Glasgow Caledonian University

page 1

Glasgow Caledonian University

New and Effective Methods in Recognising Prior Learning

Ruth WhittakerGlasgow Caledonian [email protected]

Heather Gibson

QAA Scotland

[email protected]

Designing a flexible curriculum

Flexible entry routes and alternative routes to credit should be addressed at the point of programme design rather than programme delivery.

What does this mean?

• Design of learning outcomes

• Building on learning

• Integration in WBL programmes

• Links to educational or personal and professional development planning

Initial information and guidance

The need for multiple points of access for initial information and guidance on RPL as well as modes of information, advice and guidance


• Use of websites; e-tools; prospectuses; programme and university marketing material

• interaction with university staff in individual meetings or workshops, by email or telephone

page 5

Developing enhanced support system/processesExploiting the use of VLEs and technology-enhanced learning as

part of a blended learning approach.


• e-portfolios and other e-learning tools, on-line forums or centralised resources to support the RPL process.

• supporting a learning process, rather than simply evidence gathering.

• supporting the integration of RPL into the mainstream curriculum

• Meeting professional development needs of staff in terms of the pedagogic use and application of new learning technologies

• Use of RPL credit-bearing modules

• Use of exemplars and case studies

• Developing mechanisms for peer support

• Use of learning agreements.

page 6

Developing enhanced assessment system/processes

Need to develop more effective, simplified assessment mechanisms linked to greater understanding of the nature and process of informal learning


• Mapping against programme level outcomes or level descriptors

• Greater use of level descriptors to enable the articulation of prior informal learning into learning outcomes that are more relevant to this type of learning;

• Greater use of e-portfolios

• More use of structured interviewing ; greater use of video-conferencing;

• workplace-derived artifacts and existing workplace learning practices in evaluation and assessment.

• Crucial role of advisor

page 7

Means and methods in assessment survey: methodology•

• QAA Scotland commissioned survey

• Web survey of all colleges and Universities in Scotland

• Looked at both undergraduate and postgraduate provision

• Recorded onto a template

page 8

•

Large variety of assessment methods used

Variation in ease of accessing information from institution to institution

Both colleges and Universities use similar methods but different methods are more popular than others

• 1st. Portfolio

• 2nd. Logbook

• 3rd. Practical activities observed & assessed

• 4th. Essay

• 5th. Report

Only HEIs use learning agreements and practice development plans as part of summative assessment

•

page 9

Means and methods in assessment: results

•

A key part of assessment is reflection

More work needed to develop good and innovative practice in assessment that is more authentic , might include:

Briefings

Discursive open-ended problem-based scenarios

Group report of a client based project;

Newsletters

Peer assessment

Podcasts

Poster report

Webcasts

Wikis

•

page 10

Means and methods in assessment: conclusions

•

page 11

Means and methods in assessment: portfolio models

Mapping : A Case StudyHonours level equivalency for entry to postgraduate study GCUDemonstrating learning and experience within context of

professional roles, responsibilities and activities within field of practice which align to outcomes of Honours level study

• Use of Mapping Tool –aligned to SCQF level descriptors

• Detailed CV:

• personal statement (150-200 words)

• Reflection on field of practice (500 words) : professional roles, responsibilities and activities within context of:

• Complex problem solving

• Written and oral communication

• Personal learning needs/CPD

• Application of research /evidence based practice

page 12

Using Level Descriptors

SCQF 12 levels : broad comparison between learning and qualifications gained in different contexts

Each level demonstrates increasing demand through eg complexit

y and depth of knowledge and degree of autonomy

Each level has characteristic general outcomes under five broad headings:

• Knowledge and understanding

• Practice (applied K &U)

• Generic cognitive skills

• Communication , numeracy and IT skills

• Autonomy , Accountability and working with others

page 13

Characteristics

Descriptions Application CV with supporting statement

Interview Essay

Knowledge and understanding

Demonstrate broad knowledge of main areas of a subject discipline

Understand limited range of core theories, principles and concepts

Outline knowledge of scholarly academic processes

Evidence of working within a health or social care related background


Demonstrate solutions for routine problems and issues

Demonstrateuse of learning in professional practice

Able to relate to aspects of health and social care

page 14

Characteristics


Interview Essay

Practice Use of skills associated with :

Areas of practiceAppropriate use of methods of enquiry

Ability to respond to potential unusual situations based on experience

Experience of delivering health or social care practice

Demonstrate experience in last 2 years

Areas of expertise within own remit

Discussion on previous learning and experience from current role

Understands the use of research and scholarly processes

page 15

Characteristics


Interview Essay

Generic Cognitive skills

Undertake critical analysis and evaluation of ideas and issues

Identify and analyse routine professional problems

Draw on range of sources to make judgements



Recognition of policy drivers within health and social care

Knowledge understanding and skills in formulating solutions for routine problems and issues

page 16

Characteristics


Interview Essay

Communication, ICT and numeracy skills

Make presentations on a range of topics

Be IT literate

Use and evaluate data



Discussion on learning and use of skills associated with IT and data retrieval

Routine oral and written communication skills associated with field of practice

Autonomy , Accountability and Working with Others

Work both within a team and independentlyWork under guidance with othersWork in an ethical and profesional manner


