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Exploring the Contribution of Mentoring to Knowledge Building in PLAR Practice
Through RPL’s process of intensive reflection, learners come to understand the nature of their past learning. In so doing, new knowledge – knowledge about their own learning histories and learning styles – is created. This ...
Must I Transform to Learn? High-stakes Portfolio Assessment at Athabasca University
In this presentation, we will examine the notion of transformation as it is experienced, or thought to be experienced, during the PLAR process. This discussion brings to the fore one of the tensions in PLAR practice that ...