LIFEWIDE LEARNING

1
LIFEWIDE LEARNING

• Is there a need for a radically revised pedagogy??

2
So far PDP is accommodated in the traditional
context

• - but simply tinkering with the status quo
  bothers me as potentially unsound!

3
Ideal Alignment Nowadays
Outcomes
Learning T
Assessment
All within FHEQ requirements
4
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

5
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

6
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

7
Think of a PDP-related module
8
Check quickly and tell a neighbour(4 minutes
total)
Do these characteristics apply in your example?
9
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

10
Are we trying too hard with LWL?
Trying to fit a square LWL peg into a round
traditional hole?
11
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!

12
My lifewide learning exampleDeveloping
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 employers approval. Report

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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

14
Think of an example of life-wide learning,
assessed or otherwise
15
Check quickly and tell a neighbour(4 minutes
total)
Do these characteristics apply in your example of
LWL?
16
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

17
Exciting developments, then.But have we quite
completed the job, yet?

• What do I suggest for LWL?

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Best practice nowadays
Outcomes
Learning Teaching
Assessment
All within FHEQ requirements
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Lifewide Learning?
Development
Reflective analysis
Experience
Objective ROD
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Radical differences all call for change, not
amendment

• Traditional

• LWL

• Planning for outcomes
• Outcomes intended
• Activity to suit outcomes
• Outcomes and criteria general
• Assessment scheme by teachers
• External judgement
• Level predetermined
• Teachers directive

• 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

21
So?

• We surely need
• a new,
• not a revised or adapted,
• pedagogy for LWL!

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Prior experiences
Internet
Libraries
Aims and programme
Tutors purpose
tuition
tools
facilitation
Tasks and criteria
Role definitions
experience
autonomy
serendipity
reflection
ASSESSMENT
Ring-fencing of learning activity/experience
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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

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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.