How can we recognise learning from experience in higher education?

1. How can we recognise learning from experience in higher education? Dr Anita Walsh Birkbeck, University of London National Teaching Fellow

2. How can we recognise …? • Academic recognition of experience-based learning relatively recent development in HE • Widely assumed that: learning is an individual process, which needs a teacher and takes place in a specific location separated from other activities (cognitive perspective) APEL Helsinki/Oulu December 2009

3. How can we recognise …? • Recognition of experience-based learning challenges these beliefs • People claiming learning from experience (NB the focus on learning!) are claiming they have learned things through their activities, often at work but sometimes elsewhere APEL Helsinki/Oulu December 2009

4. How can we recognise …? • This raises two questions: • Is there reason to believe that people learn from experience? • How can we measure and assess such learning? APEL Helsinki/Oulu December 2009

5. How can we recognise …? • Dewey: Experience is the basis for all learning (= raw material for reflection) • Models incorporating reflection have been influential in practice and APEL: • Kolb’s reflective learning cycle • Schon’s reflection-on-practice and reflection-in-practice APEL Helsinki/Oulu December 2009

6. How can we recognise …? • Nature of learning/knowledge debates: • Mode 1 and Mode 2 knowledge (Gibbons et al) • Biggs: declarative, procedural, conditional, functioning • Lave and Wenger: situated learning (context = activity system not geographical location) • Wenger: communities of practice (legitimate peripheral participation) APEL Helsinki/Oulu December 2009

7. How can we recognise …? • In contrast currently higher education: • is organised on the basis of academic disciplines • gives primacy to theoretical knowledge • prefers decontextualised to contextualised knowledge (?transferability of learning) • assumes that teaching is necessary for learning to take place APEL Helsinki/Oulu December 2009

8. How can we recognise …? • Understanding of the APEL process not widespread – but seen as important for employer responsive provision • identification and assessment of experience-based learning needs to demonstrate equivalence in standards without disadvantaging the student APEL Helsinki/Oulu December 2009

9. How can we recognise …? • Identifying learning from experience is an educational process • Applicants need help and support in doing this – similar to supervision? • University needs to be clear what it is looking for APEL Helsinki/Oulu December 2009

10. How can we recognise …? • In UK with more flexible entry requirements term APEL frequently reserved to mean entry to a programme at some point after the beginning • APEL for entry at, e.g. second year level, likely to have specific subject content requirements – but need to consider whether want identity or equivalence APEL Helsinki/Oulu December 2009

11. How can we recognise …? • Assessment is fundamentally necessary for the award of credit • With certificated learning are accepting learning assessed elsewhere, with APEL institution assesses directly • Staff can design qualities they value into the assessment and indicate clearly to students what is important APEL Helsinki/Oulu December 2009

12. How can we recognise …? • Need clear academic rationale for form of assessment - staff are experienced in designing assessment for taught programmes and can transfer their expertise • Important to emphasise that APEL assessment is about demonstrating learning therefore as with other assessments it can be failed! APEL Helsinki/Oulu December 2009