Paul Haywood's Keynote presentation from #MdxALTC15

1. “Ponderous Processes, Participation, Practice, Partnership, Production”
‘COULD DO BETTER’
TAKING THE “P”

2. “We publicly
declare that
education
divorced from
life and politics
is lies and
hypocrisy”
(V. I. Lenin,
1918).

4. £5,445 or ± 60% of student fee

5. 64.5 Million.
72% = 46.4 M.
66.1% = 30.7 M.
36.9% = 11.3 M.
0.00015% = Yorkshire First
2.3 Million = 5%

6. What may have started as a reasonably straightforward mission
framed by the language and the political tenets of widening
participation and advancing social mobility has become
increasingly vexed by the more essential goals of equality and
Universal rights of access affecting civil and civic participation.
A growing constituency joining debates around the nature,
structure and value of affordable and accessible education are
focussing on a shift to an open, shared and mutually enacted
learning area; an area that might address issues of ownership,
recognise the assets of individual learners, respond positively to
experience and wisdom, evolve through the active engagement
of peer learners, and shift the emphasis of control and
governance to the learning community.

9. We suggest … moving from a model of society regulated by the
state/market pairing (where progress is equated with GDP growth) to a
model of a caring and co-responsible society (where progress is equated
with the well-being of all).
Council of Europe, 2011

12. Community
Activism
Practice
Environments
Education
Resources
Life-Wide
Learning
SOCIAL VALUE
TOTAL ENGAGEMENT

13. However remote, it is possible that changes to UK Higher Education, prompted by fiscal settlements at a level of national
government, were motivated by budgetary considerations in the face of improving social inclusion (the government had to
disinvest because it was doing so well at democratising educational access!); the transfer of dept liability from state to
individual was a reaction to spiraling costs from mass educational engagement. However, the quality of that engagement and
the reliability or relevance of the educational offer for each individual are far from certain. An honest assessment would suggest
that the fault lines remain focused on indicators of difference relating to socio-economic and socio-cultural latitudinal rifts (we
don’t have a fair society; we have one riddled with class barriers). The nature or prosumer function of Higher Education has not
necessarily transformed to accommodate its newest participatory audience (let alone those who cannot participate), precisely
because widened participation was never intended to mean full participation. We are at a key moment for public provision in
Higher Education worldwide and legitimate attempts to model fair or widened access are in severe crisis, but, we must be clear
and open, none of this should come as a surprise to any of us.
The UK has, by now, made a radical shift away from a publicly financed higher education system but that very system is still in its
relative infancy. It was initially triggered at the end of the First World War by a University sector, a much smaller sector than
exists today, bankrupted by a stagnant economy and zero growth rates. From that initial point of government subsidy where the
elite universities were effectively under-written by public finance, emerged the appearance of a welfare offer (publicly
subsidised higher education) that was quickly adopted as the norm but has never actually succeeded in enforcing democratic
access. Universities have always been and still are, elite institutions. The granting of charter by the Holy Roman Emperor to the
University of Bologna in 1158 was no act of altruism. The creation of ‘communities of masters and scholars’ (universitas
magistrorum et scholarium), was intended to strengthen principles of civic and institutional law and enshrine medieval Christian
authority and rule. So what has changed, only that the contractual arrangements between state, capital, communities of
scholars, and general society have become more complex. Whilst the employability agenda has seeped into all corners of our
experience in public education it may safely be assumed that this is mere substitute for the principles of civic and institutional
law framed by the pandects of the 6th century Roman Emperor that formed the basis of the original Alma Mater Studiorum (we
now do employability and instrumentalism instead of Christian authority and rule). It does not really matter what pretext is
given to the prevailing contract that frames education or to the stratification and delineation that separates groups of
institutions and sets of qualifications. Formal education is, in and of itself, a system of control predicated on the deficit of the
learner and, presumably, the future utility of the citizen as subject. There would seem to be an effective predictability in the
relative success of different types of learners. Either, this is a necessary equation that helps to preserve the hegemonic class and
the concept of an elite or radical changes to the process of education are required as a matter of urgency.

