scholarly journals Recognition of prior learning: opportunities and challenges for higher education

2015 ◽  
Vol 7 (1) ◽  
pp. 28-37 ◽  
Author(s):  
Jonathan Garnett ◽  
Angele Cavaye
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Learning From Experience ◽  
Prior Learning ◽  
Content Type ◽  
Recognition Of Prior Learning ◽  
Academic Recognition ◽  
Business And Management

Purpose Recognition of prior learning (RPL) is a process by which both formal learning for recognised awards, informal learning from experience and non-formal learning for uncertificated but planned learning is given academic recognition. The paper aims to discuss these issues. Design/methodology/approach This paper refers to international developments in RPL and then focuses upon the extensive and innovative use of RPL by Middlesex University and the developing RPL work at the Australian Institute of Business. Findings The Middlesex experience of recognition of learning from experience as part of the development of customised work-based learning programmes demonstrates the potential of RPL for business and management programmes. Originality/value The use of RPL for admission and/or credit in standard programmes enables individuals to have their work-based knowledge acknowledged as relevant, worthwhile and equivalent to learning obtained in the higher education classroom.

Recognition of prior learning as an access tool

2019 ◽  
Vol 9 (4) ◽  
pp. 563-570
Author(s):  
Ike Hlongwane
Keyword(s):  
Higher Education ◽  
Quantitative Methods ◽  
Education And Training ◽  
Alternative Route ◽  
Prior Learning ◽  
Content Type ◽  
Diverse Backgrounds ◽  
Recognition Of Prior Learning ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper is to investigate the impact of recognition of prior learning (RPL) as an alternative tool for access into learning programmes in South African Library and Information Science (LIS) schools. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. Findings The study found that despite an institutional “will” among the LIS schools to open up access to learners who come from diverse backgrounds; there are still aspects that inhibit the use of RPL as an alternative route of access into higher education and training. Research limitations/implications In-depth interviews were not conducted to ascertain the veracity of the findings. Practical implications This study was valuable for institutions, policy makers, government and other stakeholders to assess the impact of RPL implementation in higher education and training. Originality/value Despite there been very little published concerning RPL implementation in higher education and training, use of RPL, as an alternative route to access into higher education and training is generally low. The paper seeks to highlight and promote RPL as an alternative route of access into higher education and training especially for non-matriculants from diverse backgrounds.

scholarly journals Recognizing Student Activism. Analysing Practices in Recognizing Informal Learning in the EHEA

2020 ◽  
pp. 299-322
Author(s):  
Marita Gasteiger ◽  
Janine Wulz
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
National Level ◽  
Student Activism ◽  
Lessons Learned ◽  
Legal Basis ◽  
Prior Learning ◽  
Institutional Level ◽  
Student Activists ◽  
Recognition Of Prior Learning

Abstract This paper aims to answer the question of how recognition of student engagement as informal learning takes place in HEIs within the EHEA. It identifies challenges, best practices, and lessons learned for the recognition of informal learning in the EHEA in general. Questions of transparency in recognition of informal learning in student activism, their legal basis and ways of implementation as well as student representatives’ experiences are discussed. Analysis was undertaken based on two surveys in the EHEA. The first survey addressed student representatives at national level in 11 countries, aiming for insights in legal conditions and practices of higher education institutions’ recognition of informal learning of student activists. The second survey focussed on student representatives at institutional level (80 respondents), sharing their experiences on formalities, barriers and practicalities within implemented policies of recognition of prior learning in student activism. Based on the collected data, findings and recommendations are presented in the last part of the paper.

Legislative framework for implementing recognition of prior learning

2019 ◽  
Vol 9 (4) ◽  
pp. 775-787
Author(s):  
Ike Hlongwane
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Education And Training ◽  
Policy Environment ◽  
Prior Learning ◽  
Content Type ◽  
Low Level ◽  
Recognition Of Prior Learning ◽  
Legislative Framework ◽  
And Training

