Browse by keyword "Portfolio assessment"
Displaying Results 1 to 6 of 6
1. Experiential Learning Recognition (1992)
Women's Education des femmes, Spring 1992 - Vol. 9, No. 3
Series: Canadian Congress for Learning Opportunities for Women (CCLOW)
Authors: Nattlaia Kilborn
Experiential learning has longer history than theoretical learning. It was the only mode of learning in use until the invention of schools. Its concept is broader than that of classroom learning as it occurs in all human settings: from school to workplace, in personal relationships and through life events. It encompasses all life stages: childhood, adolescence, middle age and old age.
In this article, the author discusses experiential learning, prior learning assessment, portfolio development and lifelong learning as women's issues.
Added: 2004-07-28
2. Myth, Romance, and Reality: Recognizing Experiential Learning in University Contexts (2008)
Authors: Dianne Conrad
Practitioners at Athabasca University have observed gaps between learners' romanticized views of past events and thepedagogical or cognitive contribution of those events to learning. The need to acknowledge and close these
gaps underscores the importance of developing and implementing quality assurance measures. In so doing, the quality of the resultant RPL process should reflect the relationship of demonstrated experiential learning to pedagogy – a rigorous exercise that often challenges learners and practitioners to dispense with both myth and romance.
This paper presents an analysis of AU's rigorous system of recognizing prior learning, using the analysis as a framework within which to address the challenge of application: how do we ensure high quality practice? The paper begins with a brief discussion of the history and current place of RPL practice in Canada.
Added: 2009-11-10
3. Portfolios to Assess Literacy and Second Language (2011)
An Annotated Bibliography
Authors: Sarah Elaine Eaton
The author notes that the practice of using portfolios for second-language teaching has increased in popularity while, almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy. However, there is little collaboration between practitioners in each of the two fields.
This annotated bibliography is an attempt to collect, select and share resources that may be helpful to professionals working in both sectors, including teaching professionals and researchers who specialize in second-language teaching, language arts and first- and second-language literacy.
The author has divided the sources reviewed into three categories: practical classroom resources; video and multimedia resources; and scholarly articles and related research materials.
Added: 2011-06-28
4. Recognizing Experiential Learning Through Prior Learning Assessment (2008)
Authors: Dianne Conrad
While the recognition of prior learning at post-secondary institutions in Canada is not widely practiced, it constitutes a solid plank in Athabasca University's mission as an open and distance institution. Although both challenge-for-credit and portfolio assessment strategies are used at AU, learners are best able to control their destinies and celebrate their diversities by engaging in the reflexive portfolio processes.
The practice of recognizing prior learning will continue to challenge, and hopefully inform, post-secondary educators’ perceptions of learning. At AU, the implementation of RPL will continue to give voice to both diversity and dichotomy as it offers learners an alternate vehicle through which to celebrate their learning.
Added: 2009-11-10
5. Situating Prior Learning Assessment and Recognition (PLAR) in an Online Learning Environment (2008)
Authors: Dianne Conrad
Open and distance educational institutions share a commitment to principles of access and flexibility which, in turn, reflect a set of foundational beliefs that shape learning activity. Housed within this broad mandate is an explicit recognition of the presence and value of mature learners’ prior learning. This document describes and situates prior learning assessment and recognition (PLAR) as a knowledge-building process within an online post-secondary learning culture. In doing so, it briefly reviews the history and context of PLAR; discusses the pedagogy of portfolio construction; outlines PLAR’s operational functionality; and considers the potential of the e-portfolio as a learning tool. Athabasca University’s use of PLAR in an open and distance university setting serves as context.
Added: 2009-11-10
6. Workers in Transition (2006)
Prior Learning Assessment and Recognition
Authors: The Centre for Education and Work
The PLAR: Workers in Transition project was a three year, Canada-wide study conducted by the Centre for Education and Work (CEW) in Winnipeg, Manitoba. The study measured the longterm effects of prior learning assessment and recognition (PLAR) strategies as labour market tools to assist workers-in-transition.
The study demonstrates a number of exciting possibilities about the benefits of PLAR, especially the use of portfolio, and highlights the portfolio process as an effective tool in preparing workers in employment transition for the job search process.
Added: 2007-03-05
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