Transcript CREDIT FOR PRIOR LEARNING Facilitated by •Melanie Booth - Marylhurst University •Margaret Kimble – Lane Community College May 19, 2013 ~ OrACRAO.

CREDIT FOR PRIOR LEARNING
Facilitated by
•Melanie Booth - Marylhurst University
•Margaret Kimble – Lane Community College
May 19, 2013 ~ OrACRAO
What Are We Doing Here?
• Learn about various forms of Credit for Prior
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Thanks to cogdog on Flickr for making this image
available to use
Learning (CPL)
Discuss how CPL works, ways to incorporate it
at your institution, and why might you need to
Discuss the 5 different types of CPL -- with indepth attention given to Prior Learning
Assessment ("Portfolio Assessment“ / PLA)
Identify implications of CPL on your institutions’
policies and practices
Consider other "disruptive" forces, including
MOOCs and competency-based learning
Learn about the work of the Oregon Credit for
Prior Learning Advisory Committee in regard to
Oregon House Bill 4059
Glad To Meet You!
Thanks to shannon.yey on Flickr for
making this image available to use
Please tell us:
• Your name
• Your institution
• Your title / role
• One burning question you have about CPL
LET’S GET STARTED
Inventory of Knowledge
An inventory of
knowledge is a
“prior learning
assessment”
technique to
determine what
individuals and
groups of
people already
know about a
given topic.
WHAT DO YOU KNOW
and/or DO?
• About Prior Learning
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Assessment?
About challenge exams /
processes?
About credit-by-examination?
About ACE or other credit
recommendation services?
About industry certifications for
credit?
House Bill 4059
Directs HECC to report to the OR Legislative Assembly
on CPL
•HECC created CPL Advisory Committee
•CPL is defined by 4059 as:
• Granting college credit for “the knowledge and skills gained
through work and life experience, through military training and
experiences and through formal and informal education and
training from institutions of higher education in the US and in
other nations.”
4059 Goals
a. Increase # of students who receive academic credit for
b.
c.
d.
e.
f.
g.
prior learning
Increase # and type of academic credits accepted for
prior learning
Develop transparent policies and practices
Improve prior learning assessment practices
Create tools to develop faculty and staff knowledge
Develop articulation agreements
Develop outcome measures to track progress on these
goals.
Advisory
Committee
Representatives from:
•
OSU system
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Community colleges
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Private,
independents
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Private, for-profit
career colleges
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HECC member(s)
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State Board of
Education
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Community advisors
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Labor community
•
Military education
October – December 2012:
1.Formed committee
2.Defined the 5 types
3.Took initial inventory
4.Analyzed current policies /
practices
5.Created a work plan
So far in 2013:
•Created strategies for each
goal  starting to implement
5 Types of CPL
1. PLA / Portfolio
2. Challenge Exams
3. Credit-by-Exam
4. Recommendation
Services (ACE, etc.)
5. Industry
Certifications
Thanks to squidish on Flickr for making this image
available to use
PLA 101
All you need to know about Prior Learning Assessment
– in 20 minutes!
Operational Definition
PLA = Prior Learning Assessment
“Any knowledge-building or skills-attainment that occurs
prior to enrollment or outside of enrollment at a postsecondary institution, assessed for the purpose of
awarding college credit . . . . The term ‘prior learning’
has evolved to encompass the knowledge and skills one
attains as a result of life experiences, including volunteer
service, travel, parenting, and employment experiences
as well as non-credit courses and independent studies”
(Zucker, Johnson, & Flint, 1999, p. 3).
Context & History
PLA / RPL Has Developed
Around The World
• Acknowledging multiple ways
of knowing in Australia’s and
New Zealand’s aboriginal
learners;
• Offering educational
opportunities to people who
live a great distance from
Canadian higher educational
institutions;
• Improving the labor market
and unemployment conditions
in Ireland;
• Diminishing the deleterious
educational and workforce
effects of apartheid in South
Africa.
Context & History - cont.
In the U.S., PLA has been a result of 3 significant social
movements:
1.
The adult education movement
2.
The non-traditional higher education movement
3.
The increasing sophistication of assessment (Keeton,
2000)
Context & History - cont.