Purpose The purpose of this paper is to identify and highlight the key constructs of an enabling policy environment and their probable impact on development and implementation of recognition of prior learning (RPL) process in higher education and training in South Africa with reference to library and information science (LIS) field. Design/methodology/approach The study adopted quantitative methods, and utilised questionnaires and document analysis to collect data. The study used a combination of quantitative and qualitative methods to collect data from all the ten LIS schools in the South African higher education and training landscape. The questionnaire was used as the main data collection tool to collect quantitative data through a survey research design. In addition, the researcher employed content analysis to analyse qualitative data collected from institutional RPL policy documents. Findings The study found that the LIS schools have aligned most of their institutional RPL policies and procedures with South African Qualifications Authority’s national RPL policy (2013). However, in terms of the institutional RPL policy environment, the study found that there was a low level of compliance regarding certain aspects of the policy environment among LIS schools despite their express explicit commitment to the principles of equity of access and redress. Research limitations/implications In-depth interviews were not conducted to ascertain the reasons for low level of compliance regarding certain aspects of the RPL policy. Practical implications This study is valuable for higher education institutions, policy and governance, government and other stakeholders to assess the level of compliance to legislative and regulatory framework in RPL implementation in higher education and training in South Africa. In addition, the study was important for LIS schools in particular as RPL can be used as a tool to open access and increase participation in learning programmes to counteract low level of student enrolments in this field. Originality/value There is very little published concerning compliance to legislative framework RPL implementation in higher education and training. Furthermore, most published work relate to RPL implementation in higher education and training in general. The paper describes compliance to legislative framework to RPL implementation in higher education and training in South Africa with special reference to LIS field.

Integrating Formal and Informal Learning Opportunities of Technology in Higher Education

2019 ◽  
pp. 379-400 ◽  
Author(s):  
Emine Şendurur ◽  
Hatice Gökçe Bilgiç ◽  
Polat Şendurur
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Formal And Informal Learning ◽  
Recent Developments ◽  
Roles Of Teacher ◽  
Technology In Higher Education

Along with the recent developments in technology, the paradigm of learning and teaching has changed with the changing demands of society and learners. A new learner-centered paradigm enforces the changes in the roles of teacher, learner, and the environment. Learning is not restricted with a place or time. Especially with the advance of technology-based environments including www, social networks, and online learning environments, people can reach information anytime/anywhere, which brings about various experiences for informal learning. The aim of this chapter is to present a guideline for the integration of formal and informal learning opportunities of technology in higher education. As a result of the study a guideline is presented for higher education. The guideline is focused on eight issues including (1) know your students, (2) update yourself, (3) be online, (4) provide sharing opportunities, (5) provide discussion opportunities, (6) keep information alive, (7) use learning analytics, and (8) support interdisciplinarity.

Thoughtfully Preparing Business Students and Faculty for Study Abroad

2018 ◽  
pp. 872-894
Author(s):  
David Starr-Glass
Keyword(s):  
Study Abroad ◽  
Informal Learning ◽  
Business Students ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Business Educators ◽  
Institutional Strategies ◽  
Business Undergraduates ◽  
Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

scholarly journals Learning opportunities in rheumatology practice: a qualitative study

2015 ◽  
Vol 27 (4) ◽  
pp. 282-297 ◽  
Author(s):  
Margit Saskia Neher ◽  
Christian Ståhl ◽  
Per Nilsen
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Professional Education ◽  
Qualitative Content Analysis ◽  
Daily Practice ◽  
Learning Opportunities ◽  
Study Data ◽  
Work Processes ◽  
Content Type ◽  
Rheumatology Practice

Purpose – This paper aims to explore what opportunities for learning practitioners in rheumatology perceive of in their daily practice, using a typology of workplace learning to categorize these opportunities. Design/methodology/approach – Thirty-six practitioners from different professions in rheumatology were interviewed. Data were analyzed using conventional qualitative content analysis with a directed approach, and were categorized according to a typology of formal and informal learning. Findings – The typology was adjusted to fit the categories resulting from the analysis. Further analysis showed that work processes with learning as a by-product in general, and relationships with other people in the workplace in particular, were perceived as important for learning in the workplace. The use of many recognized learning opportunities was lower. Barriers for learning were a perceived low leadership awareness of learning opportunities and factors relating to workload and the organization of work. Research limitations/implications – The generalizability of results from all qualitative inquiries is limited by nature, and the issue of transferability to other contexts is for the reader to decide. Further studies will need to confirm the results of the study, as well as the proposed enhancement of the typology with which the results were categorized. Practical implications – The study highlights the importance of relationships in the workplace for informal learning in rheumatology practice. In the clinical context, locally adapted strategies at organizational and individual levels are needed to maximize opportunities for both professional and interprofessional informal learning, taking the importance of personal relationships into account. The findings also suggest a need for increased continuing professional education in the specialty. Originality/value – The workplace learning typology that was used in the study showed good applicability to empirical health-care study data, but may need further development. The study confirmed that informal workplace learning is an important part of learning in rheumatology. Further studies are needed to clarify how informal and formal learning in the rheumatology clinic may be supported in workplaces with different characteristics.

