On Motivation and Learning

Much of the scholarship on adult learning can be summarised in the following statement:
Adult's learn what they want to learn and what they find useful and applicable to their life experience.
In contrast, young people, certainly up to teenage years, are happy to learn what is put before them.  Adults, on the other hand, will discriminate and select when it comes to learning.
It stands to reason therefore that motivation for learning is an important topic in adult education.  Motivation theories address the question of why we learn as distinct from cognitive theories that try to explain how we learn.
When we use the term "motivation" in everyday life it can mean several different things - we often say "the football team came out motivated by the half-time talk" or such a person is a "motivational speaker".  In these examples we see motivation as a kind of energy or mind set that can be triggered for short intervals of time.  Another meaning we have for motivation suggests a long term quality, a propensity to achieve - one who is "motivated to get to the top".  But motivation is not always directed at achievement - when a crime is committed we know that every good detective looks for opportunity and motive in suspects. 
One drawback of everyday language is that we tend to think of motivation in the singular - we look for one reason for a particular action.  In reality, motivation is a complex matter; there is usually a mix of influences and mindset; circumstance and chance all play their part.
What then of motivation and learning?  I suggest that we need to consider two types of factors - those that predispose a person to take on a learning project and opportunity factors connected with the circumstances and conditions of learning.
Let's take a look at predisposition. If you ask adult returners, in a college for example, you will often hear people describe that they had been thinking about doing a course for a long time.  In my research (on adult's learning computer skills) I hear phrases such as: "I've always wanted to go back to school" or "I've been thinking about doing something about this for many years".  So it's clear that many people nurture a desire for learning.  What's interesting is that many people report that they were so inclined over a long period of time.  I think of this as a kind of priming.  It stands to reason that even when so 'primed' some people will act to learn and others will remain with an unfulfilled desire.
So, the other set of factors come into play - these are connected with the opportunity.  "I was in the supermarket and I seen the sign for the course and the two girls at the stand were very helpful"  this is how one of my informants describes a moment of opportunity.  At this point a person may (not necessarily as a conscious process) weigh up all the factors and ask questions such as:
What will I get from this?
How hard will it be?
How will other people regard my actions?
Will I have the time, space, money, support etc.?
This is the complex of motivation.  And here I am just describing one decision point.  Even when people start a course the questioning continues throughout.
As I said Adult's learn what they want to learn and what they find useful and applicable to their life experience.

Problem Based Learning: The Apprentice?

Those that know me will know that I am a fan of Problem-Based Learning, usually referred to as PBL.
Ireland's version of "The Apprentice" is being aired on TV3 and watched by many including our household. The idea is that contestants are fighting it out to get a big job as apprentice to Bill Cullen (Ireland's best known, self-made entrepreneur).
For each episode the contestants are asked to complete authentic tasks usually with a sales or design element.
We get to see them work in groups, select a project manager, set goals, solve problems and think and act creatively. As television it's quite absorbing and informative and there is plenty of learning taking place, for the contestants and vicariously, for the the viewers.
When I first watched these sequences I was impressed to see a good instructional approach transferred to television.
However, all this is let down by the final sequences of each programme. These scenes take place in the boardroom where groups are asked to report on the process.
Bill is naturally a good teacher and in fairness, he tries to balance his negative criticism with supportive comments.
But the show's structure calls for an inevitable reduction by one contestant (you're fired!) each week. This leads to verbal abuse, recriminations and outright humiliation for some of the participants.
All this makes great television but the message is too savage for genuine learning and personal development.
Most importantly, Bill looks for "the creative spark" in the actions and thinking of the contestants.
Genuine creative thinking arises when we relax our learned inhibitions - creativity requires a safe and secure foundation (see Bowlby, for example).
Faced with the prospect of ridicule on national television few people are going to genuinely take a risk and truly express novel thinking.
We need innovation in the workplace - to nurture innovation we need to provide 'safe spaces' for exploration - we also need to encourage learning from failure as well as from success.

My Philosophical Development by Bertrand Russell

I am reading a wonderful book called My Philosophical Development by Bertrand Russell - I picked up a 1959 first edition in a wonderful second hand bookshop, Trinity Books in Carrick On Shannon.  This is like a beginners guide to Russell by himself and, in it he traces his thinking down through the years.
There is a particularly poignant section where Russell reproduces copies of his notes from his teenage years.  He writes (p280): Just before and just after my 16th birthday, I wrote down my beliefs and unbeliefs, using Greek letters and phonetic spelling for the purposes of concealment.
What Russell was at pains to conceal at this young age were his doubts about religion and the existence of God.   What troubled him was not necessarily the social consequences but rather, the intellectual consequences.
Here is is entry of April 29th 1988:

In all things I have made a vow to follow reason, not the instincts inherited partly from my ancestors and gained gradually by selection and partly due to my education.  How absurd it would be to follow these in the questions of right and wrong.  For as I observed before, the inherited part can only be principles leading to the preservation of the species, or of that particular section of the species to which I belong.  The part due to education is good or bad according to the individual education.  Yet this inner voice, this God-given conscience which made Bloody Mary burn the Protestants, this is what we reasonable beings are to follow.  I think this idea mad, and I endeavour to go by reason as far as possible.  What I take as my ideal is that which ultimately produces greatest happiness of greatest number.  Then I can apply reason to find out the course more conducive to this...

Not bad for a sixteen year old.
Seventy one years later, in 1959 the following occurred: Allen and Unwin published the book, Russell recorded a television interview included below and (of no relevance to Russell) I was born. 
Fifty years after that, as a consequence of my bookshop brousing in Leitrim, I reproduce the thoughts of a teenager writing in a personal blog: I have made a vow to follow reason.  
 Yes you did Bertrand, yes indeed!

Weekend in Rota d'Imagna

Maire and I and our Caoimhe (19) and Jim (16) decided to spend a short weekend away in Italy - we had spotted cheap flights to Bergamo on Ryanair and used Tripadvisor to scour the area nearby for cheap but good hotels.

We came accross Hotel Miramonti which is about 40 minutes from Bergamo up in the mountains.
The town was called Rota d'Imagna and it is very pleasently located high up in the alpine foothills.

We also spent a day in Bergamo itself - this is a wonderful town especially the old city.

This was a great weekend - really enjoyable with just the four of us.  Maire and I were especially keen to practice our Italian.  But we had little opportunity as most people were so nice and of course, wanted to speak English to us.

Jim was keen to practice his photography skills and indeed he took some very beautiful pictures.

It's great just to go somewhere quiet.  Rota d'Imagna was a quiet town.
Pictures are from the town of Bergamo.

Problem Based Learning

     Students from the Post Graduate Diploma and Masters in Learning and Teaching participating in a Problem Based Learning Workshop in the Centre for Research and Innovation in Learning and Teaching at National College of Ireland

This year we are running a new course at National College of Ireland - the Post-Graduate Diploma and MA in Learning and Teaching.  I am course director for this course and I present a module on Theories of Learning and Cognition.

We have a core of sixteen students with some additional attendees from the PhD course and faculty development.  The students come from a wide variety of backgrounds with one thing in common - a passion and commitment for learning and education.

We used an instructional approach know as Problem-Based Learning (PBL) as a means of integrating the three semester one modules on Theories of Learning, Research Methods and Philosophy of Education.

PBL was structured around a series of workshops on Tuesday evenings and Saturdays.  My colleague Rachel Doherty from the School of Business organised the students in groups to complete a series of authentic tasks.

In the first exercise the group tasks were to compose and present a series of student induction presentations - the kind that would be presented to new students starting a college course.

Each group was given a different profile for the entry cohort.  In one case the students were adult returners with no previous formal education, another had to prepare for recent graduates continuing to a post-graduate course and still another had to present to a group of busy professionals attending a career oriented course.

Organised in this way students had to draw on theory, research and underlying philosophy to prepare their solutions to the problems.  This is PBL in action.

Afterwards, students were asked to write a reflection - on the whole PBL was very enthusiastically endorsed.

