Showing posts with label
recognition of prior learning.
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Showing posts with label
recognition of prior learning.
Show all posts
A basic right to education for all people stems from paideia (tacit learning) that leads to a recognised prior learning capability in students. Transferable skills gained from informal and non-formal learning are enhanced through technology. Digital natives (Bennet, Matton & Kervin, 2008) have been introduced to a modern form of communication that relies on social interaction. Anderson (2008) states that existing philosophies (epistemic and ontological beliefs) in cognitive and behavioural modes of learning can be combined to appeal to mass learning that supports self-verification processes (e.g. identity building interaction within groups). Connectivism is an amalgam of overlapping learning theories that have proven effective when used in an online environment. It is an integration of:
- constructivism - observation and interpretation;
- cognitivism - intellect and commitment;
- behaviourism - effective learning results in behavioural modification
that supports individual types of learning:
- concrete experience - learning from personal meaning;
- abstract concept - tendency to facts and figures;
- reflective observation - observation of patterns and cycles;
- active experimentation - application of information to real life situations.
These modes are critically supported by current integrative software systems that have a global outreach (e.g. the internet). Several types of learning organisations (e.g. Learning Circle, iEARN Project) devise strategies to increase local and external knowledge to produce innovation and creativity. That is to say, that a community of learning, such as The Globe Project, takes information from a selection of schools located around the world to produce an evolving and progressive knowledge base by actively searching for students who commit to a learning cycle. The students can be seen as a task-based learning community, where individual knowledge increases with participation and integration. Experience and praxis leads to personal development and individuals gain clarity through access to expertise that sustains and motivates goal-setting procedures, academic achievement and cummulative knowledge. The knowledge they create is reproduced as an artifact (Aubusson, Schuck & Burden, 2009).
The sequence of learning is embedded in the activity. Social interaction is a result of integrative learning. As identity is revealed, individuals are able to recognise strengths of fellow students that encourage valuing the differences in each other (London, Polzer & Omoregie, 2005). This enhances the learning environment significantly, as dysfunction stems from bewilderment.
While diversity brings up many positive aspects of collective learning (e.g. alternative perspectives identify solutions), confusion can result when compromise cannot be achieved. Communication styles interrupt the flow of participation when language is not conceptually understood to mean the same thing (Dhir, 2006). Role modelling (Barton, 2004) plays an important part in group cohesion, thus the teaching or moderator role is a responsibility that must be undertaken by those commited to lifelong learning.
To observe too much detail about dysfunction detracts from the objective. Focus is required to maintain and sustain professional unity during collective learning. Lack of common ground or interest in other participants is an unnecessary distraction when engaging in task activity. Social implications are minimised when sharing information is limited to the individuals point of collaboration (e.g. reason for joining the community).
Conclusion
Clarity is needed from both participants and community leaders. Objectives must be clearly outlined so that students and moderators are effectively prepared for the learning sequence. When goals are set, individuals are more likely to monitor the situation and remove unwanted interruptions by blocking recognised irrelevancies (Shanks, 2010). Interest levels in participation correlate significantly to increased levels of awareness and knowledge acquisition. Embedded learning makes use of cognitive and associative capabilities that enhances socialising. It is the daily activity that surrounds us. The challenge lies within the individual when choosing their objective, thus a sense of maturity is called for when committing (Fornes, Rocco & Wollard, 2008) to a project.
Anderson, T. (2008). Toward a theory of online learning. In T. Anderson, & F. Elloumi, (Eds.), Theory and practice of online learning (2nd ed.). Retrieved March, 14, 2010 from http://www.aupress.ca/books/120146/ebook/01_Anderson_2008_Ally-Online_Learning.pdf
Aubusson, P., Schuck, S. and Burden, K. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J Research in Learning Technology, 17(3), 233 — 247. Retrieved on May 31, 20110 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/451711_751304989_915792534.pdf
Barton, C. M. (2004). Book Review: Genes, Memes and Human History. European Journal of Archaeology, 7(85). Retrieved on May 16, 2010 from http://eja.sagepub.com
Bennett, S.; Maton, K. & Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. Retrieved April 4, 2010, from http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/Digital%20Natives%20Debate%20Critical%20review%20of%20evidence.pdf
Dhir, K. S. (2006). Corporate communication through nonviolent rhetoric: Environmental, agency and methodological prerequisites. Corporate Communications: An International Journal. 11(3) pp. 249-266. Retrieved on April 16, 2010 from www.emeraldinsight.com/1356-3289.htm
Fornes, S.L., Rocco, T. S. and Wollard, K. K. (2008). Workplace Commitment: A Conceptual Model Developed from Integrative Review of the Research. Human Resource Development Review, 7, pp. 339 - 358. Retrieved on April 27, 2010 from http://hrd.sagepub.com/cgi/content/abstract/7/3/339
London, M., Polzer, J. T. & Omoregie, H. (2005). Interpersonal Congruence, Transactive Memory, and Feedback Processes: An Integrative Model of Group Learning. Human Development Resource Review, 4(114). Retrieved on April 27, 2010 from http://hrd.sagepub.com/cgi/content/abstract/4/2/114
Shanks, D. R. (2010). Learning: From Association to Cognition. Annual Review of Psychology, Vol. 61, 273-301. Retrieved on June 27, 2010 from
http://arjournals.annualreviews.org.ezproxy.usq.edu.au/doi/pdf/10.1146/annurev.psych.093008.100519
Andersson, P. and Hellberg, K. (2009). Trajectories in teacher education: Recognising prior learning in practice. Asia-Pacific Journal of Teacher Education, 37(3) pp. 271-282. Retrieved on July 4, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/45962_751304989_913338512.pdf
Introduction
Andersson and Hellberg define recognition of prior learning ('RPL') as an important area in current research. Work by Breier indicates that 'rpl' can be thought of as informal education (e.g. preschool) or the value of educational processes of informal and non-formal learning. Their study was conducted on childminders in Sweden who become teachers. Apprenticeship is a tradition that is coming back into fashion. Although this type of learning process is highly valued, validation is only re-emerging as assessment practice is revised.
