LIFEWIDE LEARNING
Is there a need for a radically revised pedagogy??
So far PDP is accommodated in the traditional context
- but simply tinkering with the status quo bothers me as potentially unsound!
Outcomes
Assessment Learning & T
Ideal Alignment Nowadays
All within FHEQ requirements
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
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
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
Think of a PDP-related module
Check quickly and tell a neighbour(4 minutes total)
Do these characteristics apply in your example?
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
Are we trying too hard with LWL?
Trying to fit a square LWL peg into a round traditional hole?
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!
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
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
Think of an example of life-wide learning, assessed or otherwise
Check quickly and tell a neighbour(4 minutes total)
Do these characteristics apply in your example of LWL?
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
Exciting developments, then.But have we quite completed the job, yet?
What do I suggest for LWL?
Outcomes
AssessmentLearning & Teaching
“Best practice” nowadays
All within FHEQ requirements
Development
Objective ROD
Experience
Lifewide Learning?
Reflective
analysis
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
So?
We surely need a new, not a revised or adapted, pedagogy for LWL!
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
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
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.
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