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ERIC Number: EJ862368
Record Type: Journal
Publication Date: 2009-Sep
Pages: 15
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0141-8211
Using Technology to Facilitate the Accreditation of Prior and Experiential Learning in Developing Personalised Work-Based Learning Programmes. A Case Study Involving the University of Derby, UK
Haldane, Andrew; Wallace, John
European Journal of Education, v44 n3 p369-383 Sep 2009
This article recognises the well-established processes available to educators for the validation of competence, however acquired, and suggests that these mechanisms could be deployed more frequently in future. This proposition is based on employers' adoption of work-based learning strategies that focus on learning outcomes rather than on prescribed learning inputs. It is suggested that the use of learning outcomes as a mechanism for establishing comparability and mutual recognition of qualifications within the European Qualifications Framework (EQF) and the similar approach predicated for the European Credit System for Vocational Education and Training (ECVET) increase the scope for those engaged in work-related higher and further education to become more directly involved in the support for and accreditation of work-based and work-integrated learning. This proposition is exemplified by a well-established scheme at the University of Derby for designing and delivering a learning outcomes-based individualised curriculum for work-integrated learning, where certain practical problems, such as the significant academic staff time devoted to advising large and growing numbers of prospective Accreditation of Prior and Experiential Learning (APEL) claimants, have prompted research into the feasibility of using technology to facilitate the APEL process. Progress to date, and in particular the analysis of different steps in the APEL process as a basis for the design of a toolkit currently under development, are described. The article suggests that, in future, E-APEL tools, by incorporating a record of the claims process within the user's e-portfolio, could help mobile knowledge workers seeking to update or enhance their high-level skills to present a clearly documented record of their informal learning alongside a record of formal learning aligned with the EQF. It concludes that technology can help to structure the APEL process and, by facilitating initial judgements as to how particular challenges at the workplace relate to levels of challenge in higher education, can enable those workplace learning experiences that help to establish the baseline for future work-based learning to be more clearly identified.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom