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.