Title: Introduction to Accreditation of Prior Learning
1Introduction to Accreditation of Prior Learning
2A degree is like a voyage of discovery!
3What do they say aboutChristopher Columbus?
- When he started out -
- - he didn't know where he was going
- When he got there -
- - he didn't know where he was
- When he got back -
- - he didn't know where he'd been!
4A LOAD OF OLD COBBLERS
- "I've been mending shoes for 40 years,
- so give me credit for all that experience".
5OR
- I've been mending shoes for 40 years, and I have
learned - how to identify damage in shoes and the best way
to repair it - to select appropriate materials to mend shoes of
different types - to deal with difficult customers,
- etc.
- And I can prove it !
- Please give me credit for all that learning".
6APL, APEL, APCL etc
- APL Accreditation of Prior Learning
- APEL - Accreditation of Prior Experiential
Learning - APCL - Accreditation of Prior Certificated
Learning - General and Specific credit
- Advanced Standing top-up onto existing award.
- Credit exemption release from specific
module/element. - Accreditation e.g. of professional training,
in-house company
7How do learn to do APEL?
- Need to understand principles and jargon of
awarding credit. - Focus on critical incidents.
- Reflect on learning
- Evidence that learning has taken place
- Taught courses
- Make your experience count (HE1)
- Building on Experience (HE3)
- Etc
8Claiming APEL
9These 3 for claiming specific / general credit
- Level HE 1
- Make Your Experience Count - OTOP 1011
- Level HE2
- Recognition of Learning OTOP 1012
- Level HE3
- Building on Experience OTOP
10General vs Specific credit
- Most degrees have a recognised critical mass of
content to make them whole. - If one element is missing then student may be
disadvantaged. - APCL prior qualification or module.
- E.g. an HND or FD may give credit exemption from
Levels HE1 (4) and HE2 (5) of a BA/BSc(Hons)
degree. - Advanced standing
- APEL really needs to match learning outcomes and
award specific credit for credit exemption.
11e.g. APEL for specific credit Hospital
haematologist
- Imagine a taught course called Haematology
- Learning outcomes would be about blood groups,
blood cell structure, plasma, transfusion etc. - A hospital haematologist would know all this, and
more! - Presumably could demonstrate learning outcomes
without doing taught course. - APEL could award specific credit.
12Accommodating General credit
- General Credit can be awarded for graduateness.
- Difficult to accommodate general credit, except
for entry qualifications or a work based or
negotiated programme. - Those skills and qualities (rather than subject
knowledge) we would expect a graduate to posses
compared to a non-graduate. - Best accommodated in a work based or
negotiated degree where learner is the subject
of study.
13Graduate-ness
- manage their own learning, and to make use of
scholarly reviews and primary sources (e.g.
refereed research articles and/or original
materials appropriate to the discipline,
profession or occupation). - effectively communicate complex information,
ideas, problems, and solutions to both specialist
and non-specialist audiences to discuss
uncertainties and ambiguities clearly - interact effectively within their workplace or
professional group using initiative and personal
responsibility - apply the methods and techniques that they have
learned to review, consolidate, extend and apply
their knowledge and understanding and to
initiate and carry out projects - critically evaluate arguments, assumptions,
abstract concepts and data (that may be
incomplete) to formulate judgements, and to
frame appropriate questions to achieve a solution
or identify a range of solutions to a
problem, - and should have qualities and key skills
necessary for employment requiring - the exercise of initiative and personal
responsibility - the capacity and enthusiasm for seeking new
knowledge and applying this to work-related
tasks - decision making in complex and unpredictable
contexts, and - the learning ability needed to undertake
appropriate further training of a professional or
equivalent nature.
14What about APCL of sub degree / competence
based awards?
- Qualifications like NVQs often at sub-degree
level. - NVQ 3 at QCA 3
- HE1 is QCA 4
- There are NVQ 4s
- But Competence based achievement
- Lots of lovely WBL
- Not meant to be the same as Academic achievement.
15Competence based assessment
- Competence-based vocational assessment allows
- for a simple 'can do' approach in which the
student - can be assessed continuously either by an
- assessor or through self-assessment.
- (CILT 2005)
- NVQ 4 can do something very, very well!
