Experiential Learning 

"I cannot teach anybody anything, I can only make them think"--Socrates 

Definition of PLAR

PLAR (CLA or APEL in other countries) is based on a belief/value system that supports opportunities for individuals to have all relevant learning recognized and counted towards a qualification. It is consistent with other strategies that support diverse and inclusive pathways to lifelong learning. Prior learning may be acquired through academic study, work, or other formal and informal learning activities. When used to earn formal qualifications, PLAR is a process that identifies, verifies, and recognizes learning (knowledge and skills) that cannot be fully recognized through the traditional mechanisms of credential assessment, credit transfer, articulation, or accreditation.

PLAR Principles

Principles are concepts that can guide policy and practice. St. Linus uses the following principles to develop criteria for valid PLAR processes for academic credit or other formal qualifications:

Accessibility

PLAR is a tool for facilitating access – access to education, employment, promotion, and occupational licensing/certification. The purpose of PLAR is to provide alternative mechanisms to identify, verify, and recognize knowledge and skills acquired through non-sponsored learning (e.g. work).

Accountability

Many organizations are accountable to the public and to government for their operations. This accountability requires formal policies and practices that frame PLAR activities and ensure evaluation of the process and its outcomes.

Criterion-referencing

Prior learning assessment and recognition is criterion-referenced. That is, candidate knowledge and skills must be identified and measured against pre-set standards. Standards ensure consistent results even if assessment methods and tools vary.

Efficiency

Pressures created by uncertainties in applicant volume and the high cost of assessment require efficient PLAR processes to ensure affordability for candidates and assessing agencies.

Equity

PLAR is intended to treat candidates equally without discrimination based on the source of their learning. To be equitable, the PLAR process should hold candidates to the same standard of competency or qualification as individuals who have not undertaken PLAR. PLAR should not involve assessment processes that are more rigorous than assessment of knowledge and skills through more traditional means.

Fairness

In order to maximize candidates’ opportunities to demonstrate their knowledge, skills, and judgment, the PLAR process should reflect sensitivity to relevant adult learning theory. This principle is also the foundation for other principles such as access, equity, transparency, and right of appeal.

Legality

Other countries and organizations engaged in PLAR are responsible for ensuring compliance with legislation. PLAR should fit within the legal frameworks that guide organizational operations.

Quality

The quality of the PLAR process relates to the relevance, level, currency, and sufficiency of candidates’ prior learning. The qualifications of prior learning assessors should reflect an expertise in PLAR and the subject area of the assessment.

Right of Appeal

Candidates should have the right to appeal unsuccessful assessments of their prior learning through a formal process.

Transparency

In democratic societies, the public has a right to be informed about processes and decisions that have an impact on their lives. Details on the PLAR process, its purpose, criteria and steps, and the factors upon which PLAR decisions are made, should be made available to candidates.

Validity and Reliability

Measurement experts agree that assessment tool validity is tied to the purposes for which an assessment is used. Thus, a test might be valid for one purpose but inappropriate for other purposes. The results of assessments should be constant over time and assessors. The reliability and validity of PLAR methods and tools are critical to its credibility and should be evaluated.

Performance Indicators and Core Competencies

"The authority of those who teach isoften an obstacle to those who want to learn"--Cicero

The Integral Cycle of Knowledgeis the process by which St. Linus' quality assurance framework for PLAR's credential evaluations and qualification recognition for eachlevel design of qualification are assessed.

ASSESSING NON-TRADITIONAL LEARNING

There are several ways to assess learning.The portfolio method is one such method that is frequently used by institutions that assess experiential learning.The portfolio is popular because it accomplishes several purposes.Foremost, it enables subject experts to assess past learning and compare such to college course outcomes.Second, it helps the adult to discover how past learning relates to a college program.Third, it facilitates and accelerates the attainment of a college education.Finally, it assists the student in career planning.

ASSOCIATES LEVEL DESIGN OF QUALIFICATION

LEARNING OUTCOME

Some Associates degrees are awarded for achievements over a breadth of subject areas while others focus on one subject, in some cases with a strong vocational focus. The precise focus and outcomes will be identified in the relevant programme specifications.

