Would You Credit it continued

1
Would You Credit it (continued)

• This week, in the context of claiming APEL you
  will
• Explore the concept of Level as appropriate to
  HE and beyond
• Practice the writing of Learning Outcomes
• Identify the learning arising from critical
  incidents and past experience.

2
Schedule

• 10.00 Introduction
• 10.15 Levels task
• 10.45 Learning Outcomes task and
  discussion
• 11.30 Coffee and buy lunch
• 12.00 Critical Incident analysis.
• 1.00 Biographies task
• 1.45 General discussion
• 2.00 Close

3
Level - ness
4
"Levels" Task

• Sort yourself into groups of 2 or 3 work with
  someone you dont know!
• Each group has a pack of cards. Each card has a
  Title and then a statement which begins "The
  learner ".
• Sort the cards into groups of 3, such that all
  the cards in a group have the same Title.
• Now decide which order the statements on the
  cards should go in. Start with the most basic
  statement and move on to the more advanced.
• Decide as a group which statement best describes
  a "graduate". Be prepared to defend your choice
  to the rest of the class.

5
Application

• Level 1 - can apply given tools / methods
  accurately and carefully to a well defined
  problem and begin to appreciate the complexity of
  the issues.
• Level 2 - can identify key elements of problems
  and choose appropriate methods for their
  resolution in a considered manner.
• Level 3 - Is confident and flexible in
  identifying and defining complex problems and can
  apply appropriate knowledge and skills to their
  solution.

6
What Level is this exercise pitched at ?

• Level HE 1 - can analyse with guidance using
  given classifications / principles.
• Level HE2 - can analyse a range of information
  with minimum guidance using given classification
  / principles and can compare alternative methods
  and techniques for obtaining data.
• Level 3 - can analyse new and / or abstract data
  and situations , using a range of techniques
  appropriate to the subject.

7
Homework task 1

• Working on your own, refer to the "SEEC Generic
  levels Descriptors".
• For each group of three decide which statement
  best describes you. Make a note of these.
• For all the statements which describe you, decide
  which THREE suits you best.
• Be prepared to justify your choice where is
  the proof ?

8
Graduate-ness

• manage their own learning, and to make use of
  scholarly reviews and primary sources (e.g.
  refereed research articles and/or original
  materials appropriate to the discipline,
  profession or occupation).
• effectively communicate complex information,
  ideas, problems, and solutions to both specialist
  and non-specialist audiences to discuss
  uncertainties and ambiguities clearly
• interact effectively within their workplace or
  professional group using initiative and personal
  responsibility
• apply the methods and techniques that they have
  learned to review, consolidate, extend and apply
  their knowledge and understanding and to
  initiate and carry out projects
• critically evaluate arguments, assumptions,
  abstract concepts and data (that may be
  incomplete) to formulate judgements, and to
  frame appropriate questions to achieve a solution
  or identify a range of solutions to a
  problem,
• and should have qualities and key skills
  necessary for employment requiring
• the exercise of initiative and personal
  responsibility
• the capacity and enthusiasm for seeking new
  knowledge and applying this to work-related
  tasks
• decision making in complex and unpredictable
  contexts, and
• the learning ability needed to undertake
  appropriate further training of a professional or
  equivalent nature.

9
Learning Outcomes

• Work in groups of 2 or 3 (not same groups as
  before)
• Examine the learning outcomes (l.os.) for the
  course specifications given.
• What is the common formula for an l.o.?
• How could l.os for APEL be written?
• Resources Put writing learning outcomes into
  Google!

10
Critical Incident Analysis the Simpsons

• You will be allocated a character from the
  Simpsons (Homer, Marg, Bart, Lisa).
• Watch 20 minute episode taking notes about
  critical incidents which befell your character.
• In character groups come to consensus as to which
  critical incident gave rise to significant
  experiential learning. What was the nature of
  this learning?
• Be prepared to share your conclusions with the
  rest of the cast.

11
What famous people may have learned

• Get into groups according to the biography you
  have read.
• Decide as a group decide what graduatelevel
  experiential learning your character has
  achieved.
• Devise 3 or more HE learning outcomes to
  articulate an APEL claim.
• What evidence can you offer that the learning
  happened?
• Be prepared to share your ideas with the rest of
  the class.

12
Homework task (2)

• Identify a critical incident or period in you
  recent past.
• Articulate the learning (at chosen HE level)
  which arose from this event.
• How would you evidence that this actually took
  place?
• Prepare as a mini-APEL claim to show Janet and
  Cathy next week.

13
Which course?

• Level HE 1
• Make Your Experience Count - OTOP 1011
• Building on Competence OTOP 1021
• Level HE2
• Recognition of Learning OTOP 1012
• Level HE3
• Building on Experience OTOP

14
Thank You

• Dr Mike Nicholls
• Division of Learning, Enhancement, Access
  Partnership
• University of Greenwich,
• Pembroke 315,
• Chatham Maritime,
• Kent ME4 4TB
• Tel. [phone]
• M.Nicholls_at_gre.ac.uk