Cooper, Edward (2025) Shaping work-based learning through project-led curriculum design. In: UoC Learning and Teaching Seminar Series, 29 April 2025, Online. (Unpublished) Full text not available from this repository.
(Contact the author)Abstract
This session explores the evolution of work-based learning from prescriptive module delivery to fully integrated project-based approaches, highlighting the role of fluid curriculum design and targeted community engagement in shaping meaningful educational experiences. Drawing on my experiences in the FE sector, I will discuss how shifting towards project-led learning empowered students with industry-relevant skills, adaptability, and autonomy. I will then explore how this methodology was further developed in HE, culminating in Backing the Blues, a landmark collaborative exhibition that provided students with hands-on experience in curatorial practice, digital storytelling, and heritage engagement. Described by Project Curator Tim Mills as "one of the finest examples of its kind in the country," this initiative exemplifies how work-based learning, when embedded authentically, enhances employability and fosters deeper connections between universities and their communities. By integrating local history, industry partnerships, and real-world challenges into the curriculum, this approach not only prepares students for professional practice but also demonstrates the transformative potential of education in enriching cultural heritage. The session will reflect on the lessons learned and offer insights into how such approaches can be adapted across disciplines to create more dynamic, community-driven learning environments.
| Item Type: | Conference or Workshop Item (Lecture) |
|---|---|
| Departments: | Institute of Arts > Media Arts |
| Additional Information: | Edward Cooper, Senior Lecturer in Film and Television, University of Cumbria, UK. |
| Depositing User: | Anna Lupton |
| Date Deposited: | 12 May 2025 09:58 |
| Last Modified: | 12 May 2025 09:59 |
| URI: | https://insight.cumbria.ac.uk/id/eprint/8816 |
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