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dc.contributor.authorConrad, Dianne
dc.identifier.otherCouncil for Adult & Experiential Learning (CAEL) International Conference in San Francisco, CA, November 5-10, 2007
dc.descriptionThis was most definitely a good learning experience. What I thought was a paper presentation turned out to be workshop, so we had to tweak at the last minute and create "workshop" activities to engage the group! Fortunately, I am "seasoned" in workshopping so we managed ok. Jennifer handled the paper and the Powerpoint for me while I spoke. We adjusted the PPT presentation several times. The final version is attached. Our group was very enthusiastic; in fact, an over-abundance of questions from one New York attendee put us over-time, but they were good questions. A director of an interdisciplinary program from North Carolina spoke to me about including our PLAR process in a book he is just constructing; I expect to write a piece for that in the near future. This man (professor of English) had already linked his organization to our PLAR web site and was happy to meet us and listen to what we had to say. It was also suggested to me by some of the leaders in the American field that I should attend the Thomas Edison college PLAR gathering each May as that is where the "big stuff" goes on. All in all, our audience was glad to hear what we had to say. That, plus our participation in other sessions and my participation in the pre-conference workshop, made the outing very worthwhile. We brought home many ideas for the continued development of our PLAR process and made many contacts. Overall, many American institutions are far ahead of Canadians in their use of PLAR. Some are still struggling and look to us as a good example of a comprehensive system. I am grateful for the support from the APDF for the opportunity to attend this important national gathering (over 400 delegates, only 8 Canadians).en
dc.description.abstractIn 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 considers whether individuals are supposed to \'change and grow\' as they work through the reflective PLAR practice. Many PLAR practitioners, usually those outside the purview of formal educational institutions, stress the transformative, personal benefits to preparing a PLAR portfolio. Within the university, we focus on a high-stakes type of assessment portfolio that needs to see tangible results. Does this process permit an individual\'s transformation? Is transformation an unintended outcome? Should we ensure that it is a part of the process\'s intended incomes? This presentation at an international conference will be the first time that Jennifer has participated with me in a PLAR presentation. It will be a wonderful learning experience for her. (CLA funds will assist her trip.)en
dc.description.sponsorshipAcademic & Professional Development Fund (A&PDF)en
dc.titleMust I Transform to Learn? High-stakes Portfolio Assessment at Athabasca Universityen

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