From a teachers perspective there is a lot of work involved in preparing the workshops - thanks to Rachel for doing this - and we needed to work out a fairly detailed assessment matrix to make sure that individual and group participation was recognised.  Most of the marks go for the process rather than the outcome - this is characteristic PBL.

Seminar on the Pedagogy of Messy Play

Each Friday during term we hold professional development seminars for faculty and staff at NCI.

These events focus on learning, teaching and research and we always have interesting and engaging topics.

Today, our colleague Catriona Flood from the Early Learning Initiative at NCI presented a seminar on the pedagogy of messy play.

During the summer a number of messy play sessions were organised by the ELC and children and parents from our hinterland attended.  The kids got stuck in so to speak and often when we looked out our windows into the enclosed garden at the college we were treated to the sight of a multitude of little ones splashing, banging, playing with sand, glup, paint and 'coloured stuff'.  Yes generally making a mess!

One might ask - is this really learning?  Yes it is and it is in its purest form.  The natural instincts for inquiry, socialising and 'messing' with the environment are fundamental for development and growth of thinking skills.  Catriona's presentation focused on the principles of early school education and the thinking behind each of the play activities.  Participants at the seminar were also treated to some messy play objects which they duly played with.

Subsequently the discussion focused on the relationship between play and learning even in third level contexts.  Play often provides a safe space where new roles and activities can be explored.

One further thought - the kids who participated in the messy play sessions had their first encounter with a college as 3 to 8 year-olds hopefully we'll see them again as students in the future.

Weekend in Paris to "Sea the Stars"

Ryanair have a lot to answer for.
A few weeks ago Eamon, a good friend of mine, rang me to say that he had spotted cheap flights to Paris for the last weekend in September - the Arc weekend. 

Eamon and I both had busy Septembers so this was great timing for a short break.

Our main interest was the Prix de L'Arc de Triomphe, perhaps the most prestigious race for top grade horses and this year something special was on the cards as Sea the Stairs an Irish (John Oxx) trained horse was on to complete a remarkable run of group one wins. 

What this horse achieved in winning this race has never been completed before and without doubt makes him the most valuable horse in the world - watch and enjoy!

Learning Italian Together (translated by babelfish)

La mia moglie Maire ed io ha deciso di imparare insieme l'italiano questo termine.

Poichè siamo entrambe l'implicato nella formazione abbiamo pensato che fosse una buona idea imparare insieme la lingua.

Dopo che molto cercando abbiamo trovato che il nostro istituto universitario della comunità locale ha fatto funzionare un corso di sera su Wednesday' s alla volta che ci ha stato adatti.

Ho mancato i primi due codici categoria dovuto altri impegni ed in modo da ero molto di scuse quando ho unito per la prima volta ieri il codice categoria.

L'insegnante era fantastico - una giovane donna italiana molto amichevole che ha un regalo naturale come insegnante.

Era grande - sono un principiante completo e con Maire (chi non aveva mancato i primi due codici categoria) abbiamo lottato con le introduzioni di base, vocabularly e la grammatica.

Arrivederci per ora Leo

My wife Maire and I decided to learn Italian together this term.  As we are both involved in education we thought it would be a good idea to learn the language together.

After much searching we found that our local community college ran an evening course on Wednesday's at a time that suited us. 

I missed the first two classes due to other committments and so was very apologetic when I joined the class for the first time yesterday. 
 
The teacher was fantastic - a very friendly young Italian woman who has a natural gift as a teacher.

It was great - I am a complete beginner and with Maire (who had not missed the first two classes) we struggled through basic introductions, vocabularly and grammar.

Bye for now

Leo

Our Digital World invades the Bicycle!

The Dublin bike scheme is a welcome addition to our city.  It will be great for toursists and locals alike.  Dublin is a relatively flat city and if you can brave the wind and the rain then cycling is a great way to get about.

I had seen the new stands being constructed and looked forward to the inauguration of this new service for many months now.  How practical!  How green! How good of our city and government to, at last, offer something for ordinary people to use and to enjoy.

So you can imagine my enthusium to read the practical details as they were published in the newspapers this weekend.  Then I saw something that made me slightly uneasy:

Users, who must register online at www.dublinbikes.ie, pay a €10 annual membership fee and leave a €150 security deposit through a credit card or bank draft.

