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Inaugural Future Directions Conference Graduates for our Future Glynd ŵ r University 26 April 2012.

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Presentation on theme: "Inaugural Future Directions Conference Graduates for our Future Glynd ŵ r University 26 April 2012."— Presentation transcript:

1 Inaugural Future Directions Conference Graduates for our Future Glynd ŵ r University 26 April 2012

2 Future learner scenarios in a flexible credit system Dr Karen Fitzgibbon Professor Danny Saunders

3 Workshop outline Background to a flexible credit system Consideration of some typical learner scenarios Small group discussion Plenary of shared experiences

4 Jargon Bingo SYNERGYTAKE THAT OFFLINE STRATEGIC FIT INTERFACEGAP ANALYSIS BEST PRACTICE THE BOTTOM LINE CORE BUSINESS LESSONS LEARNT ELEPHANT IN THE ROOM REVISITGAME PLANLEARNING CURVE HARD YARDS OUT OF THE LOOP GO THE EXTRA MILE BENCH- MARK THE BIG PICTURE VALUE- ADDED MOVERS AND SHAKERS BALL PARK PROACTIVE, NOT REACTIVE WIN- WIN SITUATION THINK OUTSIDE THE BOX FAST TRACK RESULTS- DRIVEN EMPOWER EMPLOYEES NO BLAMEPARTNER LED BUSINESS CASE SKILL SET TOTAL QUALITYSLIPPERY SLIDE TICKS IN BOXES MINDSETKNOCK-ON EFFECT PUT THIS ONE TO BED CLIENT- FOCUSED QUALITY- DRIVEN MOVE THE GOAL POSTS RUN THIS UP THE FLAGPOL E BAND- WIDTH FOCUSRUN THIS BY YOU DOWNSIZEROCKET SCIENCE DELIVERCUSTOMER FOCUSED RISK ASSESSME NT LIFELONG LEARNING

5 Headlines Youth obsession Leitch’s demand led advanced skills perspective – some even arguing for commissioning of providers via credit vouchers Priority skills sectors – but which ones? – LMI crisis ! Recession and impact on training / CPD including REACT & PROACT Learning through life (NIACE) Skills policy post Leitch – overload!?

6 6 Learning through Life Niace (2009) www.lifelonglearninginquiry.org.uk Rebalance resources across the lifespan Entitlements – a human right Flexible credit based systems Quality of work, rather than just skills qualifications Support for the teachers and advisers Local responsibilities Strategy across the UK Evidence base to inform policy

7 Learning Trajectories ( Rees G Gorard S, Fevre R and Welland T (2001) Lifelong Learning Trajectories: some voices of those ‘in transit’, International Journal of Lifelong Learning, 20, 169-87 ) Learning engage- ment Time

8 8 The Escalator... Or the Gently Sloping Ramp (R. Cornwall 2006) Hook Soft Entry Diagnose Blocks Learning To Learn Formal Commitment Progression Curiosity → Problem-solving → Locus of Control Identity → Resilience Push/Pull

9 Bite sized accreditation CQFW – Scotland and New Zealand origins Credit passports and learner identifiers Flexible assessment From short awards to Fds to Doctorates by portfolio RPL But... Fragmentation between providers

10 WESB Observations Systemic failure pre-16... Implications for later workforces Demand led perspective Employer challenge for universities Building on apprenticeships Anchor companies and supply chains High Performance Working Bite sized accreditation

11 Flexible Credit Example: Learning Coaches Saunders D (2008) The Learning Coaches of Wales Welsh Assembly Government: Cardiff 1000 Coaches trained by First Campus consortium over the first 2 year phase Accredited level 3 & 4 modules in: – Coaching methods – Relationships – Study skills & learning styles – Legislation “more practical than a mentor, less intense than a counsellor, and less institutionalised than a teacher” So what are the accreditation issues?

12 Coaching: some of the flexible accreditation issues Mixed groups at levels 3 and 4 Cert HE at 120 credits: short award? RPL Consortium based accreditation appropriate assessment for WBL PBL pedagogies

13 Small group activity – 20 minutes On your tables there are a variety of learner scenarios. Please discuss the scenario – if it helps with the questions you can embellish it with further detail, or develop your own scenario. Consider the questions and provide feedback using the available flipchart paper

14 Plenary discussion Each table will provide an overview of their learner scenario and the questions they were asked to consider. The group will provide their ideas in response to the questions.

15 Findings from voluntary sector and UHOVI Credibility of HE is variable Limited capacity to embark on accreditation Limited experience of APEL, but willing Tension between accreditation and volunteering ethos Mystifying language of providers Escalator model

16 ....and finally We have captured all the questions and learner scenarios on a single sheet. Please feel free to use these and debate them within your own institutions.

17 Contact details Dr Karen Fitzgibbon kfitzgib@glam.ac.uk Prof Danny Saunders dmsaunde@glam.ac.uk


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