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. Outcomes Assessment Learning & T Ideal Alignment Nowadays 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 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

13. 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?

18. Outcomes Assessment Learning & Teaching “Best practice” nowadays All within FHEQ requirements

19. Development Objective ROD Experience Lifewide Learning? Reflective analysis

20. 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

21. So? We surely need a new, not a revised or adapted, pedagogy for LWL!

22. Aims and programme ASSESSMENT Role definitions Tasks and criteria Tutor’s purpose experience facilitation reflection autonomy serendipity Ring-fencing of learning activity/experience tuitiontools Internet Libraries Prior experiences

23. 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

24. 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.