Learning co-operatively: networking engagement and experience

Haywood, Paul and Potts, Ruth (2015) Learning co-operatively: networking engagement and experience. In: Collaborate to Widen Participation: to, through, and beyond Higher Education. Hill, Michael, Hudson, Anthony, McKendry, Stephanie, Raven, Neil, Saunders, Danny, Storan, John and Ward, Tom, eds. Forum for Access and Continuing Education, London, UK, pp. 203-221. ISBN 9781905858323. [Book Section]

Microsoft Word (Project description covering ongoing work with open adult learning networks.) - Final accepted version (with author's formatting) Restricted to Middlesex University staff only Download (272kB)

Abstract

In the UK context, one of the consequences of the new settlements for Further and Higher Education is that post-16 education is becoming ever more limited and limiting. Specifically older candidates potentially engaging with continued or advanced learning for the first time (or those re-entering education following redundancy, forced career change or educational and career interruption) are largely excluded or dissuaded from opportunities.

Addressing these needs will require a close partnership between multiple agencies currently affecting educational engagement or delivering qualifications. It will demand a fresh assessment of the role of culture led learning, enterprise learning and citizen inspired knowledge exchange in a relationship with professional educators in both the public and private sector. The Learning Co-operative is a concept currently under investigation via a broad and inclusive collaborative partnership in the Salford City region. It aims to provide an over-arching framework for rhizomatic education and open shell curriculum management and a comprehensive learning progression framework entirely owned by the participant.

A careful design perspective and sensitively structured on-line environment incorporating tools for the personalisation and presentation of learning can cut across different types of provision or endeavour and support the concept of a Co-operative Learning Network. There is then the problem of designing learning recognition so that it may be accumulated and transferred as credit reliably between differing contexts. The major consideration in all of this is one of ownership and how might the individual address their learning assets and start to take control of their own representation, future development and investment choices. The emerging concept of a Co-operative Learning Action Network is an idea sponsored by the University of Salford. It moves us towards a common framework for learning recognition and progression; supporting flexible and active life-wide learning through collaborative endeavour and participation.

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