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Exploration of reflection results in 'valuing learning'site

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  • 1. Exploration of Reflection Results in ‘Valuing learning’ Site Phil O’Leary Dr. Siobhan O’Sullivan Cork Institute of Technology
  • 2. IntroductionHigher Education promoting lifelong learningLearners actively document their knowledge, skills and competencies over time.Should include all forms of learning formal, non formal and informal (or experiential) learning
  • 3. 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
  • 4. What RPL isRecognition is given for what you already know prior tostarting on a programme or module. Can be recognisedformally against programmes on the National Framework The ability to run a business or to handle a boat
  • 5. What RPL RequiresA 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
  • 6. In practice this means documenting prior learning andpresenting what is relevant for assessment.On assessment learning is compared with a reference point onthe framework.
  • 7. What do we want ?Promote good experience withRPL case preparation for student– want to promote RPL Confident reflectingFocus groups to Difficultiesexplore reflection – What helps ? ReflectionSept 2011 benefits
  • 8. 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
  • 9. Key Finding - ‘Document as you go’Valuing Learning page onRPL site• Institute prompts learner to actively document achievements and competencies over time• Lifelong learning mindset encouraged• Supports RPLhttp://www.cit.ie/rpl/valuinglearning/
  • 10. ‘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 learninghttp://www.cit.ie/rpl/valuinglearning/
  • 11. 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
  • 12. 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/
  • 13. Space for lifelong learning links • Site useful for linking to other lifelong learning themed websites • Promoting idea of e- portfolios • Supports a mobile fluid workforcehttp://www.cit.ie/rpl/valuinglearning/
  • 14. 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 • Promotes Lifelong learning Recognition of Prior Learning, mobile fluid workforce, e-portfolioshttp://www.cit.ie/rpl/valuinglearning/
  • 15. Literature1. Boud, D. Keogh, R. & Walker, D. (1985). Reflection: turning experience into learning. London Kogan Page2. 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 Commission6. 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
  • 16. 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