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Jon Talbot
VNIL at Chester- a Learning Development approach
Outline of process
Initial assessment
Student claim (Certificated/ Experiential)
Tutor assessment
Faculty coordinator
Terminology: Accreditation of
Prior Learning (APL)
• Accreditation Prior Certificated Learning
(APCL)
• Accreditation of Prior Experiential
Learning (APEL)
Regulations
Up to two thirds of a named award can be
obtained from APL.
In practice Levels 4 and 5 of a Bachelor
degree
Examples of Named Awards
(ECTS)
• Professional Certificate (30 credits, level 4)
• Certificate in Higher Education (60 credits, level 4)
• Diploma in Higher Education (120 credits, 60 at level
4, 60 at level 5)
• Bachelor of Arts/ Science (180 credits, 60 each at
levels 4, 5, 6)
• Post Graduate Certificate (30 credits, level 7)
• Post Graduate Diploma (60 credits , level 7)
• Master of Arts/ science (90 credits, level 7)
APCL
• Chester credit= just credit
• Current credit from
elsewhere=automatic: no fee
• Credit over five years old= given
currency by updating (APCL) or the
basis for an APEL claim by
demonstrating application in practice.
APEL claims
Can be on the basis of Non-formal
(structured, unaccredited) learning or
Informal (experiential) learning
Student is advised by the tutor of any
possible claims and helped to make the
claim
Determining the level and
volume of claim
Notional learning time= 200 hours per 10
credits ECTS. Can include experiential as
well as formal learning
No precise formula for determining
volume and level as levelness is given
partly by the experience but also the level
of reflective learning
Making a claim
A single, bound portfolio comprised of a
reflective review at the front and evidence
in Appendices to back up claim.
Evidence is kept to the essentials only. If
Non-formal learning may be a certificate
only
The reflective review
• First sentence always says what the claim is
for
• First element- describe the experience cross
referenced with the evidence
• Second element- analyse the experience with
reference to leading literature to determine
what has been learned
• Third element- application of learning: what is
the student doing differently or will do
differently
Student guidance
• Student discusses experience with the
tutor- is guided towards relevant
literature and has been inducted into
the process of reflective learning
• Student submits draft for formative
assessment
Summative assessment
• Student assessed against relevant level
assessment criteria
• Assessed on Pass/ Fail basis, using
standard feedback form
• APL form completed, counter signed by
the Faculty APL coordinator
• May be seen by External Examiner
Advantages
• Converts context dependent knowledge
into context independent knowledge
• Enables genuine learning (creation of
new knowledge)
• Encourages autonomous academic
study
• Forward looking, enhances practice
Disadvantages
• May be difficult to integrate into a
traditional curriculum
• Academically demanding for students-
may inhibit claims
• Changed role of tutor- from expert to
faciliatator

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Uoc learning_development

  • 1. Jon Talbot VNIL at Chester- a Learning Development approach
  • 2. Outline of process Initial assessment Student claim (Certificated/ Experiential) Tutor assessment Faculty coordinator
  • 3. Terminology: Accreditation of Prior Learning (APL) • Accreditation Prior Certificated Learning (APCL) • Accreditation of Prior Experiential Learning (APEL)
  • 4. Regulations Up to two thirds of a named award can be obtained from APL. In practice Levels 4 and 5 of a Bachelor degree
  • 5. Examples of Named Awards (ECTS) • Professional Certificate (30 credits, level 4) • Certificate in Higher Education (60 credits, level 4) • Diploma in Higher Education (120 credits, 60 at level 4, 60 at level 5) • Bachelor of Arts/ Science (180 credits, 60 each at levels 4, 5, 6) • Post Graduate Certificate (30 credits, level 7) • Post Graduate Diploma (60 credits , level 7) • Master of Arts/ science (90 credits, level 7)
  • 6. APCL • Chester credit= just credit • Current credit from elsewhere=automatic: no fee • Credit over five years old= given currency by updating (APCL) or the basis for an APEL claim by demonstrating application in practice.
  • 7. APEL claims Can be on the basis of Non-formal (structured, unaccredited) learning or Informal (experiential) learning Student is advised by the tutor of any possible claims and helped to make the claim
  • 8. Determining the level and volume of claim Notional learning time= 200 hours per 10 credits ECTS. Can include experiential as well as formal learning No precise formula for determining volume and level as levelness is given partly by the experience but also the level of reflective learning
  • 9. Making a claim A single, bound portfolio comprised of a reflective review at the front and evidence in Appendices to back up claim. Evidence is kept to the essentials only. If Non-formal learning may be a certificate only
  • 10. The reflective review • First sentence always says what the claim is for • First element- describe the experience cross referenced with the evidence • Second element- analyse the experience with reference to leading literature to determine what has been learned • Third element- application of learning: what is the student doing differently or will do differently
  • 11. Student guidance • Student discusses experience with the tutor- is guided towards relevant literature and has been inducted into the process of reflective learning • Student submits draft for formative assessment
  • 12. Summative assessment • Student assessed against relevant level assessment criteria • Assessed on Pass/ Fail basis, using standard feedback form • APL form completed, counter signed by the Faculty APL coordinator • May be seen by External Examiner
  • 13. Advantages • Converts context dependent knowledge into context independent knowledge • Enables genuine learning (creation of new knowledge) • Encourages autonomous academic study • Forward looking, enhances practice
  • 14. Disadvantages • May be difficult to integrate into a traditional curriculum • Academically demanding for students- may inhibit claims • Changed role of tutor- from expert to faciliatator

Editor's Notes

  1. Demonstrate APL form
  2. Example