Room4 PineAPPLe Neil Witt Hd Pineapple Project Neil Eluminate Presentatio Nv1.1
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The Pineapple Project aims to clarify and structure accredited prior experiential learning (APEL) work and practices at the University of Plymouth. The project team conducted surveys of HE in FE program managers and held events to understand barriers and mechanisms to implementing APEL procedures. They are developing an APEL toolkit and process mapping to help staff explain the APEL process and build case studies to support students. The system will allow users to design customized APEL processes and lead students through applications to standardize practices across the university.
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Business will become more involved in funding and designing university programs. New types of flexible higher education programs will be developed to benefit young people and adults. Universities will partner more closely with businesses, rather than businesses just being passive customers. Accreditation frameworks will provide infrastructure to allow universities to co-generate curricula with businesses and use more flexible approaches. A face-to-face workshop will be hosted at the University of Gloucestershire to exchange ideas on developing and implementing academic accreditation frameworks between projects in the JISC Lifelong Learning and Workforce Development program.
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- 14. System Aims Allow users (staff) to design an APEL process suitable for their situation Let the user create a student application (also add additional staff) Lead the user step by step through the process and save progress System may be used to send information to students (documents / links via email – potential for sms) Output information in standardised XML format (to be decided)
Editor's Notes
- This will be done by exploring the ways in which APL operates within HE in FE and to develop a suitable toolkit and associates processes and procedures to embed APL within a regional partnership. The project aims to investigate, implement and evaluate methods, technologies and associated interventions and policies that will assist in the embedding and widespread acceptance of APL. This will be further enhanced by supporting learners and employers in the learning journey between APL and a progression route to an HE programme. Methods of managing stakeholder expectations will also be investigated. For entry and progression to be as smooth as possible it will be necessary to develop mechanisms for blurring the institutional boundaries (as perceived by the learner).