1 / 16

Legitimising learning arising from artefacts, products and practices in work based learning programmes Pauline Armsby We

Legitimising learning arising from artefacts, products and practices in work based learning programmes Pauline Armsby Westminster Exchange. Plan. Background Artefacts Products Practices Doctorate in Professional Studies by Public Works Case Study Review. Background.

deiter
Download Presentation

Legitimising learning arising from artefacts, products and practices in work based learning programmes Pauline Armsby We

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Legitimising learning arising from artefacts, products and practices in work based learning programmes Pauline Armsby Westminster Exchange Armsby 2011: HEA Seminar

  2. Plan • Background • Artefacts • Products • Practices • Doctorate in Professional Studies by Public Works Case Study • Review Armsby 2011: HEA Seminar

  3. Background WBL programmes- generic assessment criteria- work and experience imply action, practical application, social devts General credit and specific credit What is APEL for? Evidence of experience, evidence of learning, candidate produced or provided by others (testimonial): relevant, current Symbols of learning, but also success>>> identity Deconstructing valuing (what criteria are considered?) Assessing process of learning or content The place of reflection: before (during experience) or now. Theory v practice Armsby 2011: HEA Seminar

  4. ARTefacts Focus on exhibits, objects for human amusement and analysis, observation, touch.- painting, sculpture, photography….music A piece of work in isolation Intention for the art work Understanding of its place, genre, artistic uniqueness Need to write (know, theorise, analyse) about the work Feelings? Armsby 2011: HEA Seminar

  5. ART the play Its a canvas, about 5’ by 4’ of a white painting, and if you screw up your eyes you can just about see some fine white lines on it. http://vimeo.com/6789494 http://www.viddler.com/explore/ClearSightTV/videos/174/ (1’ 25”-2’ 45”) Armsby 2011: HEA Seminar

  6. ART- analysis • Aesthetic judgement, subjective assessment • Value- cost ’$20,000’ • Peer review, reputation of the reviewer. ‘DeLonghi, the gallery owner’ How to become peer? • Being known/popular ‘circulate the market’ ,the painter’s reputation • Reputation >status >significance >worth > value, merit, appeal, attraction, importance • Does the assessor need to see the artefacts or is it sufficient to know they exist/have been exhibited (in a catalogue or CV) Armsby 2011: HEA Seminar

  7. Products tangible outcomes: reports, policy documents, training manual, computer programme Trailer for an innovation... http://www.youtube.com/watch?v=0EQetm_qWDg (0’ 0” – 0’ 35”) Armsby 2011: HEA Seminar

  8. Sinclair C5- analysis • Value judgements on contexts • Usefulness • Process learning: the social environment of the future, petrol prices, consumer needs, engineering. How much learning is encapsulated in a product, and how far should it be explicated? • Innovation-impact Armsby 2011: HEA Seminar

  9. Practices Behaviours, sometimes transitory, intangible, ways of being. Value judgements on gender, capturing authentic behaviour’ ‘Being There’, Peter Sellers, trailer of the film http://www.youtube.com/watch?v=FcPQ9gww_qc (0’ 0” – 1’ 21”) Armsby 2011: HEA Seminar

  10. ‘Being There’- analysis • Reality? Authenticity? Judgement? • Authority, presence • Context, ‘are you related to ......’ • Meaning and interpretation of behaviour ‘in the garden’ • Seeing what you expect, dominant paradigms • Training/learning processes that underpin the practice • Evidence of behaviours:can be outcomes (products), testimonials, self analysis (written) of way of being. Armsby 2011: HEA Seminar

  11. DProf Public Works 15,000-30,000 word context statement , presentation and viva voce on how knowledge is con Accreditation of Prior Experiential Learning (APEL), experiential education and learning Mode 2, situated knowledge (Gibbons et al 1994) Creative users of transdisciplinary knowledge (with wisdom) To explore candidates perspective structured, legitimised and positioned in relation to their identity (Armsby, 2010) Armsby 2011: HEA Seminar

  12. Examples of Public Works • 17 Reports for pharmaceutical companies • 1 National Policy Statement, 3 Regional reports, 2 Academic/Prof Articles, 3 Testimonials + • 3 non academic self help books + Armsby 2011: HEA Seminar

  13. HE’s perspective on APL? HE’s dominant paradigm is as a knowledge provider Recognises/ legitimises knowledge: theory Artefact, products and practices signify practice Do APL candidates suffer with academic imperialism? The place of theory in APL- theoretically informed work not theoretically driven What counts for credit? How is judgement arrived at for ‘the untaught’ Armsby 2011: HEA Seminar

  14. Review Conversations to facilitate the explication of learning Interviews to uncover rich practice knowledge General credit uncovers the epistemology and ontology of practice and is therefore ideal for WBL Criteria for assessment: knowledge and understanding, cognitive skills, practical skills provides a comprehensive learning schema Are we giving credit for all learning in the process of producing the artefacts, products and practices? Armsby 2011: HEA Seminar

  15. In reality, illustrating the range and depth of personal experience in a portfolio is extraordinarily difficult. A narrative on experiences can be powerful, but it is like a photograph of a person rather than meeting them in reality or seeing a biopic rather than observing their real life. Even working with a candidate to enable them to capture the range and extent of their experience or interviewing them on the contents of their claim can only help in piecing the jigsaw together. How can we ever know another’s experience when they can only present a picture of it and we can only conceptualise it through our own lens. However, we would contend that a claimants adviser in this process is most likely to be the person who can best fit the jigsaw of experiences together to understand the claimants experience. This may be controversial, in that ‘advisers’ are conventionally thought to be biased in their appraisal, however, we suggest that a practical, wise adviser is best placed to most comprehensively understand the claimant’s desert. (Gibbs and Armsby, 2011) Armsby 2011: HEA Seminar

  16. References Armsby, P. (2010) How might involvement in the process of critically examining doctoral level professional work change you? Society for Research in Higher Education Annual Conference, Celtic Manor, Newport, Wales, 14-16 December. Dall’Alba, G and R. Barnacle (2007) An ontological Turn for Higher Education. Studies in Higher Education. 32(6) 679-691. Gibbons, M. Limoges, C. Nowotny, H. Schwartzman, S. Scott, P and M. Trow (1994) The New Production of Knowledge: The dynamics of Science and Research in Contemporary Societies. London: Sage. Gibbs, P., and Armsby, P. (2011) Recognition is Deserved,Qualifications are Merited; Where Does That Leave Accreditation. European Journal of Education. 46(2) Armsby 2011: HEA Seminar

More Related