Typically, Associates degree holders will be able to:

• Demonstrate a knowledge and understanding of the scope and main areas of the subject(s) and its interactions with related subjects.
• Detailed knowledge of some key areas which may include some knowledge of current issues in limited specialised areas;
• Use their knowledge, understanding and skills to critically evaluate and formulate evidence-based arguments and identify solutions to clearly defined problems of a generally routine nature;
• Show familiarity with and understanding of a range of the essential theories, principles and concepts and an awareness of major issues at the forefront of the subject(s);
• Communicate the results of their study and other work accurately and reliably using a range of specialist techniques.
• Gain familiarity with and demonstrate effective deployment of essential/routine materials, techniques and practices of the subject(s);
• Identify and address their own major learning needs within defined contexts and to undertake guided further learning in new areas.
• Develop skills for the gathering, critical analysis and presentation of information, ideas, concepts and/or quantitative and qualitative data that is core to the subject(s).
• This will include the use of Information and Computer/Communications Technology (ICT) as appropriate to the subject(s);
• Apply their subject-related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative is required.

CREDIT LEVEL DESCRIPTORS

Development of Knowledge and Understanding (subject specific)

The Learner:

Knowledge base: has a detailed knowledge of major theories of the discipline(s) and an awareness of a variety of ideas, contexts and frameworks.

Ethical issues: is aware of the wider social and moral implications of area(s) of study and is able to debate issues in relation to more general ethical perspectives.

Cognitive/Intellectual skills (generic)

The Learner:

Analysis: can analyze a range of information with minimum guidance using given classifications/principles and can compare alternative methods and techniques for obtaining data.

Synthesis: can reformat a range of ideas and information towards a given purpose.

Evaluation: can select appropriate techniques of evaluation and can evaluate the relevance and significance of the data collected.

Application: can identify key elements of problems and choose appropriate methods for their resolution in a considered manner.

Key/transferable skills (generic)

The Learner:

Group working: can interact effectively within a team / learning group, giving and receiving information and ideas and modifying responses where appropriate.

Learning resources: can manage learning using resources for the discipline. Can develop working relationships of a professional nature within the discipline(s).

Self evaluation: can evaluate own strengths and weakness, challenge received opinion and develop own criteria and judgment.

Management of information: can manage information; can select appropriate data from a range of sources and develop appropriate research strategies.

Autonomy: can take responsibility for own learning with minimum direction.

Communications: can communicate effectively in a manner appropriate to the discipline(s) and report practical procedures in a clear and concise manner in a variety of formats.

Problem-solving: can identify key areas of problems and choose appropriate tools/methods for their resolution in a considered manner.

Practical skills (subject specific)

The Learner:

Application of skills: can operate in situations of varying complexity and predictability requiring application of a wide range of techniques.

Autonomy in skill use: able to act with increasing autonomy, with reduced need for supervision and direction, within defined guidelines.

Students successfully completing programme requirements at this level will have demonstrated:

(1) knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed;

(2) ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;

(3) knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study;

(4) an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Typically, successful students at this level will be able to:

(a) use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis;

(b) effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively;

(c) undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations;

and will have:

(d) qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

BACHELORS LEVEL DESIGN OF QUALIFICATION

LEARNING OUTCOME

All Bachelors degrees will exhibit a balance of breadth and depth as will be clear from particular programme specifications. Many Baccalaureate degrees will have a specific vocational focus, and in some cases will carry recognition by the appropriate professional or statutory body. The Baccalaureate degree is the recognised 'normal' entry requirement to postgraduate study and to many professions across the world.

Typically, Bachelors degree holders will be able to:

• Demonstrate a systematic, extensive and comparative knowledge and understanding of the subject(s) as a whole and its links to related subject;
• Demonstrate a detailed knowledge of a few specialisms and developments, some of which are at, or informed by, the forefront of the subject;
• Use their knowledge, understanding and skills in the systematic and critical assessment of a wide range of concepts, ideas, and data (that may be incomplete), and in identifying and analysing complex problems and issues; demonstrate some originality and creativity in formulating, evaluating and applying evidence-based solutions and arguments.
• Show a critical understanding of the established theories, principles and concepts, and of a number of advanced and emerging issues at the forefront of the subject(s);
• Show a comprehensive knowledge and familiarity with essential and advanced materials, techniques and skills including some at the forefront of the subject;
• Communicate the results of their study and other work accurately and reliably using the full repertoire of the principal concepts and constructs of the subject(s).
• Show a critical understanding of the uncertainty and limits of knowledge and how it is developed and an ability to deploy established techniques of analysis and enquiry within the subject;
• Systematically identify and address their own learning needs both in current and in new areas, making use of research, development and professional materials as appropriate, including those related to the forefront of developments.
• Develop skills in identifying information needs, and in the systematic gathering, analysis and interpretation of ideas, concepts and qualitative and quantitative data and information from a range of evaluated sources including current research, scholarly, and/or professional literature;
• Apply their subject-related and transferable skills in contexts of a professional or equivalent nature where there is a requirement for: the exercise of personal responsibility and initiative; decision-making in complex and unpredictable contexts; the ability to undertake further developments of a professional or equivalent nature.

