Glasgow Caledonian University

1. Glasgow Caledonian University

2. New and Effective Methods in Recognising Prior Learning Ruth Whittaker Glasgow Caledonian University rgwh@gcu.ac.uk Heather Gibson QAA Scotland h.gibson@qaa.ac.uk

4. Designing a flexible curriculum • Flexible entry routes and alternative routes to credit should be addressed at the point of programme design rather than programme delivery. • What does this mean? • Design of learning outcomes • Building on learning • Integration in WBL programmes • Links to educational or personal and professional development planning

5. Initial information and guidance • The need for multiple points of access for initial information and guidance on RPL as well as modes of information, advice and guidance • What does this mean? • Use of websites; e-tools; prospectuses; programme and university marketing material • interaction with university staff in individual meetings or workshops, by email or telephone

6. Developing enhanced support system/processes • Exploiting the use of VLEs and technology-enhanced learning as part of a blended learning approach. • What does this mean? • e-portfolios and other e-learning tools, on-line forums or centralised resources to support the RPL process. • supporting a learning process, rather than simply evidence gathering. • supporting the integration of RPL into the mainstream curriculum • Meeting professional development needs of staff in terms of the pedagogic use and application of new learning technologies • Use of RPL credit-bearing modules • Use of exemplars and case studies • Developing mechanisms for peer support • Use of learning agreements.

7. Developing enhanced assessment system/processes • Need to develop more effective, simplified assessment mechanisms linked to greater understanding of the nature and process of informal learning • What does this mean? • Mapping against programme level outcomes or level descriptors • Greater use of level descriptors to enable the articulation of prior informal learning into learning outcomes that are more relevant to this type of learning; • Greater use of e-portfolios • More use of structured interviewing ; greater use of video-conferencing; • workplace-derived artifacts and existing workplace learning practices in evaluation and assessment. • Crucial role of advisor

8. Means and methods in assessment survey: methodology • QAA Scotland commissioned survey • Web survey of all colleges and Universities in Scotland • Looked at both undergraduate and postgraduate provision • Recorded onto a template  

9. Means and methods in assessment: results • Large variety of assessment methods used • Variation in ease of accessing information from institution to institution • Both colleges and Universities use similar methods but different methods are more popular than others • 1st. Portfolio • 2nd. Logbook • 3rd. Practical activities observed & assessed • 4th. Essay • 5th. Report • Only HEIs use learning agreements and practice development plans as part of summative assessment

10. Means and methods in assessment: conclusions • A key part of assessment is reflection • More work needed to develop good and innovative practice in assessment that is more authentic , might include: • Briefings •  Discursive open-ended problem-based scenarios •  Group report of a client based project; •  Newsletters •  Peer assessment •  Podcasts •  Poster report •  Webcasts •  Wikis

11. Means and methods in assessment: portfolio models

12. Mapping : A Case StudyHonours level equivalency for entry to postgraduate study GCU • Demonstrating learning and experience within context of professional roles, responsibilities and activities within field of practice which align to outcomes of Honours level study • Use of Mapping Tool –aligned to SCQF level descriptors • Detailed CV: • personal statement (150-200 words) • Reflection on field of practice (500 words) : professional roles, responsibilities and activities within context of: • Complex problem solving • Written and oral communication • Personal learning needs/CPD • Application of research /evidence based practice

13. Using Level Descriptors • SCQF 12 levels : broad comparison between learning and qualifications gained in different contexts • Each level demonstrates increasing demand through eg complexit • y and depth of knowledge and degree of autonomy • Each level has characteristic general outcomes under five broad headings: • Knowledge and understanding • Practice (applied K &U) • Generic cognitive skills • Communication , numeracy and IT skills • Autonomy , Accountability and working with others

18. Using programme level descriptors for RPL claimsExample: University of West of Scotland • All programmes have set of learning outcomes for each level linked to SCQF level descriptors • RPL claims : • learner defined learning outcomes aligned to programme level learning outcomes and SCQF level descriptors • Written piece of work of 3-5000 words for any size of claim; a guide to the portfolio of evidence • 3 stages: • • Experiences are looked at and those where learning has occurred are • selected. • • Clear statements are written about what was actually learned. • • Evidence in support of the claim to learning is collected and collated.

