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A Tale of Two Continents :

A Tale of Two Continents :. Cross cultural perspectives in using experiential learning as a foundation for negotiated programs. Dr. Nan Travers Director of Collegewide Academic Review SUNY Empire State College. Dr Barbara Workman Principal Learning Development Consultant.

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A Tale of Two Continents :

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  1. A Tale of Two Continents: Cross cultural perspectives in using experiential learning as a foundation for negotiated programs Dr. Nan Travers Director of Collegewide Academic Review SUNY Empire State College Dr Barbara Workman Principal Learning Development Consultant

  2. Middlesex University, London UK Dr Barbara Workman, Principal Learning Development Consultant Institute for Work Based Learning b.workman@mdx.ac.uk

  3. Middlesex University in North London • One of the largest and best equipped campuses in London • £100 million+ investment in laboratories, social, sport and library facilities • £80 million Art, Design and Media Building – the Grove. • New student social centre and fitness suite • More than 13,000 students

  4. Institute For Work Based Learning • Work Based Learning (WBL) is a Middlesex specialty for 20 years • 1996 Middlesex was awarded a Queens Prize for “Excellence and Innovation” for pioneering WBL • 2003 the UK Quality Assurance Agency described WBL at Middlesex as innovative and academically rigorous (www.qaa.ac.uk) • 2005 the HEFCE awarded Middlesex University a “Centre for Excellence in Teaching and Learning “ in Work Based Learning • 2007 the Institute of WBL was created within the University • 2009 – 2012 HEFCE awarded £8m to IWBL for an employer engagement project, working across the University and with external partners

  5. IWBL Current activity • In 2010/11 about 1400 students on Work Based Learning programmes: about 600 at Honours Degree level, 50% of University’s Doctorate provision • WBL takes place in all types of organisations: Halifax Community Bank, Rank, Royal Mail, Dell, Ministry of Defence Police, NHS Health Service Trusts, Transport for London • International Centres in Cyprus, Hong Kong, and Ireland • Comprehensive range of qualifications – Certificate, Diploma, Hons Degree, Masters, Doctorate

  6. Current use of APEL (PLA) In UK where used • Entry to HE programmes – in some HEI’s • Awards specific credit against specific validated programmes • Often a ‘deficit’ or ‘credit exchange’ model – implies knowledge limitation to be extended by ‘formal’ learning (Butterworth 1992) • ‘Developmental’ model – offers advanced standing against programme criteria and a resource for further learning ( Bailie 2000) • Work based programmes attract use of APEL

  7. Bob: the Work Based Learner

  8. Bob’s route to a Masters in WBS (Animal Husbandry)

  9. Current Use of APEL (PLA) in IWBL In IWBL at MU • Experiential and certificated prior learning at HE level forms foundation of WBL programme • Learning from experience (work) as ‘Field of study’ versus ‘mode of study’ – recognition and legitimisation of knowledge outside HE • Up to 2/3 of award allowed at UG & PG • Does not usually involve matching learning outcomes to a specific programme • Currently assesses general credit – not linked to specific programmes • Level assessed by WBL level descriptors: 4 - 7 • Volume assessed by use of negotiated work based project shell modules of 10, 15, 20, 30, 40 & 60 credits

  10. APEL (PLA) contribution to WBL programmes • Negotiated curriculum content responsive to personal & professional learning needs - developmental • Offers a new route to knowledge generation • Recognises learning of significance to claimant & their work • Evidence is significant to demonstrate personal and academic achievement and learning • Reveals tacit knowledge of claimant - general credit • Assessor recognises and values actual and potential learning of claimant • Impacts the organisation as releases Human Capital and Intellectual Property knowledge

  11. Implications of Accreditation in WBL • Knowledge creation - Mode 1 & 2 (Gibbons et al 1994) subject based, linear & traditional versus multi-variant, unsystematic, trans-disciplinary, creative • Subject discipline - limited by knowledge in HE • Content driven programmes – proscribed by HE/ professional body limits new knowledge generation • Organisation and HEI impact – empowers learners, (expert) but challenges academics/ HE, recognises community of practice knowledge • Professional development – CPD through practice & reflection, capturing knowledge from practice • Personal development – transformation through reflection

  12. Future Developments • Developing use of E-APEL tools • Organisational accreditation – recognition of employer based training as equivalent to HE • Developing more in post 1992 HEI’s • Financial implications for funding model, especially PG programmes • Stronger in some subject disciplines (e.g. Nursing, Education, Management) than others • Accreditation at Doctorate level; D Professional Studies, including recognition of ‘Public Works’

  13. Any questions?

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