Transcript www.uall.ac.uk

Translating Flexible Learning Policy into
Practice: supporting transformative and
innovative pedagogy at Glasgow Caledonian
University
Julie Brown
Centre for Research in Lifelong Learning (CRLL)
Glasgow Caledonian University
Marty Wright
School for Work Based Education (SWBE)
Glasgow Caledonian University
Presentation Overview
• Flexible Learning at GCU
• Flexible Learning Pathways Research
• Research Findings
• School for Work Based Education
• Flexible and Innovative Pedagogy
Flexible Learning at GCU
One vehicle for supporting
Life Long Learning
• Recognition of Prior
Learning (RPL)
• Distance Learning
• Work Based Learning
(WBL)
Internal institutional Research
Aim:
Explore the extent to which flexible learning policy at
GCU was being translated into effective practice
Methods:
• Desk Based Research
• Informal Interviews with key members of staff
• Secondary Data Analysis – student data
• Online Questionnaire to all programme leaders and
programme administrators
Research Findings
Complexity of Defining Flexible Learning
• Inconsistent:
• RPL: GCU wide definition – but still confused with
Articulation
• WBL: No clear GCU wide definition
• Distance Learning: lack of clear and identifiable GCU wide
definition
Flexible Learning Policy at GCU
• No one specific policy on Flexible Learning
• Policy and Guidance for RPL only
• Scattered use of Flexible Learning within GCU policy and
strategy documents
• Flexible Learning Continuum in development
Research Findings
Flexible Learning in Practice
• Practice within GCU of all three areas of Flexible Learning
• Less evident how GCU would support Contemporary
Flexible Learning (e.g. ability to move through curriculum at
own pace)
• RPL policy in practice is not a unified picture
•
Lack of awareness of School RPL contacts
•
In adequate training for staff
• Lack of resources
• RPL could be enhanced
• WBL: lack of consistent practice across GCU
•
Overlaps between categories, i.e. WBL/RPL
• Distance Learning: needs to be better recognised and more
clearly and actively supported by administrators and GCU
Support services
Research Findings
Recording Flexible Learning
Flexible
Learning Policy
Flexible
Learning Data
Recording
Flexible
Learning
Practice
Report Recommendations and Action Plan
Recommendation
Action
Develop Flexible Learning
Policy and Guidelines

Develop a brief GCU wide Flexible Learning Policy and set of good
practice (operational) guidelines which will support the
implementation of the SfL.
 Incorporating clear and identifiable definitions of areas of flexible
learning based on those promoted by the QAA Scotland. The
policy and guidelines should be transparent and clearly
communicated and evaluated.
Enhance/embed current RPL
Practice



Embed and communicate effectively the current principles of RPL:
Ensure clearly identifiable named contacts for RPL
Support staff in undertaking RPL training
Enhance Flexible Learning
Data Recording

Ensure accurate data capture for all students in RPL, WBL and
distance learning
Record RPL for Entry
Explore the development of separate fields for recording RPL and
Articulation
Enhanced evidence base for
Flexible Learning




Develop a case study for RPL
Develop and undertake a comparative study for distance learning
students
SCHOOL FOR WORK BASED EDUCATION
Formerly Scottish Centre for Work
Based Learning
Learning at work, for work and through
work
3 Main Strands to our Activity
Addressing the research findings +
will roll out in GCU
1. External Accreditation (companies,
business, organisations)
2. RPL
Institutional, Organisational and Business
heads
Look beyond
traditional routes
to qualification or
education as the
only indication of
status or ability
Employees and
employers are at
centre of
activities
(assets)
Message
Our 3rd Strand makes it transformative
learning & the innovative pedagogy
3. Work Based Curriculum
prescribed and / or flexible
Personal and Professional Development
Work Based Project(s)
Learning is extending / enhancing
workplace skills and abilities (WBL)
Experiential and constructivist
ideas of learning: not new
• Effective, valuable and developmental
learning for people in work actively occurs
through the medium of work, through
experience, interaction / engagement with
others (CoP), especially when the learning is
engaged with critically and reflectively
• Dewey 1929 +; Kolb 1984; Schon 1983; Brookfield 1987; Gear et
al.1994; Wenger 1988; Eraut et al, 2000 /2005; Felstead et al,
2005; Eraut & Hirsh,
2007.
PEDAGOGY
Project
based
Facilitation
Peer support
& feedback
Flexible Innovative Pedagogy
Flexible, flexible, flexible, now & future
Confidently creating:
•
•
•
21st Century Graduates
Active Citizens
Reflective Learners
Learning in the workplace betters the workplace and
those in it
LEAST Flexible Curriculum Continuum
Integrated Work Based
SCQF 7, 8,9
Business / Service Led:
Continuumo11)
Programme
dictating their expectations /
Integrates other WBL models
and flexible entry e.g. Modern
Apprentices
Prescribed modular content /
theoretical principles then
contextualised in content and
assessments.
Degree,
Diploma
Certificate
awards all
available
May exit at
lowest level,
May include external credit
aspiration to
rated programmes as entry or as highest level
part of the relevant level to
is not always
shorten the programme
feasible
required knowledge and skills
sets of their employees or
managing talent
Recruiting and supporting the
development of staff as well
as business’ vision
Incremental but based on
proven ability capability
MOST Flexible Curriculum Continuum
RPL with option to
include external
credit rated
programme to a
maximum of 240
credits
12 (420 Executive and
need to Senior
be 12)
Management Level.
Individual or small
group.
Work based RPL matched
to Professional Doctorate
module content may
include elements of
externally accredited
programmes
11/12
Maximum number of
SCQF 11 credits = 80
(150 at
11)
Executive and
Senior
Management Level.
Individual or small
group.
Work Based Learning
Not new, promoting it as a flexible, innovative pedagogy of transformation and co creation
with HEIs and Business is (and works)
WBL, RPL, LLL are integral to Adult Learning Policies.
GCU School is testimony
WBL as a business strategy is responsive, flexible, relevant, motivational,
empowering, transformational and asset building
Business Academy Model is testimony
Accredited WBL helps determine, acknowledge, maintain and where appropriate
develop a workforce
Offers a 2nd chance for University
WBL Through Partnerships and
collaboration with organisation's and
business
• Creates an accessible culture of Life Long
Learning
• I deserve credits for the good job I am
doing
• Fit for Role
Thank You
Contact:
Julie Brown: [email protected]
Marty Wright: [email protected]