14. “Purposefully Blind”
Hard to Reach

15. Salford has a population of 233,600.
27% have no formal qualifications.
Rises to 38% in LSO Areas.
no significant change in 10 years.
39% of population is economically
inactive.

16. Politicians aren’t working
Unemployment is falling (even in Salford)
JSA claimants: Feb 2013 = 8,510
JSA claimants: Feb 2014 = 6,263
Of those 2,347; 68% entered paid work (1,596)
Of these 75% persisted for 6 months (1,197)
Of these 55% are long term jobs (658)
Average earnings: £13,800.

17. 1961 – Factories Act
2011/12: The Secretary of
State for Justice claimed
£119,973 in expenses.
=
40 times the average income
for an individual forced
to join the ‘Work Programme’.
2011/12: Home Secretary
recorded - £107,219 in
parliamentary expenses.
=
Equivalent to the average cost
of the bedroom tax on 129
households.

18. The Tory Party spent £16,682,874
on the 2010 election campaign;
enough to fund 616,884 food
parcels.

19. The Minister for Communities and Local Government, Eric Pickles,
reported £120,620 in expenses for 2011/12; the equivalent of 3,046
local authority wheelie bins.
Cultural budget
per person:
£4.90 (£69 in London)
Cuts in local authority
funding since 2010:
40%?
2013 Minimum Wage:
18% below the living
wage and falling.

20. Instruction
Demonstration
Lectures
Tutorials
Workshops
Assessment & Feedback
Teaching
Learning Objectives
Institutional Learning
Practice Environment
Collaboration
Group
projects
Seminars
Students Social
Research engagement
Group
Review
Peer led
&
Internal
Events
Student Led Thematic Networks
Independent
Enquiry
Practice
Workplace
‘Live’ projects
Community engagement
Employer
engagement
Placements
Creative
Presence
Alumni engagement
Inter-institutional collaborations
Visiting
Speakers
Volunteering
Shared Experiential Learning
Inter-
Disciplinary
Collaborations
‘Live’
Showcasing
Play
Experimentation
Informal
Volunteering
INDEPENDENT
& Life-Wide Learning
Cultural participation
Reading
Allied
interests
Social Networking
Industry
Events

22. FORMAL EDUCATIONAL ENGAGEMENTS
SIMUATED
LIVE BRIEF
EXTERNAL
LIVE BRIEF
PART-TIME
WORK
EXTERNAL
PLACEMENT
CASE
STUDIES
THEORY
LECTURES
COURSE
WORK
RESEARCH
BRIEF
STUDENT
SOCIAL
INDEPENDENT
STUDY
AMBASSADOR
ROLE MENTOR
ROLE
PUBLIC
ENGAGEMEN
T
WORK-BASED
LEARNING
NEGOTIATED
PROJECT
RESEARCH
ASSISTANCE
ALUMNI
NETWORKS
GRADUATE
EXPERIENCE
PRACTICE
RESEARCH
VOLUNTEER
PROJECTS
COMMUNITY
ENGAGEMENT
GRADUATE
ENTERPRISE
COMMUNITY
ACTIVISM
EMPLOYED/
WORKING
SELF-
EMPLOYED
COMMUNITY
LEADERSHIP COMMUNITY
MENTOR
CITIZEN LED
INNOVATION
S
LIFE-COURSELEARNINGTHROUGHEXPERIENCE

23. LEARNER MOTIVES
Access Employability Career Boost Well-Being Independence
EMPLOYER LED
Engaging with
qualifications
based learning.
Enhancing both
the role and
flexibility within
organisation.
Accelerated
progression or
routes to
leadership.
Enhanced career
satisfaction &
‘life-wide’ skills.
Routes to
leadership.
WORKLESS
Developing
routes into
training.
Access to
experience or
relevant
volunteering.
Step-up or step-
into experience
at an equivalent
or higher level.
Health benefits
& motivation.
Personal choice
& responsibility.
INDEPENDENT
(Self-employed
or career shift)
Personalised and
bespoke
development.
Business
development &
diversification.
Unique capacity
and
professionalism
or service.
Motivation and
future proofing.
Growing capacity
and unique
advantage.
3rd / 4th Age
(retired)
Engagement with
relevant level
skills & personal
development.
Volunteering or
civic role
capacity building
Enhancing
impact from
volunteering or
personal goals.
Health benefits
and active
citizenship.
Initiating fresh
enterprise or
activities.

