Recognition of Prior Learning RPL

1. Recognition of Prior LearningRPL Presentation at Holland College February, 2006 Dr. Ingrid Crowther ingridc@athabascau.ca

2. Definitions • Prior Learning Assessment and Recognition (PLAR) or RPL – new terminology in the literature • various meanings according to the different organizations or associations • One of the most frequently used definitions is, “What I value, what I know, and what I can do.”

3. Gateways Definition Recognition and Reward • knowing what we know • informing others what we know • Awarded credit for what we know from institutions - secondary schools, colleges, universities, employers, and professional organizations

4. Gateways Definition Prior to Present • Before formal study - childhood, adolescent, adult Learning from Life • from Elders, mentors, family members, and colleagues • from life experiences – challenges and opportunities • from leisure time activities, and recreation • self study • from raising families • from places of employment • from the world around us • from healing

5. Gateways Definition Assessment and Accreditation • need to value our beliefs, skills, and ways of knowing • evaluate our learning • show what we know • earn credit for our learning • demonstrate what we can do • Assessment and Accreditation =

6. Course –by –course – challenge for credit Program-based Semester Up to certificate Up to diploma Expensive and time consuming Discreet units More efficient in time and cost Increased transformation and transfer of knowledge, skills and attitudes Types of PLAR

7. Types of Demonstrations of Learning • Portfolios • Checklists of skills, knowledge and attitude • Demonstration exercises • Essays • Test/examinations • Group/individual approach • Video taping

8. Rigorous Process • Skill sets developed in a collaborative consensus building process involving all partners – post secondary institution, related government licensing agency, employers • Development of resources • Training of mentors and assessors

9. Portfolio • Collection of materials to identify learning obtained from a variety of sources such as work, workshops, conferences, research, or personal readings; • Self-evaluation to demonstrate understanding of learning; • Analysis of learning to demonstrate understanding of and competency as related to a specific skill set; and • Validation of learning from external sources.

10. Validation • attestation that individual has performed the duties, activities, or product as outlined

11. Type of Validation • Examples – newsletter, program plans, observations documentations, workshop handouts, letters, published articles…. • Work place related documentation – references, performance evaluations, job descriptions, awards • Formal credentials – certificates, awards, course outlines • Third party validation – reference letters, letters of support • IT – photographs of activities, room arrangements, special events, milestones; video clips; audio clips such as language samples

12. External Validation • Often when references are given, the reference refers to general competencies of the individual. Validation needs to be much more specific. A statement of: • understanding about the skills that the referee is responding to • the validator’s background to support the claim • documentation to support the skills.

13. Added Information • http://gateways.athabascau.ca • http://gateways-plar.athabascau.ca

14. Rigorous Process • Higher level of skill requirement of participants within the process • critical analysis of skills as related to a skill set • transfer of knowledge across the curriculum • transformation of learning using a variety of sources – experience, formal learning, application of learning and independent study

15. Development of System Requirements • Course-based approach and course outline for PLAR • Program-based outcomes • Policies and procedures • Grading system • Financial considerations • System-based awareness activities