International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
works, i.e., solves the problem in question (Kasanen et al., 1993). The study was conducted in a VET
programme, where work- and competence-based learning provided the context. The main research objective of
the study was to gain a better understanding of the assessment and recognition of competences in an online
teacher education programme and create a model that suggests how assessment and recognition of prior
competences could be performed. The two other objectives were individualization of a curriculum and
facilitation of personalized learning processes online. The concept of prior learning assessment and recognition
is not new, but it is seldom used in higher education to recognize anything other than formal learning. Prior
learning assessment and recognition is based on the premise that significant learning takes place in a wide
variety of contexts throughout a person’s life, and that it is beneficial to both organizations and individuals to
recognize that learning wherever possible (van Kleef, 1998).
FUTURE LEARNING
Although personalization, collaboration and informalization are not new terms, the overall vision is that they
are the core of future learning (Redecer et al., 2011). At the same time, lifelong and life-wide learning utilizing
information communication technologies (ICT) and new instructional devices will play a key role. Figure 1
below illustrates the future learning strategies as described by Redecer et al. (2011).
Figure 1: Future learning strategies (Redecer et al., 2011)
The first key issue for future learning is personalization, i.e., assessment and recognition of existing
competences and skills and tailor-made learning paths that align with students’ learning needs. In practise, this
means having online learning journals, diaries or portfolios for reflection of learning and verification of what has
been learned. The ePortfolio continuously monitors learning, but also enables self and peer assessment.
Students’ active participation in the learning process motivates and engages them better than teacher-centred
approaches. When personalization promotes integration of learning into students’ work, it also boosts
professional development.
The second of the future learning elements is collaboration, i.e., team, collaborative and peer learning in
social networks and collaborative environments. Collaboration can occur in a work environment, making
learning experiences and activities more relevant and developing working life skills. Future teachers need to
constantly update their skills and knowledge, and ICT teacher networks can aid this by fostering informal
exchanges of good practices and new findings between teachers. This type of online network connects teachers
with the same subject and interest areas, removing barriers to supporting each other and facilitating knowledge
exchange between young and old.
The third key element of future learning is informalization, i.e., informal learning, which has been promoted
by open educational resources (OER) and the expansion of social media. The Massachusetts Institute of
Technology (MIT) OpenCourseWare project (http://ocw.mit.edu/index.htm) introduced a global open
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