In this module students will be introduced to the concept of learning brokerage and the purpose and uses of the learning brokerage framework in relation to practice to support community learning. Learning brokerage is the process of providing effective mediation between learners or potential learners and learning provision. Learning brokerage joins up a range of activities - such as outreach; information, advice and guidance; new courses; learner support; and pathways for progression. Students will learn to identify instances of learning brokerage and how the framework can offer a process to assist those whose role is to create, manage or improve mediation between non-traditional learners and learning provision. The following topics will also be explored:
- How is learning brokerage `success' defined?
- Measuring impacts and `success' of learning brokerage activity
- Learning progression issues
- Barriers to learning brokerage development
- Developing links with professional networks
- CPD, skills and training for learning brokerage staff

The learning strategies will require students to commit 300 learning hours.
There will be 30 hours of class contact and 270 hours of independent and self-directed study (including 40 hours work-based learning). Teaching for this module takes place via 5 sessions. Specific work-based learning activities will be set to complement and feed into each taught session. Work-based learning activities will be carried out in-between taught sessions. Each taught session involves 6 hours of teaching. Taught sessions provide students with a broad theoretical overview and the conceptual frameworks which underpin learning brokerage, which are then related to wider community learning practice. This incorporates tutorial support activities which will provide students with the opportunity to develop critical reading, writing and thinking skills, and reflective skills, which can be applied to the development of their own practice, in preparation for their assignment. The following will also be included:
Seminars - Students will be given the opportunity to contribute to seminars which discuss, in depth, issues covered in the lectures and presentations in order to encourage discussion, reflection and the exchange of ideas. Students will be engaged in providing and receiving critical feedback from peers and tutors on presentations.
The module will also provide opportunities for students to;
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
VLE - Blackboard will be used to facilitate the exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, powerpoint presentations, internet communication, information retrieval and on-line searches throughout their studies. Students will be expected to make full use of the VLE, contributing to discussion boards and submitting work-related tasks to the module tutor
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead class discussions individually and as part of a group.

Library
VLE - Blackboard

McGivney, V. (1999) Informal learning in the community: A trigger for change and development, Leicester: NIACE.
McGivney, V. (2000) Recovering outreach: Concepts, issues and practices, Leicester: NIACE.
McGivney, V. (2000) Working with excluded groups: Guidelines on good practice, Leicester: NIACE.
Thomas, E., Quinn, J., Slack, K., Casey, L., Vigurs, K. and Flynn, N. (2004) Learning brokerage: building bridges between learners and providers. Report on phase 1 of the project. London: Learning and Skills Research Centre.
Thomas, E., Slack, K., Thexton, W., Vigurs, K., Casey, L., Quinn, J. and Flynn, N. (2005) Learning brokerage: Building bridges between learners and providers. Report on phases 2 and 3 of the project. London: Learning and Skills Research Centre.
Thompson, J. (2001) Rerooting lifelong learning, resourcing neighbourhood renewal, Leicester: NIACE.
Thompson, J. (2004) Community education and neighbourhood renewal, Leicester: NIACE.
Yarnit, M., Sachdev, D. and Zwart, R. (2005) Understanding Learning Brokerage, London: Learning and Skills Development Agency.

A written assignment of 2500 words - weighted at 100%.
The assignment will require students to critically evaluate learning brokerage within their professional context drawing on relevant literature. The assignment comprises two sections:
Section a) The production of an organisational diagram, which represent the links between different individuals and different organisations in conducting learning brokerage within their work context. (500 word equivalent - tests learning outcome 3
Section b) An analysis of the diagram which identifies issues and implications for practice (2000 words - tests learning outcomes 1, 2 & 4). This should include;
- A critical evaluation of the learning brokerage networks they belong to and where their roles and responsibilities fit
- The identification of enablers and barriers to effective practice
- An analysis of the extent a framework for learning brokerage can be used to increase understanding within and between organisations about ways to work together to benefit target learners.