STUDENTS AS CHANGE AGENTS: Elisabeth Dunne Student Lifewide Development Symposium.
LIFEWIDE LEARNING
description
Transcript of LIFEWIDE LEARNING
![Page 1: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/1.jpg)
LIFEWIDE LEARNING
Is there a need for a radically revised pedagogy??
![Page 2: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/2.jpg)
So far PDP is accommodated in the traditional context
- but simply tinkering with the status quo bothers me as potentially unsound!
![Page 3: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/3.jpg)
Outcomes
Assessment Learning & T
Ideal Alignment Nowadays
All within FHEQ requirements
![Page 4: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/4.jpg)
Features of ideal alignment
Predetermined and intended learning outcomes
Assessment demands compatible with outcomes
Learning planned to achieve outcomes
Achieving competence is central in planning
Facilitative support
Assessment methods appropriate
Assessment confirms intended development
Programme aims and criteria predetermined
![Page 5: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/5.jpg)
My example: pg PDP for CIPD
Personal tutor facilitates
Self-directed, self-managed, self-assessed in part
Six objectives, almost freely chosen by learner
Objectives to be SMART
Interactive support from learning communities
Students assemble data to support claims
Facilitative formative evaluation from peers
Claims presented for audit
![Page 6: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/6.jpg)
Which features apply there?
Predetermined and intended learning outcomes
Assessment demands compatible with outcomes
Learning planned to achieve outcomes
Achieving competence is central in planning
Facilitative support arranged
Assessment methods appropriate
Assessment confirms intended development
Programme aims and criteria predetermined
![Page 7: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/7.jpg)
Think of a PDP-related module
![Page 8: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/8.jpg)
Check quickly and tell a neighbour(4 minutes total)
Do these characteristics apply in your example?
![Page 9: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/9.jpg)
Which of these apply to yours?
Predetermined and intended learning outcomes
Assessment demands compatible with outcomes
Learning planned to achieve outcomes
Achieving competence is central in planning
Facilitative support arranged
Assessment methods appropriate
Assessment confirms intended development
Programme aims and criteria predetermined
![Page 10: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/10.jpg)
Are we trying too hard with LWL?
Trying to fit a square LWL peg into a round traditional hole?
![Page 11: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/11.jpg)
Concentrating on LWL from scratch……….
Should surely lead learners in new directions…..
……which do not necessarily entail premeditation about intended outcomes by anyone…….
……and stress considerable learner choice in almost everything!
![Page 12: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/12.jpg)
My lifewide learning example:Developing employability
Undergraduates in any part-time employment
Identify one critical incident a week
Reflect on what they can learn from it
Consider how that may apply that in future
Claim best examples of reflection and follow-up
Conceive plan for enhancement of work activity
Implement with employer’s approval. Report
![Page 13: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/13.jpg)
These features apply to my example
Mostly unintended learning outcomes
Activity not chosen to facilitate particular development
Assessment reflective and analytical
Outcomes and criteria are intensely personal
Learners evolve their own frameworks for judging
Outcomes identified through review and evaluation
Self-knowledge features prominently
Development of confidence often features strongly
Many outcomes are difficult to substantiate
Pedagogical methodologies are still evolving
![Page 14: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/14.jpg)
Think of an example of life-wide learning, assessed or otherwise
![Page 15: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/15.jpg)
Check quickly and tell a neighbour(4 minutes total)
Do these characteristics apply in your example of LWL?
![Page 16: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/16.jpg)
Which of these apply to your examples?
? Mostly unintended learning outcomes
? Activity not chosen to facilitate particular development
? Assessment reflective and analytical
? Outcomes and criteria are intensely personal
? Learners evolve their own frameworks for judging
? Outcomes identified through review and evaluation
? Self-knowledge features prominently
? Development of confidence often features strongly
? Many outcomes are difficult to substantiate
? Pedagogical methodologies are still evolving
![Page 17: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/17.jpg)
Exciting developments, then.But have we quite completed the job, yet?
What do I suggest for LWL?
![Page 18: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/18.jpg)
Outcomes
AssessmentLearning & Teaching
“Best practice” nowadays
All within FHEQ requirements
![Page 19: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/19.jpg)
Development
Objective ROD
Experience
Lifewide Learning?
Reflective
analysis
![Page 20: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/20.jpg)
Radical differences all call for change, not amendment
Planning for outcomes Outcomes intended Activity to suit outcomes Outcomes and criteria
general Assessment scheme by
teachers External judgement Level predetermined Teachers directive
LWL Planning for experience Achievements emerge Various reasons for choice Achievements and criteria
particular Learners identify and claim
their own development Self-knowledge central Level emerges Teachers supportive and
facilitative
Traditional
![Page 21: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/21.jpg)
So?
We surely need a new, not a revised or adapted, pedagogy for LWL!
![Page 22: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/22.jpg)
Aims and programme
ASSESSMENT
Role definitions
Tasks and
criteria
Tutor’s purpose
experience
facilitation
reflection
autonomy serendipity
Ring-fencing of learning activity/experience
tuition tools
Internet Libraries
Prior experiences
![Page 23: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/23.jpg)
Suggested pedagogy for LWL:
• Teachers structure programme, and then facilitate• Learners’ free to choose – aims, activity and criteria• Learners discuss examples of past outcomes and claims• Free choice of an area of LWL activity• Encouraged collection and analysis of data• Facilitated reflections• Planned formative peer interaction• Data collated and analysed against criteria• Reflective review concentrates on standards• Development claimed summatively• Claim audited by peers• Iterative forward plan
![Page 24: LIFEWIDE LEARNING](https://reader035.fdocuments.net/reader035/viewer/2022062805/56814dd3550346895dbb3139/html5/thumbnails/24.jpg)
Assertions to prompt a third buzzing discussion – over coffee
LWL is radically different. It needs a new pedagogy,
centred on purposeful and reflective decisions by
learners
Most LW learners require assistance to learn how to judge;
LW learners should be able to support any claims they need
to make in various settings, without formal assessment;
“Lifewide Learning” is about development, not performance
The most effective use of teachers in LWL is in general
planning for and facilitation of development;
Constructive peer interaction should be built into LWL plans.