"Exploration of Reflection Results in 'Valuing Learning' Site."

Abstract

Higher Education must promote the idea of learners actively documenting knowledge, skills and competencies gathered over time.
Should include all forms of learning formal, non formal and informal or experiential learning

Full text

Exploration of Reflection Results
in ‘Valuing learning’ Site
Phil O’Leary
Dr. Siobhan O’Sullivan
CIT

Introduction
Higher Education must promote the idea of
learners actively documenting knowledge,
skills and competencies gathered over time.
Should include all forms of learning formal, non
formal and informal or experiential learning

Context: - Demand for Recognition of
Prior Learning
•Research based MA
•RPL - requires ability to
reflect on previous learning
from past experiences to
document a case for
assessment for credits on
the National Framework
•Reflective mode – identify
key learning events that
contributed significantly to
a persons learning

What RPL is
Recognition is given for what you already know prior to
starting on a programme or module. Can be recognised
formally against programmes on the National Framework
The ability to conduct

Reflective mode can be difficult to get into –
and is at the core of case preparation
•Task to document this
learning and present
proof of it
•Build suitable case for
assessment
•Can be difficult for
candidate – they need
help to develop
reflective ability

In practice this means documenting prior learning and
presenting what is relevant for assessment.
On assessment learning is compared with a reference point on
the framework.

Promote good experience with RPL case
preparation
Focus groups to explore
reflection – Sept 2011
–Getting into
reflective mode
–Difficulties with
reflection
–Benefits of reflection
–What helped getting
into reflective mode

Emerging themes:
•Reflection is difficult
•Learning environment is important – allow for sharing
of experiences/learning from each other
•Tools to assist reflection – learning journal; portfolio
•Providing examples/guidelines
•Provide feedback directly – show where and how you
might improve approach to reflection
•Reflection is valuable process
•“Document as you go” through life – get into habit of
capturing and recording achievements and
competencies

‘Document as you go’
Valuing Learning page
•Institute prompts
learner to actively
document achievements
and competencies over
time
•Lifelong learning
mindset encouraged
•Supports RPL

Valuing Learning
•Return to education
at various times
throughout life for
various reasons
•Personal
competencies can
take on a new
significance when
they compliment a
particular field of
learning

‘Document as you go’
•Personal - Learner
maintains collection
•Can be digital – e-portfolio
(or not)
•Learner driven
•Should articulate
experience, achievements
and provide evidence of
learning
•Lifetime commitment –
outside of any one Higher
Educational establishment

Staff Contribute to site
•Staff voice is
valued
•Range of
disciplines each
with their own
idea of what
might be useful
•All valid

Space for lifelong learning links
•Site useful for linking to
other lifelong learning
themed websites
•Promoting idea of e-
portfolios
•Supports a mobile fluid
workforce

•Galatis, H., Leeson J. Et al (2009) The VET e-
portfolio Roadmap: A strategic roadmap for e-
portfolios to support lifelong learning.
Canberra, Australian Flexible Learning
Framework and Department of Education
Employment and Workplace Relations.