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Exemplar of use 4 - RMIT

Page history last edited by Jacquie Kelly 12 years ago

 

An overview of use

 

Exemplar 4: Using e-portfolios to record Recognition of Prior Learning

An underpinning premise of Competency Based Training (CBT) is that learning occurs in both formal and informal contexts. Under the Australian Qualifications Framework, each qualification must provide a Recognition of Prior Learning (RPL) pathway as an alternative, or non-institutional, access point as a source of credit. RPL is a process whereby an individual’s non-formal and informal learning experiences can be assessed against nationally accredited competency standards, and in turn used for entry into, or partial or total credit towards, nationally accredited qualifications (AQF, 2004). While there are various ways to assess RPL, for example on the job observation, reflective journals, photographs etc, these are generally presented as a paper-based portfolio of evidence. This portfolio of evidence is then submitted as part of an assessment process which also includes an interview with an RPL assessor and a Subject Matter Expert. This case study looks at how PebblePad was used to create an RPL template for use in the Certificate IV, Financial Services Accounting at RMIT.

 

The first paper attached here was presented at the London Learning Forum in 2009. Since then, this model has been redefined to improve the RPL process. Firstly, forms are now used rather than the profile builder to construct the application. Importantly though, there is a lot of work done to make sure that the application is a learner/candidate centred application. Firstly, the competencies are clustered to remove repetition which from a user perspective is confusing and non-productive. Secondly, the application is put into Plain English, removing all educational jargon/"VET-speak". Short/long answer responses are used to elicit applicant requisite knowledge. These questions have been constructed using 'active' language, eg Describe the process in which you ensure accounts receivable and payable are always in balance in the general ledger.  Finally, the application has been structured to identify potential knowledge gaps. Applicants are asked to identify how regularly they perform duties that correspond to the competency's performance criteria. If they answer never, skills/knowledge gaps are immediately identified, if the response is 'sometimes' then a combination of partial RPL/gap training can be offered, if they answer regularly, then an assumption can be made that they will have the requisite knowledge to apply for RPL. This can therefore be verified through the RPL interview and supporting evidence provided. The second attachment is from a presentation at an RPL summit held at RMIT in 2009. This process now forms the basis of using PebblePad for RPL at RMIT.

 

e-Portfolio context:  Using e-portfolios to record Recognition of Prior Learning at RMIT.  

 

Dates of provision: 2009 onwards

 

Reason for implementation: To provide candidates with an e-portfolio to prepare for an RPL application. 

 

Purpose/s: Work Based Learning, Employability skills, Assessment, Recognition of Prior Learning, Lifelong/Wide Learning
 

 

Learning processes involved:  Information capture, Information retrieval, Reflection, Feedback,

 

Practice: (Generally fully developed, with iterative improvements through annual review)
 

 

Key staff involved: 

Meaghan Botterill - Senior Coordinator: Educational technology integration, Educational Technology Advancement Group

Mark Mossuto - Senior Educator - Business School of TAFE

Callie Harvey - Course Coordinator - Certificate IV, Financial Services Accounting

 

RPL project RMIT.pdf

RPL summit Pebblepad presentation.pdf

 

 

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