19. UWS example • Supporting the RPL process • Make Experience Count module • Reflective exercises- life experience • Reflective exercises- work experience – transferable learning • Development of personal learning outcomes/statements • Agreement with subject specialist • Narrative linking evidence • Submission of portfolio – for up to 300 credits

20. Writing statements of learning • Each statement of learning should reflect the following: • • The situation(s) in which the learning was achieved. • • The level of supervision. • • The complexity of the situation in which the learning was achieved. • Statements of learning should clearly specify how prior learning may contribute to the current programme of study. They should reflect ways in which the individual has changed as a result of going through a learning process. This may include: • • Subject based statements reflecting knowledge and comprehension. The student should demonstrate that they are able to apply knowledge in different situations. • • Personal statements including interpersonal skills such as teamwork and negotiation and interpersonal qualities like motivation, initiative and critical self reflection • (UWS RPL Guidelines)

21. Criteria for assessing evidence for RPL • Evidence must demonstrate the following: • • Authenticity - It must be the student’s own work. • • Quality - It should be at the appropriate academic level • • Breadth - A balance between theoretical knowledge and practical • application should be evident. • • Directness - It should focus on areas taught within the university . This is to ensure that claims can be assessed by staff with specialised knowledge of the subject matter contained in the claim. • • Currency - Learning should have been kept up to date.

22. Using new technology to support RPL • RPL toolkit developed by Cumbernauld College • http://leonardo.cumbernauld.ac.uk/RPL_Tool/index.php?r=user/login • The login details required are • Candidate • login: demo • password : demo • Assessor • Login: admin • Password: admin

23. Using new technology to support RPL • Scottish Social Services Council portal : RPL process • Examination of prior experience using the Profiling Tool • Identification of the learning and skills gained from this experience using the Profiling Tool and Reflective Exercise • Application of the learning and skills from this experience to the learner’s current work through Reflective Exercise 2 • Production of a reflective account which demonstrates how prior learning and skills enable the learner to meet relevant criteria of the Award • http://workforcesolutions.sssc.uk.com/course/view.php?id=34

24. Using new technology to support RPL • Athabasca University, Canada • http://priorlearning.athabascau.ca/e-Portfolio.php • Example e-portfolios • https://portfolio.elab.athabascau.ca/view/view.php?t=6O950fXr4uFvNokw1EWc • https://portfolio.elab.athabascau.ca/view/view.php?t=WfeXz8jO3o6tmLG4rIyw • E-portfolio instructions • http://priorlearning.athabascau.ca/documents/e-Portfolio_student_instructions.pdf

25. Clarifying roles and responsibilities • The RPL Supervisor/Mentor should: • Provide initial guidance on RPL process • Facilitate opportunities for further learning and development • Support learners in reflective process, including links between learning and work practice • Support learners in selection & production of evidence • Provide feedback and guidance • Avoid/Explain academic jargon • Encourage learners to take responsibility for their own learning and help build their confidence

26. Clarifying roles and responsibilities • The RPL Assessor should: • Be a subject expert with experience of using a range of assessment methods • Understand process of learning gained through experience , which is different from formal learning process • Be requested to assess only learning outcomes they are competent to assess and make a judgement on comparability • Determine whether the learner has the likely ability to achieve the learning outcomes of the programme he or she is seeking to enter • Determine whether the learner is capable of applying new learning in a new context

27. Question? • What skills and knowledge are required by: • RPL Supervisor/Mentor • RPL Assessor ?

28. Approaches to Professional Development of staff involved in RPL • Institutional guidelines • Institutional/sector workshops/seminars • Cross and inter institutional networks e.g. Scottish University RPL Network • Reflective/RPL Practitioner modules as part of CPD programme e.g. RPLO

29. Question? • What approaches to staff training and development does your institution use?