Mmm...  I've been around long enough to realise that you can't just leave bikes lying around and expect people to use and return with honour.  No - the need for a deposit did not bother me - nor the €10 annual membership.  Even the charges per hour are reasonable and it is understandable that we should be charged for such a service.  No - none of these aspects would cause me to take to a blog and have a rant - no it's this:

Users, who must register online...

Are you joking! Our government, our city will offer this service to some citizens - the digitally literate and broadband connected privileged majority.  Tough on you if you don't use the Internet, tough on you if you haven't a credit card or if you are reluctant to set up a new direct debit on your bank account.

By the way, I went through this process on-line and it is one of the least user friendly experiences you could imagine - you will even need you IBAN number and an address with a compulsory post code (we don't use post codes in Ireland).  The company operating the service is JCDecaux (an advertising company) and although the front page of the website clearly displays the Dublin City Council logo when you go through the payment process you are actually dealing with a private company.

Now I don't want to appear to whinge - for me the new service is of great value.  But whatever happened to our notions of an egalitarian society - if we offer a service to people of the city then it should be available to all.  Consider groups such as retired people (the older you are the less likely you are to be an Internet user), people who are currently having trouble with credit, perhaps unemployed, all of whom could reasonably be expected to be prime users of this service and yet even with cash in hand they cannot use the service.

Likely the explanation centres on creating an effective service with low administration costs.  The irony should not be lost - the humble bicycle is simple and efficient but in order to use these city bikes you need the Internet and a bank account. 

There is nothing worse than feeling left out - those who struggle with the Internet, fear it, or just havn't figured it out are the forgotten many in our society.  We are all citizens of this land and we should have a reasonable expectation to be treated equally.

 

Learning Identity and Learning Italian

In previous posts I spoke about learning identity.

I emphasised that we all carry many (often unquestioned) assumptions about who we are and who we can be as learners.  The notion of learning identity is proposed as a component of one's overall self-identity.  I argued that learning identity is often framed in one's school years and can remain fixed through life especially for non-participants in further formal learning.

In my own research on participation in the digital world I came accross learning identity as an important influence on people's decisions to enroll on basic computer courses.  The recurrent theme is captured in the phrase "I was no good in school".

Well, I decided to turn the spotlight inwards and direct my scrutiny at my own learning identity.  I have always believed that I am no good at language learning.  My French is dreadful despite struggeling through six years of it in school.  I can speak a bit of German because I lived in Munich for a time after college but here's the thing about German - outside of Germany no one wants to speak it!

So I'm going to learn Italian.

Wikipedia as a source in academic writing

Have you ever heard of Johann Heinrich Pestalozzi?


Pestalozzi was a Swiss educationalist - he had interesting ideas for progressive education - at the start of the nineteenth century he was advocating an enlightened approach to schooling.  

Perhaps in a future blog I will further discuss Pestalozzi but the topic I have set out above is Wikipedia and I have introduced Pestalozzi as an example to support a point I wish to make.




Could I invite you the reader to open a new tab and look up Pestalozzi in Wikipedia.  

There you will find an excellent illustrated article containing biographical details and illustrations.  It is a good place to start if you wish to find out more about this influential thinker.  

Notice that the bottom of the entry there is a list of references and links for further reading (I have inserted these below).  Starting with these references and links you now have a means to explore the writings of Pestalozzi and commentary thereon.


For me this is the best use of Wikipedia - I find it a great starting point and signpost to other materials.


Is Wikipedia itself an appropriate source?   In other words, if I write an essay should I cite Wikipedia as my source?  I believe that, for academic purposes, Wikipedia is not an adequate source.  My main reason is the lack of visibility of the writers.  

Each time I use Wikipedia I can make my own judgment as to whether the information is accurate and useful - I base this on other readings and resources.  I would be very reluctant to put forward an idea and to suggest that my source for this is a page on Wikipedia.  There is always someone somewhere who is the source and it is always better to go back to the original.  

