Recognition of Prior Learning RPL Presentation at Holland College February, 2006 Dr. Ingrid Crowther

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

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

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

Gateways Definition Assessment and Accreditation need to value our beliefs, skills, and ways of knowingneed to value our beliefs, skills, and ways of knowing evaluate our learningevaluate our learning show what we knowshow what we know earn credit for our learningearn credit for our learning demonstrate what we can dodemonstrate what we can do  Assessment and Accreditation =

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

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

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

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

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

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

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: 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 understanding about the skills that the referee is responding to the validator’s background to support the claim the validator’s background to support the claim documentation to support the skills. documentation to support the skills.

Added Information

Rigorous Process Higher level of skill requirement of participants within the 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

Development of System Requirements Course-based approach and course outline for PLARCourse-based approach and course outline for PLAR Program-based outcomes Program-based outcomes Policies and proceduresPolicies and procedures Grading systemGrading system Financial considerationsFinancial considerations System-based awareness activitiesSystem-based awareness activities