Exploration of Reflection Results in ‘Valuing learning’ Site

Phil O’LearyDr. Siobhan O’Sullivan

Cork Institute of Technology

Introduction

Higher Education promoting lifelong learning

Learners actively document their knowledge, skills and competencies over time.

Should include all forms of learning formal, non formal and informal (or experiential) learning

Context: - Demand for Recognition of Prior Learning (RPL)

• Research MA and also support RPL for Cork Institute of Technology

• RPL - requires ability to reflect on previous learning from past experiences to document a case for assessment for credits on the National Framework

• Reflective mode – identify key learning events that have contributed significantly to a persons learning

What RPL is Recognition is given for what you already know prior to starting on a programme or module. Can be recognised formally against programmes on the National Framework

The ability to run a business

or to handle a boat

What RPL Requires A person to be able to get into reflective mode

• Task to document this learning and present proof of it

• Build suitable case for assessment

• Can be difficult for candidate – they need help to develop reflective ability

In practice this means documenting prior learning and presenting what is relevant for assessment.

On assessment learning is compared with a reference point on the framework.

Difficulties

benefits

What helps ? Reflection

Confident reflecting

Focus groups to explore reflection – Sept 2011

What do we want ?

Promote good experience with RPL case preparation for student – want to promote RPL

Took Closer Look at ReflectionFocus Groups - Emerging themes:

1. Reflection is difficult2. Learning environment is important – allow for sharing of

experiences/learning from each other3. Tools to assist reflection – learning journal; portfolio4. Providing examples/guidelines5. Provide feedback directly – show where and how you might

improve approach to reflection6. Reflection is valuable process7. “Document as you go” through life – get into habit of

capturing and recording achievements and competencies

Key Finding - ‘Document as you go’

Valuing Learning page on RPL site• Institute prompts learner to

actively document achievements and competencies over time

• Lifelong learning mindset encouraged

• Supports RPL

http://www.cit.ie/rpl/valuinglearning/

‘Valuing Learning’ site - where we prompt learner to document over time

• Return to education at various times throughout life for various reasons

• Personal competencies can take on a new significance when they compliment a particular field of learning

http://www.cit.ie/rpl/valuinglearning/

What it means in practice – lifelong commitment of learner (outside of any course)

‘Document as you go’

• Its personal - learner maintains collection

• Can be digital – e-portfolio (or not)• Learner driven• Should articulate learning achieved

through experience, achievements and provide evidence of that learning

• Lifetime commitment – outside of any one Higher Educational establishment

Valuing staff – foster support of staff by asking them to contribute to site

They know what can be used to document experiential learning depending on the discipline.

http://www.cit.ie/rpl/valuinglearning/

Space for lifelong learning links

• Site useful for linking to other lifelong learning themed websites

• Promoting idea of e-portfolios

• Supports a mobile fluid workforce

http://www.cit.ie/rpl/valuinglearning/

Benefits of ‘Valuing Learning’ Space

• A space supporting the message of Lifelong Learning

• Learner prompted to maintain portfolio of key competencies and build on it over time

• Including staff as contributors– promotes open-minded supportive environment for lifelong learning mindset to thrive

• PromotesLifelong learningRecognition of Prior Learning, mobile fluid workforce, e-portfolios

http://www.cit.ie/rpl/valuinglearning/

Literature

1. Boud, D. Keogh, R. & Walker, D. (1985). Reflection: turning experience into learning. London Kogan Page

2. Bornavold, J. (2007). The potential impact of the European Qualifications Framework on systems for validation of nonformal and informal learning. In R. Duvkot, G. Scanlon, A-M Charraud, K. Schuur, D. Coughlan, T. Nilsen-Mohn, J. Paulusse & R. Klarus (Eds.), Managing European diversity in lifelong learning (pp 79-94). Nijmegan, Vught, Amsterdam: HAN University, Foundation EC-VPL & Hogeschool van Amsterdam.

3. CEDEFOP (2009). European guidelines for the validation of non-formal and informal learning (pp 96). Luxembourg, CEDEFOP – European Centre for the Development of Vocational Training.

4. Duvekot, R. (2010). The age of APL, activating APL in a diversity of perspectives. Paper presented at the NVR seminar on Kvalitekskodeks for realkompetence, Aarhus, Denmark.

5. European Commission. (2000). A Memorandum on Lifelong Learning (pp. 36). Brussels: European Commission

6. Galatis, H., Leeson J. Et al (2009) The VET e-portfolio Roadmap: A strategic roadmap for e-portfolios to support lifelong learning. Canberra, Australian Flexible Learning Framework and Department of Education Employment and Workplace Relations.

7. Leiste, S. M., & Jensen, K. (2011). Creating a Positive Prior Learning Assessment (PLA) Experience: A Step-by-Step Look at University PLA. The International Review of Research in Open and Distance Education, 12(1).

8. Werequin, P. (2010). Recognising non-formal and informal learning; outcomes policies and practices. Paris: OECD

Acknowledgements

• Students of BA Community Development programme – focus groups

• From students across all disciplines for supporting RPL website development

• Staff of Cork Institute of Technology for their support and ideas on evidencing experiential learning