Still - its a fantastic resource and an excellent place to start if you need to find out about something or someone - did I mention Pestalozz - look him up in Wikipedia but don't stop there!  

References

Considerably more late-twentieth-century scholarly work on Pestalozzi has been published in the German language than in English.

• Biber, George Eduard. Henry Pestalozzi and his Plan of Education. Orig. pub. London: John Souter, School Library, 1831. Repub. ISBN 1-85506-272-0. Among the earliest and probably the most influential 19th-century account of Pestalozzi's work in English, this was widely read in America (for instance, by Bronson Alcott and Ralph Waldo Emerson) and in England. Contains translated excerpts from many of Pestalozzi's works.
• Silber, Kate. Pestalozzi: The Man and his Work. London: Routledge and Kegan Paul, 1960. ISBN 0-7100-2118-6. Written by a German-speaking lifelong Pestalozzi scholar, this remains the most recent complete biography in English.
• This article incorporates text from the Encyclopædia Britannica, Eleventh Edition, a publication now in the public domain.

[edit] External links

Wikimedia Commons has media related to: Johann Heinrich Pestalozzi

Wikiquote has a collection of quotations related to: Johann Heinrich Pestalozzi

• Encyclopaedic documentation about Pestalozzi – Publisher: Swiss association „Verein Pestalozzi im Internet“
• PestalozziWorld biographical links - A handful of short and longer biographies and references to his methods
•  "Pestalozzi and Pestalozzianism". Catholic Encyclopedia. New York: Robert Appleton Company. 1913. http://en.wikisource.org/wiki/Catholic_Encyclopedia_(1913)/Pestalozzi_and_Pestalozzianism.

NAMA - having a haircut or taking a bath!

This week experienced a turning point in the public consciousness regarding NAMA the National Asset Management Agency.


People are asking questions - really fundamental questions - about the wisdom of the government's strategy of using NAMA to buy up the bad loans from the banks.

If ever we need a very public debate about what we should do - this is the time and this is the issue. The amount of money involved is staggering - decisions made in the next few months will have implications for generations to come. It is not good enough to say that we can't understand what's going on, each of us has a responsibility to get to grips with the nature of the problem and the proposed solution.

What's noticeable is the way language is used to filter our thinking.

Toxic
We describe the loans as "toxic" thereby conveying an almost medical imagery - that of surgically removing the bad stuff so that we can cure the situation.

Haircut
This is the very gentle description for the reduction in the value of the loan book that should be considered. So one hears we'll take those 90 billion worth of loans and give them a haircut of say 30% so NAMA will pay about 60 billion for them.
This is really soft language - what could be more reasonable than a haircut!

Market Value and Long-term Economic Value (LEC)
Poor us! We really don't appreciate the complexities of the word "value". We are told that the market value of the 90 billion loan book is only 30 billion but we should pay more we should really take account of the long-term economic value - the "lec" so to speak.

So now we have some new maths:
30 billion euros is really 60 billion lecs
90 billion with a haircut gives 60.

Any three card trickster would be proud.

Knowledge Surveys

I came across an interesting piece on Knowledge Surveys from Edward Knuhfer and Dolores Knipp (linked above).

They advocate the use of Knowledge Surveys as a tool in support of learning and instruction.
These surveys consist of a series of questions - similar to a set of exam questions - but the difference is that the learner is asked not to answer the question but to rate their own ability to respond.

For example - consider the following questions:

Q1 Describe three characteristics of an constructivist theory of learning?

Q2 Compare constructivism with social constructivism?

Q3 Outline practical applications of a behaviorist approach to learning?

Now, in a traditional assessment the student would be asked to write short essays on the above.

With a knowledge survey the student is asked to rate their level of knowledge as:

A - I feel confident that I could answer this question

B - I know about 50% of what may be involved and perhaps if I went away for twenty minutes I could find the missing information

C - I am not confident that I would be able to answer this question at all

Do you get the gist? The knowledge survey gauges a student's perception of their own ability.

Knowledge Surveys may be very useful particularly at the beginning of new courses or topics. A word of caution though - students may not always have or report a reliable estimate of their own ability.