Student’s Lived Experience
Workplace
Life
Higher Education
The value of the PLA portfolio lies in its ability to bring the
student into active engagement with academic and
nonacademic cultures of knowledge by providing “a
reflective bridge connecting the learner, higher education,
and the workplace” (Brown, 2001).
CAEL’s Suggested Steps
Advising + Instruction + Assessment + Records
1.Identification of learning areas – by the faculty or adviser
with student
2.Articulation of credit to goals – student + faculty
3.Documentation of learning and experience – student in
the course: evidence
4.Measurement / assessment of learning – content-area
faculty determines degree and levels of competence
5.Evaluation – faculty determines credit equivalency
6.Transcription – record of results - administration
(registrar)
PLA Philosophy
• Experience can be a source of significant learning
and knowledge
• When adult learners come to college – whether as new college
students or with transferable credit – they are not blank slates or
empty pails.
• They bring with them life and work-place experiences from which
they have gained significant learning.
• Experience is the learner’s “living textbook”
(Lindeman, 1961).
Philosophy - cont.
• CAEL’s perspective: the source of information obtained in
learning is the key difference in thinking about assessing
learning that has occurred through experience versus
learning that has occurred in a more traditional classroom
setting (Whitaker, 1989, p. 3).
• BUT … “experience alone does not teach” (Fenwick,
2001, p.11).
• In most PLA situations, instruction is provided to teach
learners how to identify, articulate, reflect on, and
document their prior learning at the college-level.
Learning From Experience
Learning
1
Exp
2
Exp
1
Exp
3
One Major
Experience
Learning
2
One Significant Learning
Learning
3
One Major
Experience
One
Significant
Learning
Learning
From
Experience
“Reflection is
the process
by which
experience is
turned into
learning.”
Boud, D., Keogh, R., and
Walker, D. (1985).
Reflection: Turning
experience into learning.
Kogan Page: London.
The Kolb Cycle
STANDARDS & POLICIES
Ensuring academic quality and integrity
CAEL Standards - Academic
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Credit should be awarded only for learning, and not
for experience.
College credit should be awarded only for collegelevel learning.
Credit should be awarded only for learning that has
a balance, appropriate to the subject, between
theory and practical application.
The determination of competence levels and of
credit awards must be made by appropriate subjectmatter and academic experts.
Credit should be appropriate to the academic
context in which it is accepted.
CAEL Standards – Admin.
•
Credit awards and their transcript entries should be
monitored to avoid giving credit twice for the same
learning.
•
Policies and procedures applied to assessment,
including provision for appeal, should be fully disclosed
and prominently available.
•
Fees charged for assessment should be based on the
services performed in the process and not determined
by the amount of credit awarded.
CAEL Standards – Admin.
•
All personnel involved in the assessment of learning should
receive adequate training for the functions they perform
and there should be provisions for their continued
professional development.
•
Assessment programs should be regularly monitored,
reviewed, evaluated, and revised as needed to reflect
changes in the needs being served and in the state of
assessment arts.
NWCCU Policy 2.C.7
Credit for prior experiential learning, if granted, is:
a)guided by approved policies and procedures;
b)awarded only at the undergraduate level to enrolled
students;
c)limited to a maximum of 25% of the credits needed for a
degree;
d)awarded only for documented student achievement
equivalent to expected learning achievement for courses
within the institution’s regular curricular offerings; and
e)granted only upon the recommendation of appropriately
qualified teaching faculty.
NWCCU Policy 2.C.7
• Credit granted for prior experiential learning is so
identified on students’ transcripts and may not duplicate
other credit awarded to the student in fulfillment of degree
requirements.
• The institution makes no assurances regarding the
number of credits to be awarded prior to the completion of
the institution’s review process.
IMPLICATIONS
Identify implications of CPL on your institution's’
policies and practices
FUTURE FORCES
Competency-based learning, online learning, Open
Educational Resources (including MOOCs),
demographics, funding … the list goes on and on.
The Future
TEDxVillanovaU - Michele Pistone - The Future of
Higher Education
• http://www.youtube.com/watch?v=nsiQ6-JTOWM
What might these ideas have to do with CPL at our
institutions?
Reflection on Learning
What?
So What?
Now What?
A framework
used in PLA to
support reflection
and action.
• What did you learn?
• So what do these ideas mean to
you, your office, your institution?
• Now what should Margaret take
back to the CPL Advisory
Committee for consideration?