Using Technology to Facilitate the Accreditation of Prior and Experiential Learning in Developing Personalised Work-Based Learning Programmes. A Case Study Involving the University of Derby, UK

Autor/inn/en	Haldane, Andrew; Wallace, John
Titel	Using Technology to Facilitate the Accreditation of Prior and Experiential Learning in Developing Personalised Work-Based Learning Programmes. A Case Study Involving the University of Derby, UK
Quelle	In: European Journal of Education, 44 (2009) 3, S.369-383 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
Schlagwörter	Foreign Countries; Technology Uses in Education; Educational Testing; Experiential Learning; Prior Learning; Academic Achievement; College Credits; Education Work Relationship; Vocational Education; Informal Education; Job Training; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Vorkenntnisse; Schulleistung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Ausbildung; Berufsbildung; Informelle Bildung; Nichtformale Bildung; Berufsqualifizierender Bildungsgang; Großbritannien
Abstract	This article recognises the well-established processes available to educators for the validation of competence, however acquired, and suggests that these mechanisms could be deployed more frequently in future. This proposition is based on employers' adoption of work-based learning strategies that focus on learning outcomes rather than on prescribed learning inputs. It is suggested that the use of learning outcomes as a mechanism for establishing comparability and mutual recognition of qualifications within the European Qualifications Framework (EQF) and the similar approach predicated for the European Credit System for Vocational Education and Training (ECVET) increase the scope for those engaged in work-related higher and further education to become more directly involved in the support for and accreditation of work-based and work-integrated learning. This proposition is exemplified by a well-established scheme at the University of Derby for designing and delivering a learning outcomes-based individualised curriculum for work-integrated learning, where certain practical problems, such as the significant academic staff time devoted to advising large and growing numbers of prospective Accreditation of Prior and Experiential Learning (APEL) claimants, have prompted research into the feasibility of using technology to facilitate the APEL process. Progress to date, and in particular the analysis of different steps in the APEL process as a basis for the design of a toolkit currently under development, are described. The article suggests that, in future, E-APEL tools, by incorporating a record of the claims process within the user's e-portfolio, could help mobile knowledge workers seeking to update or enhance their high-level skills to present a clearly documented record of their informal learning alongside a record of formal learning aligned with the EQF. It concludes that technology can help to structure the APEL process and, by facilitating initial judgements as to how particular challenges at the workplace relate to levels of challenge in higher education, can enable those workplace learning experiences that help to establish the baseline for future work-based learning to be more clearly identified. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10