Slea Head

We decided to spend some days in Dingle, County Kerry.
Why Dingle?
Well this is a place that I've always had a fondness for and it has been many years since I visited.

I made a documentary in the mid-1980s called Up Sraid Eoin (John Street) - it was the story of the Dingle wren boys. We filmed it one St Stephens Day and it was broadcast on RTE the following year.

I had been introduced to Dingle while I was working in UCD's Audio Visual Centre - we spent a whole summer recording stories and music for the Department of Irish Folklore/Irish Folklore Commission.

The irony was that we were using television to capture the last remnants of an oral storytelling tradition that was dying out because of the pervasiveness of television.

I learned so much through these projects and although I was responsible for sound and video I really did not have enough Irish to understand what was being said. Strange that the way it worked out I was happy to be there and to listen to the rhythm of the telling and observe the engagement of the listeners as they fell under the spell of a great story-teller.

We traveled the length and of Ireland mainly coastal regions and Gaeltacht areas.

All this came back when we visited Slea Head on a wonderful day last Friday. We stopped at the beehive huts - reportedly 2000 BC.

The photo is of myself and my son Jim.

Folklore in Irish is called bealoideas - literally translated this means education of the mouth.

There was a time before literacy when knowledge was passed on between generations using the spoken word. When you think about it stories are a means of engagement and the best stories - the ones that are more likely to be passed through the ages - are the ones that resonate and have meaning for people.

Karl Jung pointed this out but it has been known since ancient times.
Great stories survive through a kind of evolutionary process. Great story-tellers were highly respected in rural communities that is until television.

The Blaskets and Slea Head remind us of our past and the heritage we share with our ancestors - not just those who inhabited the bee-hive huts four thousand years ago but also the people who in my lifetime and in my presence recalled the wondrous tales that are perhaps as old as the stones.

On Holiday in Nerja

I am not quite a techie - I use technology as a means to an end rather than an end in itself. The most used tool that I own is my laptop, it is my companion and I take it everywhere.
I have been using a Mac notebook for the last three years (or is it 4?) and in recent times it has shown signs of wear and tear - the power cable broke, the processor became very slow and I had to replace the battery.
So I decided to invest in a new MacBook Pro and I took delivery of it just the day before my holidays here in Nerja.
As I write these words I am sitting at a cafe by the side of the Balcon (literally translated as the balcony) and of course I am using the new laptop.
Macs have a built in camera facility - the software that supports it is called Photo Booth and I have just taken the picture sequence.
Nerja is a lovely town with just the right balance between tourism and local culture. There are restaurants everywhere and as my friend and colleague Eugene points out there are plenty of wireless hot spots.
I really like the small Spanish eateries that seem to combine a bar and seafood restaurant. These are not the posh places they have plastic tables and chairs and you are unlikely to get air conditioning. But whow! try a plate of grilled sardines - delicious.

TED Talks Arthur Benjamin does "Mathemagic"

Have a look at this - Arthur Benjamen calls himself a math magician but there's no magic involved just a great level of skill with numbers.



Now have a look at what Arthur Benjamen says about teaching mathematics:



Does he have a point?

PhD Viva Voce

For the last three and a half years I have been working on my PhD. This week - last Thursday to be specific - I completed my Viva Voce and the successful outcome was essentially the last step in the process.
Phew!
My thesis is called Pathways to Competence and Participation in the Digital World - it is a study of the learning journey of adults who take up computer skills for the first time.
It's a nice feeling to complete research especially when the topic has always been of interest to me. It is great to have had the opportunity to learn in this way.
No doubt there is more to be done and I am planning some publications and perhaps a few blogs in the future will feature ideas from my research.
For now I am reflecting on why I decided to do a PhD in the first place and how I feel about that now.
I genuinely wanted to know more about the field of education - although I have extensive experience in terms of business and media especially television production - scholarly research is another way of looking at the world.
I have always been intrigued by learning - why and how we learn and (as a great learning theorist Knud Illeris puts it) why we sometimes don't.
Throughout our life, learning is perhaps the most important continuous process that we engage in. I continue to enjoy the journey.

