Modular Postgraduate Programmes: Fulfilling Their Potential for Lifelong Learning?

1. Modular Postgraduate Programmes: Fulfilling Their Potential for Lifelong Learning? Sue CrossUCL EUCEN, BERGEN, 2005 s.cross@ucl.ac.uk

2. Lifelong learning assumes... “ the need for adaptability through a constant registering and processing of information, formation of concepts, and development of attitudes and skills.”

3. It is required by adults who need to: • keep up to date at work • change location, career or specialism • engage with new interests or revisit old ones • enrich their personal, social, cultural, civic life • maintain mental health in old age

4. It is wanted by adults who: • are already successful • are subjected to change • are offered opportunity • are supported and encouraged • believe they can succeed

5. Lifelong Learning Pedagogies include: • Andragogy • Experiential learning • Traditional academic methods • Transformative learning • Social constructivist methods • Autotelic learning

6. Andragogy “... learning is a process of mental inquiry not passive reception of transmitted content”

7. ‘A reconstructed charter for andragogy’ based upon: • Valuing the experience of learners • Engaging in reflection on experiences • Establishing collaborative learning relationships • Addressing issues of identity and the power relationship between teachers and learners • Promoting judgements about learning that are developmental and which allow scope for success for all learners

8. and… • Negotiating conflicts over claims to knowledge and pedagogical processes • Identifying the historical and cultural locatedness of experiences • Transforming actions and practices Tennant (1997)

9. Case studies UCL offers flexible masters courses for the continuing professional development of academics, administrators technical & support staff working in HE and other public and private sector contexts, including an MA in Adult Learning & Professional Development

10. Adult Learning & Professional Development Details may be found at: http://www.ucl.ac.uk/calt/masters/maalpd.html Design, recruitment, delivery and assessment of the programme of taught modules indicate 6 areas where tensions between academic programmes and cpd in lifelong learning need resolution

11. Developmental areas • Student funding • Recruitment • Progression • Scheduling teaching • Assessment • Reconciling student needs with academic systems and practices

12. Student funding • Fees paid by students or employers • Recent graduates already have student debt • Low level public funds for arts/humanities • Fees differ for UK/EU and overseas students • Invoicing for modules or programmes

13. Recruitment • Need sufficient students to ensure viability • Potential students may take modules as “tasters” and then register for an award or use for cpd without academic credit • New regulations for APL & APEL • Demand for cpd & additional qualifications

14. Progression • Linear progression (norm for conventional MAs) less appropriate for cpd • Flexible modular programmes permit 2-5 years to complete a masters award • Professionals may need breaks from study • Negotiated choice of modules permits progression and cost-effectiveness

15. Scheduling teaching • Teaching schedule adapted to meet needs of pedagogy and student availability • Modules can be shared between programmes • Students need flexibility because of professional and domestic commitments • E-learning material can support face to face contact e.g. http://www.ucl.ac.uk/calt/alpd/wiki/index.php?title=ALPD

16. Assessment underpins learning • Assessed coursework (+ a viva) includes portfolios, articles, reports, reflective writing, literature review at masters level. • Principles of andragogy (value student experience, reflect on practice,promote collaboration, success for all) are linked in learning and assessment • No award of distinction

17. Reconciling student needs with academic systems and practices • HEI’s expect full cost recovery • Lifelong learners need diversity of approach, personalisation and adaptivity • Flexibility, blended learning, student-centred methods, credit real-work projects • Possible progression to aprofessional doctorate

18. Looking to the future? Demand for flexible, accredited lifelong learning provision likely to grow…

19. because of • demand for evidence of cpd • full-time studentships more scarce • employers (some) provide cash & time for flexible study leading to an award • mid-career change more common

20. and • realisation of the EHEA • later retirement ages • cognitive capacity now thought to decline less with age • health, social & cognitive benefit from Lifelong Learning

21. So… … important to promote strategic planning by students, teachers and administrators to develop programmes, support systems and build capacity for growth.