The Swedish preschool
Both preschool teachers and childminders perform very similar functions, but have varying degrees of responsibility. Education for childminders used to be a program available in upper secondary school years but is now regulated to include a one year supplementary course. Pre-school teachers commit to a three and a half year degree program.
Teacher education is Sweden
Credit systems are used to tally the total number of points received that indicate one successful year of training has been completed. Learning outcomes must be displayed before credit is given, which is different from a definition of aims that was previously expected. Pre-service teachers are required to undergo an initial year of general education studies to determine which age group is best suited to their skill and ability.
The current initiative for childminders
A shortage of preschool teachers has created an opportunity for childminders to increase their professional value through higher education programs. Requirements are different in that childminders are vocational students and need to have worked in a pre-school setting prior to enrolment. Modules are similar to those of preservice teachers, although credits are split between study and practical work experience. RPL is a standard option for childminders as part of the validation and assessment processes.
Prior research
Teacher socialisation and development has been subject to critical attention. Traditionally, the focus has been on outcomes rather than process. Adult students entering higher education use their lifeskills to help consider the meaning gathered through formal learning as it applies to their epistemic beliefs. A large proportion of their achievement rests in interactive and integrative behaviour. Higher education is used as a link to make full use of lifelong learning and new knowledge. Andersson and Hellberg state that the manner in which an individual makes use of personal knowledge (RPL) enhances the collective in ways that extend to political arenas and is critical in developing a foundation for innovation and creativity within a structured framework.
A shortage of teachers has meant that educational institutions are looking further afield to recruit. International recruitment has opened up the path for integrating global methodologies and perspectives. Prior learning has been recognised in these instances and many educational programs of higher institutions are being designed to incorporate this new multicultural source of information. Formal assessment times can be reduced without sacrificing quality.
A situated learning perspective
Learning requires individuals to share professional knowledge between group members. Learning environments open to receive new knowledge through member participation. Knowledge is not considered a static flow from learning centre to individual, but seen as a bi-directional flow that perpetuates living knowledge. Andersson and Hellberg unpack the terms 'legitimate peripheral participation' and 'full participation' to analyse the development of integration.
Through integration, identity building processes are developed during participation and commitment to community praxis. Experience is gained through knowledge that adds to or replaces existing philosophies and beliefs. Learning trajectories are identified and encouraged as individuals monitor the situation and adjust goals. Theory and practice develop from embedded daily activity. Tacit information, or RPL (e.g. knowledge that has not been expressed), is gathered by the collective to advance individual knowledge.
Aim of the study
The authors determine the role that recognised prior learning plays within the scope of learning trajectories as childminders are educated to enter teacher education as it relates to vocational experience.
Design of the study
Learning is known to be a lifelong experience rather than a one-off event that occurs at a learning event (e.g. at university). Knowledge allows individuals to practice methodology as it is learned and applied.
Trajectories of child minders in two communities of practice
Tacit or implicit knowledge is used to enhance learning (e.g. it can be used as a base or foundation for understanding what is learned and how it is expressed by doing). While childminders were seen to be able to use prior knowledge to adapt and transform to new knowledge, it is pivotal to understand that performance may not increase commensurately with increased knowledge. Individual learning trajectories (e.g. self-regulation) dictate how experience is practiced. Andersson and Hellberg state that students in this study displayed a shift in identity. Knowledge gained by the childminders was seen to affect the perception of the difference in work and practice between teacher and childminder. The process of education serves to change an individuals outlook.
Workplace experience/knowledge facilitating the trajectory into the practice of university studies
Program designs look to embed practical and theoretical knowledge as part of ongoing learning systems. Identifying and separating modes of participation and practice at work and university proved challenging. Tacit knowledge is revealed during project work - expression in literacy reveals individual strength and styles. Institutions of higher education use incoming knowledge to update and change teaching methods progressively. As students acquired knowledge required of pre-service teaching, transformation in perception and identity occurred.
Implicit and indirect recognition of work-place experience/knowledge
RPL facilitates the approach to learning (e.g. prior knowledge is required to understand holistically the theory of what is being learned using previous experience). On-going learning at higher education levels has revealed new information that helps with the design of training programs. While background experience has not always been considered a transferable skill, new methodology is being implemented to include more of an individuals capability.
Conclusion
Collective learning through prior learning has been acknowledged as a significant method of praxis. Because there are seeming differences between individuals (e.g. cultural, ethnic, racial), the process of self-verification may be a long-term and productive process of discovery. Andersson and Hellberg observed that while childminders had an initial perspective about their occupation and education, they moved from periphery to full participation when they integrated. Integration in this instance is the acceptance of being with clarity to set and align objectives and goals. Innovation and creativity is an outcome of being that generates new knowledge not only for the individual but the community. The methodology of teaching should be seen as the evolution of making tacit knowledge explicit. The challenge lies in knowing how to make the design strategy work. Experience guides participation, and individual members reflect new philosophies in the way they extend their learning through behaviour modification.
