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Identifying barriers to the adoption of Certificated and Experiential Accreditation/Recognition of Prior Learning: A global perspectiveThe presentation reviews research into practice in the UK and beyond to identify barriers to adoption and examples where there has been a systemic increase. The various terms used to describe practice are outlined and its application in the UK and beyond briefly reviewed. The presentation will refer to national, institutional and pedagogical constraints to the wider adoption of practice. Two national examples are cited where practice appears most widespread- the USA and France. Possible explanations are cited and examples of institutional practice in each country described. Finally lessons from a global perspective are used to highlight opportunities and constraints in the UK.
Make Your Learning Count: Recognition of Prior Learning (RPL)In this chapter readers will learn: ► What the Recognition of Prior Learning (RPL) is; ► How to use the Accreditation of Prior Learning (APL) process to make a claim for academic credit; ► How to include any certificated and experiential learning in an APL claim; ► How to scope out strengths and expertise as ‘Areas of Learning’ you can claim for; ► How to make and submit an APL claim with appropriate supporting evidence.
Re-purposing MOOCs for academic credit: a student and tutor perspectiveThe presentation briefly outlines practices in respect of the Accreditation of Prior Learning and their use in awarding credit for students who complete an automated assessment from a Massive Online Learning Course (MOOC). The presentation tells the story of how this was achieved for the first time from the perspective of the tutor and student. Some preliminary research findings indicate that this is probably unique in the UK.
Repurposing MOOCs for the Accreditation of Prior Learning: A survey of practice in university Work Based Learning departmentsThe presentation summarises a small survey of APL practices in work based learning departments in universities in England and Wales in respect of willingness to accept completion of a MOOC learning programme. The study found few students with MOOC certificates approached universities for accreditation and that few were likely to accept them in any case. The study highlights how many students are now engaged in work based learning and the varieties of practice associated with the Accreditation/ Recognition of Prior Learning.