26. As a researcher, I'm a fraud.
As an activist, I'm deluded.
As an artist, I'm quite poor.
I don't know anything.
I don't do anything.
I don't make anything.

27. As such, I suffer from chronic
anxiety and uncertainty; what
might be otherwise termed,
subjectivity and creativity.

28. Collaborative Learning Action Network
(CLAN)
A process of citizen managed knowledge
exchange; nurturing wisdom, co-creation,
invention, and potential.
Common ownership of education
practices through Total Engagement.

29. Differentiated behaviours.
Understanding the whole; lateral thinking.
Freedom to make mistakes and take risks.
Team construction and co-operation.
Deciding to decide through practice.
Non-linear outcomes.
Learning through doing.

30. CO-OPERATIVE LEARNING (adults) NETWORKS (CLaN) and FLEXIBLE AND INTERACTIVE REAL-WORLD (FAIR) learning recognition tools.
Values and Principles
ARCHITECTURE
Transferrable Learning
Currency (Digital
Badges)
ARCHITECTURE
Framework for
Leadership and Access.
ARCHITECTURE
Digital classroom and
platform.
ARCHITECTURE
Collective ownership
and shared
governance.
FOUNDATIONS AND
ARCHITECTURE FOR
FORMING LEARNING
COMMUNITIES
FOUNDATION
Establishing sources
of learning and
discovery.
FOUNDATION
Embracing mutuality
and devolving values.
FOUNDATION
Ensuring responsible
educational
practices.
FOUNDATION
Promoting the
principle of co-creation
and participation.

31. CO-OPERATIVE COLLEGE TRUST
WORKERS' EDUCATIONAL ASSOCIATION
TUC UNION LEARN
THE UNIVERSITY OF SALFORD
MIDDLESEX UNIVERSITY
UNIVERSIDAD DE VALLADOLID
LA LIGUE DE L’ENSEIGNEMENT
FIDEAS, FUNDACION IDEAS
FIC, FAGLICHT INTERNATIONALT CENTER
SOLIDAR FOUNDATION
+ INFORMAL COMMUNITY NETWORKS

32. CURIOSITY
& THEORY
SKILLS &
COMPETENCIES APPLICATION
INITIATIVE &
COLLABORATIVE LEARNING ACTION NETWORKS:
PORTFOLIO STRUCTURE
VOCATIONAL PERSONAL
A
W
A
R
E
N
E
S
S
A
P
T
I
T
U
D
E
A
T
T
I
T
U
D
E
SELF  ENGAGEMENT  SOCIAL IDENTITY  DIALOGUE / PRAXIS

33. MENTOR
FEEDBACK
SELF-
ASSESSMENT
PEER
TESTIMONY
EDUCATOR
ASSESSMENT
EMPLOYER
RECOMMENDATION
ASSOCIATE
FEEDBACK
Informal Measures
Personal Networks
Formal Measures
Professional Networks

34. THEORY
CURIOSITY
LIFE-WIDE
COMPETENCIES
SPECIALIST SKILLSAPPLICATION
INITIATIVE
Capturing the
Learner’s Identity

36. - Pro-active engagement (obviously)
- Goal orientated (?)
- Optimistic (always)
- Reflective (?)
Garrison and Gardner (2012)

43. Framework / Portfolio
APTITUDE + AWARENESS + ATTITUDE = ASPIRATION
BALANCING:
WISDOM
CREATVITY
EXPERTISE
GAINED FROM EXPERIENCE AND FLEXIBLE LEARNING

44. STREGTHS BASED APPROACH
AWARENESS – ENGAGEMENT - ACHEIVEMENT

45. R.O.L.E. Modules
Recognition of Learning from Experience:

46. CREATIVE PORTFOLIO:
refers to those aspects of the learner’s history
and experience that offer insight into their
creative nature, personality and qualities. These
maybe activities, actions or practices that are
self-orientated or they may be co-constructed,
engaging groups and communities.