CREDIT LEVEL DESCRIPTORS

Development of Knowledge and Understanding (subject specific)

The Learner:

Knowledge base: has a comprehensive/detailed knowledge of a major discipline(s), with areas of specialization in depth, and an awareness of the provisional nature of knowledge.

Ethical issues: is aware of personal responsibility and professional codes of conduct and can incorporate a critical ethical dimension into a major piece of work.

Cognitive/Intellectual skills (generic)

The Learner:

Analysis: can analyze new and/or abstract data and situations without guidance, using a range of techniques appropriate to the subject.

Synthesis: with minimum guidance can transform abstract data and concepts towards a given purpose and design novel solutions.

Evaluation: can critically evaluate evidence to support conclusions/recommendations, reviewing its reliability, validity and significance. Can investigate contradictory information/identify reasons for contradictions.

Application: is confident and flexible in identifying and defining complex problems and can apply appropriate knowledge and skills to their solution.

Key/transferable skills (generic)

The Learner:

Group working: can interact effectively within a team/learning/professional group, recognize, support or be proactive in leadership, negotiate in a professional context and manage conflict.

Learning resources: with minimum guidance can manage own learning using full range of resources for the discipline(s). Can work professionally within the discipline.

Self evaluation: is confident in application of own criteria of judgment and can challenge received opinion and reflect on action. Can seek and make use of feedback.

Information management: can select and manage information, competently undertaking reasonably straight-forward research tasks with minimum guidance.

Autonomy: can take responsibility for own work and can criticize it.

Communications: can engage effectively in debate in a professional manner and produce detailed and coherent project reports.

Problem solving: is confident and flexible in identifying and defining complex problems and the application of appropriate knowledge, tools / methods to their solution.

Practical skills (subject specific)

The Learner:

Application of skills: can operate in complex and unpredictable contexts, requiring selection and application from a wide range of innovative or standard techniques.

Autonomy in skill use: able to act autonomously, with minimal supervision or direction, within agreed guidelines.

Students successfully completing programme requirements at this level will have demonstrated:

(1) a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline;

(2) an ability to deploy accurately established techniques of analysis and enquiry within a discipline;

(3) conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline;

(4) an appreciation of the uncertainty, ambiguity and limits of knowledge;

(5) the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline).

Typically, successful students at this level will be able to:

(a) apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;

(b) critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;

(c) communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;

and will have:

(d) qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; and the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

MASTERAL LEVEL DESIGN OF QUALIFICATION

LEARNING OUTCOME

In the majority of cases, the Masters degree reflects a specialised knowledge and understanding of particular areas, applications or levels of expertise in particular subject or professional areas. In some professional areas, Masters degrees are linked to structures of continuing professional development.

Typically, Masters degree holders will be able to:

• Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
• Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
• Show a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
• Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
• Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
• Continue to advance their knowledge and understanding, and develop new skills to a high level.

CREDIT LEVEL DESCRIPTORS

Development of Knowledge and Understanding

The learner:

Knowledge base: has depth and systematic understanding of knowledge in specialized/applied areas and / across areas and can work with theoretical/research-based knowledge at the forefront of their academic discipline.

Ethical issues: has the awareness and ability to manage the implications of ethical dilemmas and work pro-actively with others to formulate solutions.

Disciplinary methodologies: has a comprehensive understanding of techniques/methodologies applicable to their own work (theory or research-based).

Cognitive and Intellectual Skills

The learner:

Analysis: with critical awareness can undertake analysis of complex, incomplete or contradictory areas of knowledge communicating the outcome effectively.

Synthesis: with critical awareness, can synthesize information in a manner that may be innovative, utilizing knowledge or processes from the forefront of the discipline/practice.

Evaluation: has a level of conceptual understanding that will allow her/him critically to evaluate research, advanced scholarship and methodologies and argue alternative approaches.

Application: can demonstrate initiative and originality in problem solving. Can act autonomously in planning and implementing tasks at a professional or equivalent level, making decisions in complex and unpredictable situations.

Key / Transferable Skills

The learner:

Group working: can work effectively with a group as leader or member. Can clarify tasks and make appropriate use of the capacities of group members. Is able to negotiate and handle conflict with confidence.

Learning resources:is able to use full range of learning resources.

Self evaluation: is reflective on own and others functioning in order to improve practice.