Evidence of working within a health or social care related background Responsibilities and associated duties

Demonstration and knowledge of skills, qualities and learning required when working in health or social care

Identify and address personal learning needs as part of Continuous Personal development page 17

Using programme level descriptors for RPL claimsExample: University of West of Scotland All programmes have set of learning outcomes for each level

linked to SCQF level descriptors

RPL claims :

• learner defined learning outcomes aligned to programme level learning outcomes and SCQF level descriptors

• Written piece of work of 3-5000 words for any size of claim; a guide to the portfolio of evidence

3 stages:

• Experiences are looked at and those where learning has occurred are

selected.

• Clear statements are written about what was actually learned.

• Evidence in support of the claim to learning is collected and collated.

page 18

UWS example

Supporting the RPL process

Make Experience Count module

1. Reflective exercises- life experience

2. Reflective exercises- work experience – transferable learning

3. Development of personal learning outcomes/statements

4. Agreement with subject specialist

5. Narrative linking evidence

6. Submission of portfolio – for up to 300 credits

page 19

Writing statements of learning Each statement of learning should reflect the following:

• The situation(s) in which the learning was achieved.

• The level of supervision.

• The complexity of the situation in which the learning was achieved.

Statements of learning should clearly specify how prior learning may contribute to the current programme of study. They should reflect ways in which the individual has changed as a result of going through a learning process. This may include:

• Subject based statements reflecting knowledge and comprehension. The student should demonstrate that they are able to apply knowledge in different situations.

• Personal statements including interpersonal skills such as teamwork and negotiation and interpersonal qualities like motivation, initiative and critical self reflection

(UWS RPL Guidelines)

Criteria for assessing evidence for RPL

Evidence must demonstrate the following:

• Authenticity - It must be the student’s own work.

• Quality - It should be at the appropriate academic level

• Breadth - A balance between theoretical knowledge and practical

application should be evident.

• Directness - It should focus on areas taught within the university . This is to ensure that claims can be assessed by staff with specialised knowledge of the subject matter contained in the claim.

• Currency - Learning should have been kept up to date.

page 21

Using new technology to support RPL

RPL toolkit developed by Cumbernauld College

http://leonardo.cumbernauld.ac.uk/RPL_Tool/index.php?r=user/login

The login details required are

Candidate

login: demo

password : demo

Assessor

Login: admin

Password: admin

page 22


Scottish Social Services Council portal : RPL process

• Examination of prior experience using the Profiling Tool

• Identification of the learning and skills gained from this experience using the Profiling Tool and Reflective Exercise

• Application of the learning and skills from this experience to the learner’s current work through Reflective Exercise 2

• Production of a reflective account which demonstrates how prior learning and skills enable the learner to meet relevant criteria of the Award

http://workforcesolutions.sssc.uk.com/course/view.php?id=34

page 23


Athabasca University, Canada

http://priorlearning.athabascau.ca/e-Portfolio.php

Example e-portfolios

https://portfolio.elab.athabascau.ca/view/view.php?t=6O950fXr4uFvNokw1EWc

https://portfolio.elab.athabascau.ca/view/view.php?t=WfeXz8jO3o6tmLG4rIyw

E-portfolio instructions

http://priorlearning.athabascau.ca/documents/e-Portfolio_student_instructions.pdf

page 24

Clarifying roles and responsibilities

The RPL Supervisor/Mentor should:

• Provide initial guidance on RPL process

• Facilitate opportunities for further learning and development

• Support learners in reflective process, including links between learning and work practice

• Support learners in selection & production of evidence

• Provide feedback and guidance

• Avoid/Explain academic jargon

• Encourage learners to take responsibility for their own learning and help build their confidence

Clarifying roles and responsibilities

The RPL Assessor should:

• Be a subject expert with experience of using a range of assessment methods

• Understand process of learning gained through experience , which is different from formal learning process

• Be requested to assess only learning outcomes they are competent to assess and make a judgement on comparability

• Determine whether the learner has the likely ability to achieve the learning outcomes of the programme he or she is seeking to enter

• Determine whether the learner is capable of applying new learning in a new context

Question?

What skills and knowledge are required by:

• RPL Supervisor/Mentor

• RPL Assessor ?

Approaches to Professional Development of staff involved in RPL

• Institutional guidelines

• Institutional/sector workshops/seminars

• Cross and inter institutional networks e.g. Scottish University RPL Network

• Reflective/RPL Practitioner modules as part of CPD programme e.g. RPLO

Question?

What approaches to staff training and development does your institution use?

Documents

Glasgow Caledonian University