47. COLLABORATIVE PRACTICES
cover process or production activities through
which the individual has contributed to a team
endeavour or a shared purpose. Contributions
may be; behavioural, organisational, practical, or
intellectual; they would normally support
collective or convivial effort.

48. RESEARCH PRACTICES
are those that come from; active enquiry, or the
interrogation of knowledge, or empirical testing.
It may relate to study through literature, or
investigation, or survey processes or practical
experiment. The activities would normally
accrue to offer insight beyond the obvious.

49. TECHNICAL PORTFOLIO
means a collection of evidence from completed
tasks or procedures that demonstrate dexterity,
competence or skill in the handling of material,
equipment, or media. Achievements would
normally build on a foundation of safe and
compliant practices that will be evident in the
portfolio.

50. CURIOSITY
SPECIALIST SKILLS
CREATIVITY
WISDOM
EXPERTISE
LIFE-WIDE
COMPETENCIES
INITIATIVE
APPLICATION
THEORY

51. enterprise or creative endeavour leading to
meaningful engagement or change processes,
problem solving and processes of logic, or fresh
invention or expression.
CURIOSITY
FOUNDATION
Accessing sources of
contemporary
knowledge and thought.
FOUNDATION
Seeking fresh research
and responsible
innovations in practice.
FOUNDATION
Identifying and
connecting with other
relevant interests.
FOUNDATION
Developing fresh
perspectives and
contributing discourse.
ARCHITECTURE
Questionning practice
and knowledge;
developing enquiry.
ARCHITECTURE
Sharing and exchanging
critical thought and
points of interest.
ARCHITECTURE
Setting personal goals for
new experiences or
structured research.
ARCHITECTURE
Disseminating insight,
actions or challenges;
devolving wisdom.

52. Current practice, new thinking and
contemporary belief relevant to an
area of practice or interest.
INITIATIVE
FOUNDATION
Awareness and capture
of ideas or examples
relating to current and
new practice.
FOUNDATION
Developing personal
challenge and accepting
responsibility for actions
of positive value.
FOUNDATION
Self-directed and self-
initiated processes or
influential behaviour
with impact.
FOUNDATION
Experience of positively
motivating or directing
others or enabling their
agency.
ARCHITECTURE
Adapting practice, habit
or processes to
accommodate change or
new wisdom.
ARCHITECTURE
Set personal goals to
extend personal
capabilities and to meet
the needs of others.
ARCHITECTURE
Design challenge or
developmental benefits
that affect others or the
self within a team.
ARCHITECTURE
Independent or co-
produced invention that
responds to specific
contexts beyond the self.

53. Technique, technological engagement, artistry,
material handling or specific experience of
systems and mediated processes relevant
to task.
SPECIALIST SKILLS
FOUNDATION
Accessing established
and relevant techniques,
tools and processes.
FOUNDATION
Regular experience and
correct use of systems,
materials and tools.
FOUNDATION
Design, planning and
implementation of
systems, techniques or
processes.
FOUNDATION
Sharing experience,
exchanging practice,
demonstrating skills,
seeking expertise.
ARCHITECTURE
Accessing relevant
opportunities for skills
enhancement and
improvement.
ARCHITECTURE
Effective reflection and
analysis of performance
to affect continuing
improvement.
ARCHITECTURE
Active research and
investigation In pursuit
of improvement and
innovation.
ARCHITECTURE
Engaging with co-
constructed and co-
produced learning and
skills exchange.

54. Learning through doing in the appropriate or
specialist field. Putting learning into practice;
practice contributing to learning.
APPLICATION
FOUNDATION
Participation and
engagement with
activities that produce
experience.
FOUNDATION
Appreciation of a
personal a role offering
value to a task, action or
set of goals involving a
wider team.
FOUNDATION
Repeated experience and
confidence in the
successful execution of
tasks that rely on
knowledge or skill.
FOUNDATION
Instructing others
through demonstration
or sharing of experience
from effective wisdom.
ARCHITECTURE
Sourcing ideas and
solutions to improving
practice and
performance.
ARCHITECTURE
Self-assessment of
developmental needs
based on review of
performance and
reflection.
ARCHITECTURE
Challenge setting using
varied sources of
knowledge and
experience to plan future
activity.
ARCHITECTURE
Designing or co-
producing practitioner
exchange or instruction
for wider dissemination.

