Now showing items 1-5 of 5
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 ...
Innovation Through Convention? Building Consensus for RPL Practice in Canadian Universities
Dramatic changes in the last several years, marked by the advent of a globalized economy and attendant technological innovations, have thrust us from industrial to conceptual thinking, engendering an era of instant ...
What we know and where we’re going: In medias res on self-representation and identity in university use of ePortfolios
ePortfolios are slowly gaining credibility in Canadian universities as useful vehicles for a number of learning activities. In both graduate and undergraduate programs, ePortfolios are used to house and share the repertoire ...
Flexible paths to assessment for OER learners: A Comparative Study
The opportunities for innovation in the developing OER world are endless. Recognizing learners’ prior experiential learning (RPL), already an innovative practice in many tertiary or post-secondary educational institutions, ...
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 ...