Improving organisational performance – red team policing and partnerships

2014 ◽  
Vol 13 (2) ◽  
pp. 63-72 ◽  
Author(s):  
Geoff Coliandris ◽  
Colin Rogers
Keyword(s):  
Design Methodology ◽  
Learning Opportunities ◽  
Organisational Learning ◽  
Team Approach ◽  
Formal Learning ◽  
Learning Mechanisms ◽  
Alternative Analysis ◽  
Content Type ◽  
Documentary Analysis ◽  
Alternative Approach

Purpose – Intra and inter-organisational learning holds important consequences for official agencies’ capabilities to reduce harm, particularly in the field of safeguarding children. A range of formal learning mechanisms exist but as these can be limited there is a case for expanding the learning opportunities relied upon. The concepts of “red teaming” and “alternative analysis” though relatively well established in other sectors are under-developed, under-used and under-promoted within policing. They offer flexible conceptual and practical resources that aim to challenge established models, thinking and practices. Policing organisations would benefit from institutionalising alternative forms of analysis though this would involve an attitudinal commitment and shift. This paper aims to discuss these issues. Design/methodology/approach – Documentary analysis and reflection. Findings – Consideration of the red team approach by police and partners offers an alternative approach to effective organisational learning to prevent repeating similar mistakes uncovered by Serious Case Reviews. Originality/value – This paper will allow practitioners to reflect upon current serious reviews of cases and offers an alternative and effective way of improving partner agencies capabilities to reduce harm.

scholarly journals Co-designing tools for workplace learning

2020 ◽  
Vol 121 (3/4) ◽  
pp. 175-205
Author(s):  
Sebastian Maximilian Dennerlein ◽  
Vladimir Tomberg ◽  
Tamsin Treasure-Jones ◽  
Dieter Theiler ◽  
Stefanie Lindstaedt ◽  
...  
Keyword(s):  
Health Care ◽  
Informal Learning ◽  
Health Care Professionals ◽  
Technology Enhanced Learning ◽  
Cognitive Tools ◽  
Formal Learning ◽  
Learning Context ◽  
Design Decisions ◽  
Content Type

Purpose Introducing technology at work presents a special challenge as learning is tightly integrated with workplace practices. Current design-based research (DBR) methods are focused on formal learning context and often questioned for a lack of yielding traceable research insights. This paper aims to propose a method that extends DBR by understanding tools as sociocultural artefacts, co-designing affordances and systematically studying their adoption in practice. Design/methodology/approach The iterative practice-centred method allows the co-design of cognitive tools in DBR, makes assumptions and design decisions traceable and builds convergent evidence by consistently analysing how affordances are appropriated. This is demonstrated in the context of health-care professionals’ informal learning, and how they make sense of their experiences. The authors report an 18-month DBR case study of using various prototypes and testing the designs with practitioners through various data collection means. Findings By considering the cognitive level in the analysis of appropriation, the authors came to an understanding of how professionals cope with pressure in the health-care domain (domain insight); a prototype with concrete design decisions (design insight); and an understanding of how memory and sensemaking processes interact when cognitive tools are used to elaborate representations of informal learning needs (theory insight). Research limitations/implications The method is validated in one long-term and in-depth case study. While this was necessary to gain an understanding of stakeholder concerns, build trust and apply methods over several iterations, it also potentially limits this. Originality/value Besides generating traceable research insights, the proposed DBR method allows to design technology-enhanced learning support for working domains and practices. The method is applicable in other domains and in formal learning.

scholarly journals Ubiquitous Learning and the Future of Teaching

2012 ◽  
Vol 13 ◽  
pp. 3-14 ◽  
Author(s):  
Nicholas C Burbules
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Professional Training ◽  
Continuous Process ◽  
Training And Development ◽  
Learning Opportunities ◽  
Reflective Learning ◽  
Formal Learning ◽  
Ubiquitous Learning ◽  
Partnership Model

This essay examines the implications of anywhere/anytime, or “ubiquitous” learning for rethinking teaching as an activity. The essay touches on the following themes: (1) changes that promote learning as a more continuous process integrated into the flow of human activities; (2) changes that promote learning as a more situated and contextual process; (3) changes that promote more reflective learning; (4) changes that promote more collaborative learning; (5) changes that promote teaching in more of a partnership model with learners; (6) changes that integrate formal learning, informal learning, and situated, experiential learning; (7) changes that promote new relations with other partners in the learning process – parents, workplaces, and so on; and (8) changes that promote ubiquitous learning opportunities for teachers themselves. Each of these changes constitutes a set of opportunities, and challenges, for teaching and learning in new ways. The essay concludes with some brief observations about the implications of these changes for the professional training and development of teachers.

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