Innovation Through Convention: Building Consensus for RPL Practice in Canadian Universities

1. Innovation Through Convention: Building Consensus for RPL Practice in Canadian Universities Dianne Conrad Centre for Learning Accreditation Athabasca University Alberta, Canada EDEN 2009 Gdansk, Poland

2. Today’s Discussion Why creativity? New notions of “worker” and “learner” Defining the new mind Creativity and discovery through RPL RPL in Canada and at AU A conventional approach?

3. Why creativity?

4. “a new kind of person” …demands opportunity for self-presentation (Bean 2007) …reflects drive for “people-centredness” (Kirah, 2008) = Web 2.0+ learner

5. Who is this person? A global and digital citizen Frequents social networking sites Integrates sense of self into learning activities “Facts, explanations, tools and reasoning are [valuable] only insofar as they support [personal] goals” (Prensky 2007)

6. Educational response to new types of learners? Not enough

7. What’s needed? • a new mind (Pink 2005, Prensky 2007) • conceptual not informational • more right-brained than left-brained • sparks a sense of community, passion, and creativity in learning

8. Defining the new mind Design (not just function) Story (not just argument) Symphony (not just focus) Empathy (not just logic) Play (not just seriousness) Meaning (not just accumulation) (Pink 2005)

9. Creativity and voice through RPL? Recognizing prior learning (RPL) • formal: credit transfer, QR, FCR, challenge • informal: challenge, APEL • portfolio learning

10. What is portfolio learning? Portfolio learning is a rigorous, systematic and comprehensive process of learning about one’s own learning. Portfolio learning includes the process of demonstrating skills and knowledge acquired through informal and experiential means (in the workplace, through training, in the community and/or in the family)..

11. Puzzling versus patterning • portfolio learning permits learning by puzzling • “by surprise, by exception, by contradiction” Vygotsky (1978) • insights and creativity appreciated • links past to future

12. “Puzzling” portfolios Learners display their knowledge “Collect, select, reflect, project” Make sense of past learning and relate it to present condition and future path

13. AU Portfolio Preparation Process Portfolio Portfolio vetting at CLA – forward for assessment or return to student for revision Demonstrate learning by writing learning statements. Finalize supporting documentation and letters of attestation. Organize all documents into portfolio. Project Establish sequence, order, and connections. Reflect on identified experiential learning. Organize learning into clusters or areas of learning. Reflect Identify and select appropriate incidents and materials for use –material that directly support and address learning. Select Refine Gather thoughts, documents or other sources of material (e.g., primary data, AV, newspaper articles etc.) that address learning. Collect Enrolled in a program Transfer credit evaluation completed Learner TREE Refine Refine

14. Thought and discovery through RPL Outcomes: • Expression of documentable learning • Development of meta-cognition • Development of confidence, self-esteem, self-awareness • Linkages, relationships, understanding

15. Where theory meets practice… …not much is happening in Canada, at university level • “not a happy marriage” • some policy in place, very little practice • faculty resistance • cite issues of quality, academic integrity, reputation, finances

16. Athabasca University

18. AU’s PLAR Process Learners Consultation with CLA (preferred) Psychology 205 Website Referral from other AU centres Mentorship Office of the Registrar re: program fit consulting Portfolio preparation communicating Program Directors re: program requirements revising Professional Associations re: licensure Portfolio submission Portfolio vetting Designation of assessors Assessment Assessment Assessment Compilation of assessments Appeal process Office of the Registrar Consultation with Office of the Registrar Process managed by: Finalization of Results student Communication of PLAR results CLA Office of the Registrar Student Assessor Assessors Program Directors

19. A conventional solution? Transparency • communication • language • consultation • integration Quality assurance

20. Ensuring quality • Mandate • Policy and procedures • Governance • Assessment rigor • Student support • Channels of communication • Appeals process

21. References BEAN, M. (2007). Lifelong learning the key to survival in the 21st century global economy. Presentation to Council on Adult and Experiential Learning Conference (CAEL). San Francisco, CA. KIRAH, A. (2008). Keynote Address to EDEN Meaning Mining Rebels: Exploring People-Centered Concept Making and the Design Mindset 2008 Conference, Lisbon. PINK, D. H. (2005). A whole new mind: Moving from the information age to the conceptual age. New York, NY: Riverhead Books. PRENSKY, M. (2007). New issues, new answers: Changing paradigms. Educational Technology, 47 (4), 64.

22. Questions? Dr. Dianne Conrad, Director Centre for Learning Accreditation Athabasca University diannec@athabascau.ca