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Introduction to Accreditation of Prior Learning

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Introduction to Accreditation of Prior Learning. A degree is ... Pembroke 315, Chatham Maritime, Kent ME4 4TB. Tel. 44 (0) 020 8331 9640. M.Nicholls_at_gre.ac.uk ... – PowerPoint PPT presentation

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Title: Introduction to Accreditation of Prior Learning


1
Introduction to Accreditation of Prior Learning
2
A degree is like a voyage of discovery!
3
What 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!

4
A LOAD OF OLD COBBLERS
  • "I've been mending shoes for 40 years,
  • so give me credit for all that experience".

5
OR
  • 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".

6
APL, 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

7
How 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

8
Claiming APEL
9
These 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

10
General 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.

11
e.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.

12
Accommodating 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.

13
Graduate-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.

14
What 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.

15
Competence 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!

16
HE 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

17
Cognition vs meta-cognition
18
Building 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

19
Aspiring 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

20
Eg. 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

21
Which 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

22
Level - 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.

24
Application
  • 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.

25
What 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 ?

27
Thank 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
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