Management of information: can competently undertake research tasks with minimum guidance.

Autonomy: is an independent and self critical learner, guiding the learning of others and managing own requirements for continuing professional development.

Communications: can engage confidently in academic and professional communication with others, reporting on action clearly, autonomously and competently.

Problem solving: has independent learning ability required for continuing professional study, making professional use of others where appropriate.

Practical Skills

The learner:

Application of skills: can operate in complex and unpredictable and/or specialized contexts, and has an overview of the issues governing good practice.

Autonomy in skill use: is able to exercise initiative and personal responsibility in professional practice.

Technical expertise: has technical expertise, performs smoothly with precision and effectiveness; can adapt skills and design or develop new skills and/or procedures for new situations.

Students successfully completing programme requirements at this level will have demonstrated:

(1) a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;

(2) a comprehensive understanding of techniques applicable to their own research or advanced scholarship;

(3) originality in the application of knowledge, together with a practical understanding of how

established techniques of research and enquiry are used to create and interpret knowledge in the discipline;

(4) conceptual understanding that enables the student: to evaluate critically current research and advanced scholarship in the discipline; and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, successful students at this level will be able to:

(a) deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;

(b) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;

(c) continue to advance their knowledge and understanding, and to develop new skills to a high level;

and will have:

(d) the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable situations; and the independent learning ability required for continuing professional development.

DOCTORAL LEVEL DESIGN OF QUALIFICATION

LEARNING OUTCOME

Doctoral degrees reflect specialised, advanced knowledge, understanding and practice at the frontiers of the subject or professional area.

Typically, Doctoral degree holders will be able to:

• Demonstrate the creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication;
• Demonstrate a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice;
• Make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences;
• Demonstrate the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems;
• Continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches;
• Gain a detailed understanding of applicable techniques for research and advanced academic enquiry; and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

CREDIT LEVEL DESCRIPTORS

Development of Knowledge and Understanding (subject specific)

The Learner:

Knowledge base: has great depth and systematic understanding of a substantial body of knowledge. Can work with theoretical / research knowledge at the forefront of the discipline at peer reviewed standards/ publication quality.

Ethical issues: can analyze and manage the implications of ethical dilemmas and work pro-actively with others to formulate solutions.

Disciplinary methodologies: has a comprehensive understanding of techniques/methodologies applicable to the discipline (theory or research-based).

Cognitive/Intellectual skills (generic)

The Learner:

Analysis: with critical awareness, can undertake analysis, managing complexity, incompleteness of data or contradictions in the areas of knowledge.

Synthesis: can synthesize new approaches, in a manner that can contribute to the development of methodology or understanding in that discipline or practice.

Evaluation: has a level of conceptual understanding and critical capacities that allows independent evaluation of research, advanced scholarship and methodologies. Can argue alternative approaches.

Application: can act independently and with originality in problem solving, is able to lead in planning and implementing tasks at a professional or equivalent level.

Key/transferable skills (generic)

The Learner:

Group working: can lead /work effectively with group. Can clarify task, managing the capacities of group members, negotiating and handling conflict with confidence.

Learning resources: is able to use full range of learning resources.

Self evaluation: is reflective on own and others functioning in order to improve practice.

Management of information: can undertake innovative research tasks competently and independently.

Autonomy: is independent and self-critical as learner; guides and supports the learning of others and can manage own continuing professional development.

Communication: can communicate complex or contentious information clearly and effectively to specialists/non-specialists, understands lack of understanding in others. Can act as a recognized and effective consultant.

Problem solving: can continue own professional study independently, can make use of others professionally within/outside the discipline.

Practical skills (subject specific)

The Learner:

Application of skills: can operate in complex and unpredictable / specialized contexts that may be at the forefront of knowledge. Has overview of the issues governing good practice.

Autonomy in skill use: can act in a professional capacity for self / others, with responsibility and largely autonomously and with initiative in complex and unpredictable situations.

Technical expertise: has technical mastery, performs smoothly with precision and effectiveness; can adapt skills and design or develop new skills/procedures for new situations.

Students successfully completing programme requirements at this level will have demonstrated:

(1) the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication;

(2) a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice;

(3) the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems;

(4) a detailed understanding of applicable techniques for research and advanced academic enquiry.

Typically, successful students at this level will be able to:

(a) make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences;

(b) continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches;

and will have:

(c) the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

Credit Level Descriptors

"The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn"--Alvin Toffler

How do we know if learning takes place? By assessing the merit, extent and level of the student's technical knowledge, skills and academic experiences usingcredit level descriptors.

