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How can we recognise learning from experience in higher education?

How can we recognise learning from experience in higher education?. Dr Anita Walsh Birkbeck, University of London National Teaching Fellow . How can we recognise …?. Academic recognition of experience-based learning relatively recent development in HE

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How can we recognise learning from experience in higher education?

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  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

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