16HE emphasises higher order or meta- cognitive
skills
- At the end of this module/course you should be
able to. - analyse appraise apply calculate choose compare
contrast create criticise - demonstrate derive describe design develop
differentiate discuss explain - evaluate extrapolate formulate identify list
measure name plan plot - postulate predict present propose recall
recognise use utilise - HE Academy http//www.physsci.heacademy.ac.uk/publ
ications/primer/learnout.pdf
17Cognition vs meta-cognition
18Building on Competence (15 credits at HE1)
- Learning Outcomes.
- At the end of this course Students will have
- Identified and reflected upon the learning
outcomes and/or occupational standards of
selected vocational competencies already achieved
and which contribute to professional practice - Described and analysed significant past
experiences and critical incidents in which these
vocational learning outcomes have been practiced
and which have subsequently influenced their
professional behaviour, actions and thought
processes - Identified and reflected upon the knowledge and
understanding embedded in these past experiences
and critically appraised the learning gained from
this reflection - Present the evidence of this process of
reflection, evaluation and audit in a written
account which clearly articulates their learning
in the body of knowledge of their chosen
discipline and presented this in an academically
referenced portfolio. - THESE ARE HE1 LEARNING OUTCOMES
19Aspiring Teachers Programme 2007for Teaching
Assistants
Are you a Lambeth Teaching Assistant?
Do you want to be a teacher and or gain a degree?
- An opportunity to gain HLTA Status which can lead
to a degree and qualified teacher status (QTS) - Designed to be flexible and manageable around
your working hours - An opportunity to enhance your career.
- The course is fully funded for HLTA candidates
- Please come along to our information session from
3.30- 5.00pm, to talk to TAs currently on the
programme and to listen to a presentation at
4.00pm by Dr Mike Nicholls- Course Leader
Greenwich University
Friday June 29th 2007, Lecture Theatre,
International House
- To confirm your place please email
- Rebecca Goodwin TA Admin Officer
rgoodwin_at_lambeth.gov.uk or send your details via
Fax on 020 79269715
20Eg. Fd in Applied Professional Studies for
Lambeth TAs Level 1
- HLTA (zero credit but lots of WBL)
- PLUS
- Building on Competence
- (15 credits at HE1)
- EQUALS
- 45 CREDITS AT HE1
- Plus
- Learning Contract (15 credits at HE 1)
- GIVES HALF FIRST YEAR OF Foundation Degree
21Which course?
- Level HE 1
- Make Your Experience Count - OTOP 1011
- Building on Competence OTOP 1021
- Reflective Learning 1 OTOP 1009
- Level HE2
- Recognition of Learning OTOP 1012
- Reflective Learning 2 OTOP 1010
- Level HE3
- Building on Experience OTOP
22Level - ness
23"Levels" Task (1)
- Sort yourself into groups of 3 or 4 work with
someone you dont know! - Each group has two packs of cards. In the larger
pack, each card has a Title and then a statement
which begins "The learner ". - Sort the cards into groups of 3, such that all
the cards in a group have the same Title. - Now decide which order the statements on the
cards should go in. Start with the most basic
statement and move on to the more advanced. - The smaller pack of cards contains headings
names of skills and attributes. Group the
statement cards under these headings. - Decide as a group which statement best describes
a "graduate". Be prepared to defend your choice
to the rest of the class.
24Application
- Level 1 - can apply given tools / methods
accurately and carefully to a well defined
problem and begin to appreciate the complexity of
the issues. - Level 2 - can identify key elements of problems
and choose appropriate methods for their
resolution in a considered manner. - Level 3 - Is confident and flexible in
identifying and defining complex problems and can
apply appropriate knowledge and skills to their
solution.
25What Level is this exercise pitched at ?
- Level HE 1 - can analyse with guidance using
given classifications / principles. - Level HE2 - can analyse a range of information
with minimum guidance using given classification
/ principles and can compare alternative methods
and techniques for obtaining data. - Level 3 - can analyse new and / or abstract data
and situations , using a range of techniques
appropriate to the subject.
26"Levels" Task (2)Work Based Task
- Working on your own, refer to the "SEEC Generic
levels Descriptors". - For each group of three decide which statement
best describes you. Make a note of these. - For all the statements which describe you, decide
which THREE suits you best. - Be prepared to justify your choice where is
the proof ?
27Thank You
- Dr Mike Nicholls
- Division of Learning, Enhancement, Access
Partnership - University of Greenwich,
- Pembroke 315,
- Chatham Maritime,
- Kent ME4 4TB
- Tel. 44 (0) 020 8331 9640
- M.Nicholls_at_gre.ac.uk