1. What are credit level descriptors?

Credit level descriptors define the level of complexity, relative demand and autonomy expected of a learner on completion of a unit or program of learning. They provide a description oflevels of learning through a hierarchy of knowledge and skills which begins with basic knowledge and skills required in higher education, to the very highest level of learning found in postgraduate work.

They describe the characteristics and context of learning expected at each level, against which specificlearning outcomes and assessment criteria can be derived in order to develop modules of study and assign credit for achievement of learning at the appropriate level.

2. What is the format of the St. Linus'credit level descriptors?

The descriptors are grouped under four headings.

(a) Development of knowledge and understanding (subject specific): these descriptors describe:

(i) The factual and/or conceptual base of the field of study and the degree of complexity

(ii) The ethical issues, both personal and in relation to others, that the learner has to address.

(b) Cognitive/intellectual skills (generic): these descriptors capture the developing higher level cognitive skills and command of knowledge and understanding which we expect of learners as they progress through the education system.

(c) Key transferable skills (generic): this group of descriptors summarizes the continuum of learning through a range of key transferable skills which all students would typically be expected to acquire through any program of learning.

(d) Practical skills (subject specific) Many, although not all, subject areas include practical skills which can range from the ability to use IT for data processing and communication, use of instruments, laboratory techniques, performance skills (e.g. drama, music), spatial awareness, design and creative skills. The precise nature of the development of practical skills will be discipline specific and each program of learning will need to specify the practical skills required.

3. How are credit level descriptors used?

Credit level descriptors can be used as the means by which each subject area can check the level of demand, complexity, depth of study and degree of learner autonomy expected at each level of the individual program of study. The credit level descriptors are generic; it follows that course teams need to translate the generic descriptors into descriptors which identify the subject specific requirements of a program of study.

Credit level descriptors enable students and tutors to identify the appropriate level at which prior learning can be recognized for the award of credit. Evidence brought by students of their prior learning can be placed at the appropriate level by using the credit level descriptors.

4.What is credit rating?

Credit rating involves allocating credit points to a qualification or learning programme. The level of a qualification or learning programme describes the knowledge, skill or competence required to achieve it. This does not mean that all qualifications or learning programmes on the same level are equal it shows that they make similar demands on the learners.

The credit points allocated to credit rated qualifications or learning programmes show the volume of learning required to achieve the learning outcomes. Credit points describe the volume of learning required to achieve the qualification or learning programme. The time that an average learner will spend achieving the learning outcomes is referred to as notional learning time and can include activities such as formal teaching, informal learning, study time, assessment time and work-based learning.

Self-Actualization

"Know thyself"--Socrates

Self Actualizers

"A musician must make music, an artist must paint, a poet must write, if he is to be ultimately happy," said Maslow. "What a man (or woman) can be, they must be. This need we call self-actualisation."

From his study of these positive and fulfilling individuals, Maslow distilled 16 characteristics that define them. You might like to check yourself against the list to see how you score on each point. Rate yourself 1 if you have a lot of work to do, up to 6 if you have the point nailed:

How DoWe Rate Our Students on "The Self-Actualisation Scale"?

The Self-actualization Path

Self-actualisation is not a goal, it's a way of looking at Life as a journey of self-improvement.

"One's only rival is one's potentialities," said Maslow. "One's only failure is failing to live up to one's own possibilities. In this sense, every man can be a king."

Moving along the path chosen by self-actualisers is a matter of shunning the safe, avoiding the comfortable and disturbing the routine, and continually looking for small challenges against which to grow.

The path can be as simple as taking a different route to work every day; buying a different paper or magazine to your habit; varying your diet to include things you would never normally eat; and being prepared to listen longer and think harder to a point of view that you would normally dismiss or ignore.

Self-actualisers are very aware that they have the opportunity to grow every time they face a choice. It's simply a matter of taking "the growth choice" over the comfortable, the familiar and the habitual "dead choice".

Distance Learning Test

"The shortest distance between point 'A' and point 'B' is a straight line"--Anon

Scoring

Add 3 points for each "a" that you selected, 2 for each "b", and 1 for each "c". If you scored:

• 28 and over: You may be a self-motivated independent learner and online courses are a real possibility for you.
• 15 - 27: Online courses may work for you, but you may need to make a few adjustments in your schedule and study habits in order to succeed. Online courses take at least as much time and effort and in some cases more than traditional face-to-face classes.
• 14 or less: Online courses may not be currently the best alternative for you. Online courses take at least as much time and effort and in some cases more than traditional face-to-face classes.

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