaveri and Julia di Bonaventura’s mini-lecture: