Training Mode Module 1

1. Non-formal learning is structured, planned, often formally delivered education/ training outside the formal education system.

Is this statement true or false?
 
 
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Question 1 of 26

2. Informal learning is unplanned, unstructured, everyday learning (experiental) learning. It only occurs in the workplace.

Is this statement true or false?
 
 
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Question 2 of 26

3. Validation is the process of converting informal and non-formal learning for purposes of admission to or completion of part or the whole of a formal qualification.

Is this statement true or false?
 
 
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Question 3 of 26

4. The Validation of Non-Formal and Informal Learning (VNIL) is also known as…

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Question 4 of 26

5. Which of the following international bodies have advocated the greater use of VNIL practices?

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Question 5 of 26

6. The most influential learning theorist in the development of what became VNIL practises is…

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Question 6 of 26

7. VNIL practices were first used in the USA for the purpose of…

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Question 7 of 26

8. The establishment of a standard credit framework such as the European Qualification Framework (EQF) assists in the VNIL process in the following ways…

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Question 8 of 26

9. Although VNIL practices have existed for over 80 years there has been limited adoption of the practice on many countries. Identify factors which you think may limit the use of VNIL in your own country!

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Question 9 of 26

10. The only knowledge worth assessing in a VNIL claim is subject/disciplinary knowledge.

Is this statement true or false?
 
 
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Question 10 of 26

11. Learning through work provides a key source for much of the informal learning of many adults.

Is this statement true or false?
 
 
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Question 11 of 26

12. Which of the following statements best describes the developmental model of VNIL practice?

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Question 12 of 26

13. When assessing a VNIL claim the most important decisions the assessor has to take concern the level/standard of the learning and the amount of learning.

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Question 13 of 26

14. Which of the following statements describes the purpose of having VNIL procedures in a university?

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Question 14 of 26

15. What form of learning is Work Based Learning usually associated with?

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Question 15 of 26

16. The terms ‘Trojan horse’ and ‘Procrustean’ are sometimes used to describe different approaches to the integration of VNIL within a curriculum. What do you understand the terms to mean?

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Question 16 of 26

17. Learning through work typically occurs within a ‘community of practice’. What do you understand this term to mean?

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Question 17 of 26

18. What documentation might it be important to request when receiving a VNIL application?

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Question 18 of 26

19. From the list below, select those things that you think a university needs to have in place if it is to engage successfully with the VNIL process.

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Question 19 of 26

20. Universities sometimes appear to have a narrow view of learning, restricting understanding of it to individual intellectual achievement within a subject discipline alone. Arguably, learning is much wider than that. From the list below, select those that you consider to be important features of learning that might be considered in a VNIL claim.

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Question 20 of 26

21. Vygotsky’s concept of the ‘zone of proximal development’ suggests that individuals are likely to learn more in certain situations. From the list below, identify those situations that Vygotsky thinks aid learning.

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Question 21 of 26

22. Critical reflection is a way of helping VNIL claimants to identify learning that might be used in a portfolio of evidence. Critical reflection is sometimes called post-action enquiry. From the list below, select those that you think form part of the critically reflective process.
 
 
 
 
 
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Question 22 of 26

23. Match the type of knowledge in the left-hand column with the use of that knowledge in the right-hand column!
Предмет / дисциплинарные знания / профессиональные знания
– знать “что”

Unselect

-knowing ‘how’

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– знать “как это сделать” и “когда”

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– знать “как”

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Персональное / общественное знание
– знать “что”

Unselect

-knowing ‘how’

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– знать “как это сделать” и “когда”

Unselect

– знать “как”

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Procedural knowledge
– знать “что”

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-knowing ‘how’

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– знать “как это сделать” и “когда”

Unselect

– знать “как”

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Стратегические знания
– знать “что”

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-knowing ‘how’

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– знать “как это сделать” и “когда”

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– знать “как”

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Question 23 of 26

24. Arguably the qualities of a graduate include more than the ability to engage in critical thinking and critical reasoning to include critical reflection and critical self-reflection and the ability to take critical action. Match the qualities as described in the right hand column with the terms in the left hand colum.
Критические действия
Использование собственного интеллекта в оценке результатов своей деятельности а так же в принятии решений

Unselect

Использование интеллекта применительно к проблеме (Когнитивная область)

Unselect

Использование собственного интеллекта применительно к возникающим проблемам и, кроме того, оценка влияния ситуации на себя

Unselect

критическое осмысление и саморефлексия
Использование собственного интеллекта в оценке результатов своей деятельности а так же в принятии решений

Unselect

Использование интеллекта применительно к проблеме (Когнитивная область)

Unselect

Использование собственного интеллекта применительно к возникающим проблемам и, кроме того, оценка влияния ситуации на себя

Unselect

Критическое мышление / критические рассуждения
Использование собственного интеллекта в оценке результатов своей деятельности а так же в принятии решений

Unselect

Использование интеллекта применительно к проблеме (Когнитивная область)

Unselect

Использование собственного интеллекта применительно к возникающим проблемам и, кроме того, оценка влияния ситуации на себя

Unselect

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Question 24 of 26

25. Fill in the gaps!

concept of the “zone of proximal development” suggests that individuals are capable of learning much more when than they are capable of achieving when . He emphasises the importance of as a facilitator of cognitive growth.

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Question 25 of 26

26. Fill in the gaps!

Critical reflection is a way of helping VNIL claimants to identify learning that might be used in a portfolio of evidence. Critical reflection is sometimes called . Typically you might first ask the claimant to the action they took. Next ask them to the result. Then ask the candidate to the experience.

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Question 26 of 26


 

Author: Isabell Grundschober

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