55. Knowledge / understanding underpinning
practice and research in relevant areas of
interest or personal development.
THEORY
FOUNDATION
Informed by sources of
relevant and credible
knowledge from various
sources.
FOUNDATION
Interpretation of
knowledge applied to
practice or abstract
thought.
FOUNDATION
Appreciation of wider
contextual frameworks
for knowledge and
synergies with logic.
FOUNDATION
Sharing and exchange of
knowledge, interpreted
wisdom or compelling
evidence from practice.
ARCHITECTURE
Search for and identify
knowledge resources and
theoretical research
relevant to need.
ARCHITECTURE
Apply learning from
knowledge enquiry and
analysis to practice or
other rational outputs.
ARCHITECTURE
Develop relational links
between theories and
sources of knowledge to
affect fresh insight.
ARCHITECTURE
Produce or co-construct
knowledge resources
that have an application
or value to others.
SOURCE TEST EMBED TEACH

56. Transferrable skills; emotional intelligence, social
and civil competencies, inter-relational practices
and communication, ethical considerations,
personal responsibility.
COMPETENCIES
FOUNDATION
Identify and
acknowledge detailed
competencies and their
potential value.
FOUNDATION
Appreciation and
recognition or responsible
and safe conduct,
procedures or ethical
considerations.
FOUNDATION
Appreciation and control
over successful inter-
relational or communicant
procedures.
FOUNDATION
Sharing insight and
practice with others;
exchanging values and
attitude from positive
outcomes.
ARCHITECTURE
Source or adopt
strategies for improving
competencies in practice.
ARCHITECTURE
Adopt or adapt processes
to affect improvements
or effect performance in
team or individual
contexts.
ARCHITECTURE
Review and plan the
development of personal
competencies.
ARCHITECTURE
Review, plan or affect the
development needs of
others for rational
purposes.
ACCESS LEARN ACT PAY-ON

57. PARTICIPATION
INSTRUCTABLE
CHALLENGE
REFLECTION
SHOWCASE
TEACH
}
-
}
-
SOURCE
TEST
EMBED
TEACH

58. DIRECT ASSESSMENT
• ATTAINMENT – Evidence or description of an
event, procedure or the making of a product that
delivered learning gain.
• ACHIEVEMENT – Evidence or description of an
experience (event, procedure or product
outcome) that has personal significance.
• ANALYSIS – Evidence or description a discovery or
finding has personal or professional relevance
beyond your prior experience.

59. DIRECT ASSESSMENT
• REFLECTION – Evidence or description of changes
that have been made to the learner’s practice,
thinking or behaviour.
• CONTEXT – Evidence or description of personal
experience with situated, located or conceptual
relevance to specific external factors.
• INSIGHT – Evidence or description of personal
conclusions, observations, or material outcomes,
with contextual relevance, that can be transferred
to others.

60. DIRECT ASSESSMENT
• KNOWLDEGE - Identification, description and
plans for next stage developments or learning
goals building from a prior experience.
• DESIGN – Review or presentation of a specific and
individually relevant body of knowledge or skill
applied to a wider context or environment.
• LEADERSHIP – Presentation or evidence of
wisdom and individually significant experience
that may be understood or acted on by others.

61. Discussion Points
Access Platform – design / produce of open integrated technologies
Learning Capture Tools – design and publication of open resources
Learning to Learn Platform – review and adapt EPALE and other systems
Look and Feel – Communication Design.
Credit Value – scalability (learning volume).
Quantitative Interactivity – deepening evidence.
Assessment Community – user interactivity.
Peer to peer case examples & guided support (discussion board).
Portfolio Store – evidence base (structure) and personal archive.
Content Area – curriculum shell and classification.
Benchmark standards – stages or levels.
APEL Environment – transcript submission process.

63. MENTOR
FEEDBACK
SELF-
ASSESSMENT
PEER
TESTIMONY
EDUCATOR
ASSESSMENT
EMPLOYER
RECOMMENDATION
ASSOCIATE
FEEDBACK
Informal Measures
Personal Networks
Formal Measures
Professional Networks