The Road - by Cormac Mc Carthy

I am a slow reader by choice.
I like to take my time with a book especially when it is well crafted and beautiful.
McCarthy's 'The Road' took some time - although it is not a big read and the comments on the cover suggested that it may (and should) be read in one session - I did the opposite and read two or three pages each night over the last few weeks.
Why does this book resonate?
At one level it could be described as bleak, lacking in plot and gruesome.
But there is something captured here that is difficult to describe and yet powerfully familiar.
It may be that this novel somehow connects with our collective unconscious and reveals a stark truth about existence.
Can't really work it out ... no need just let it be.

What are we teaching in schools?

Two very interesting comment pieces appeared in today's Irish Times. The editorial commented on the draft report by the National Economic and Social Forum on the connection between school literacy levels and social exclusion and inside, a piece by Breda O'Brien (link above) on creativity and second level education. It is interesting to connect the two pieces.
As a society we have a responsibility to prepare young people for the future - this is what we expect of our education system - but we cannot possibly know what the future has in store. As the educational philosopher John Dewey put it - the best we can do is to teach children how to experience the present to its maximum extent.
Our children are poorly served by an archaic education system where state exams focus on selective recall and pure luck. Notice that we have the State Exams Commission not the 'educational assessment' commission indicating that they are only concerned with 'exams' one form of educational assessment. This is like an orchestra that can play any music as long as it is composed by Mozart!
Future oriented skills such as critical thinking, inquiry, creativity and collaboration are largely undervalued in the present school system. Until we reform the pedagogy of schooling and assessment we will continue to suffer the consequences of poor literacy levels. And large numbers of young people from disadvantaged backgrounds will continue to face a future on the margins of society.

Course Entry Requirements - Recognising Learning from Experience

If you are thinking about taking a course, for example any of the NCI courses in the prospectus, you may see in the entry requirements that it is necessary for students to have a specific level of degree (e.g. honours degree) or a certificate or diploma to gain entry.

These conditions are necessary so that all students are able to participate effectively and teaching staff can make certain assumptions about the level of prior knowledge people will have.

However, there is a down side to this in that sometimes very good potential students miss out because on paper they are not deemed to meet the entry level requirements.
We've all come across examples in our work where people with significant experience and competence in a particular field are not necessarily the most qualified in the formal academic sense.

Not many people know this but there is a mechanism whereby anyone can obtain a formal academic credit (yes I mean a degree, diploma or certificate) by means of providing evidence that they have achieved the learning outcomes equivalent to a recognised qualification.No this is not some e-mail scam to give people cheap meaningless degrees from a little known US private college - this is the policy of our own Higher Education and Training Awards Council (HETAC) and it is enshrined in the legislation used to establish this national awarding authority.

Here is where you apply to HETAC for this process.

It is now accepted that there are three contexts in which learning occurs:
formal learning - this is when you undertake a course of study usually with a view to obtaining a formal award or qualification;
non-formal learning that takes place sometimes in the workplace (e.g. training courses) or community or voluntary sectors - although often assessed it does not normally lead to formal certification
and informal learning - sometimes referred to as experiential learning and takes place through life and is often not recognised a s learning by the individual concerned. Experience is the key driver for new knowledge and the development of competence.

Educators now recognise that all three of these contexts are important sites for learning. The challenge is that accreditation bodies need formal systems to measure learning outcomes and understandably they require that potential candidates produce a portfolio of evidence which is accessed and verified by an academic panel.

To go back to the entry requirements for courses - did you know that it is possible to make a case that your extensive experience should be taken into account when apply for a course where, on paper you do not appear to meet the entry requirements.

All colleges operate such a scheme - this is especially the case in NCI where wider access to learning is our core mission.

The process requires that the applicant undergo some form of appraisal to demonstrate that they have achieved the equivalent learning outcomes as those with formal qualifications.

This may involve preparing a portfolio of experience or writing an essay or assignment to demonstrate your competence - in all events it will be evidence based.

If you really want to do the course and feel that you know more about the area through experience - you can prove your case through accreditation by prior experiential learning (APEL) - its more straightforward than you think.

So go on! What are you waiting for.