Conceptualising recognition of prior learning processes in the age of open learning

Ruinard, Elizabeth & McNamara, Judith (2016) Conceptualising recognition of prior learning processes in the age of open learning. In Reushle, Shirley, Antonio, Amy, & Keppell, Mike (Eds.) Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies. IGI Global, Hershey, P.A, pp. 1-17.

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Abstract

This chapter interrogates what recognition of prior learning (RPL) can and does mean in the higher education sector—a sector in the grip of the widening participation agenda and an open access age. The chapter discusses how open learning is making inroads into recognition processes and examines two studies in open learning recognition. A case study relating to e-portfolio-style RPL for entry into a Graduate Certificate in Policy and Governance at a metropolitan university in Queensland is described. In the first instance, candidates who do not possess a relevant Bachelor degree need to demonstrate skills in governmental policy work in order to be eligible to gain entry to a Graduate Certificate (at Australian Qualifications Framework Level 8) (Australian Qualifications Framework Council, 2013, p. 53). The chapter acknowledges the benefits and limitations of recognition in open learning and those of more traditional RPL, anticipating future developments in both (or their convergence).

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ID Code: 89338
Item Type: Book Chapter
Additional Information: This chapter has been awarded Commendation for best paper in HERN
Keywords: HERN
DOI: 10.4018/978-1-4666-8856-8.ch001
ISBN: 9781466688568
Divisions: Current > QUT Faculties and Divisions > Faculty of Law
Current > Research Centres > Higher Education Research Network
Current > Schools > School of Law
Deposited On: 22 Oct 2015 00:45
Last Modified: 18 Jan 2017 04:33

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