1. Exploration of Reflection Results
in ‘Valuing learning’ Site
Phil O’Leary
Dr. Siobhan O’Sullivan
Cork Institute of Technology

2. Introduction
Higher Education promoting
lifelong learning
Learners actively document
their knowledge, skills and
competencies over time.
Should include all forms of
learning formal, non formal
and informal (or experiential)
learning

3. Context: - Demand for Recognition of
Prior Learning (RPL)
• Research MA and also support RPL
for Cork Institute of Technology
• RPL - requires ability to reflect on
previous learning from past
experiences to document a case
for assessment for credits on the
National Framework
• Reflective mode – identify key
learning events that have
contributed significantly to a
persons learning

4. What RPL is
Recognition is given for what you already know prior to
starting on a programme or module. Can be recognised
formally against programmes on the National Framework
The ability to run a
business
or to handle
a boat

5. What RPL Requires
A person to be able to get into reflective mode
• Task to document this
learning and present proof
of it
• Build suitable case for
assessment
• Can be difficult for
candidate – they need help
to develop reflective ability

6. In practice this means documenting prior learning and
presenting what is relevant for assessment.
On assessment learning is compared with a reference point on
the framework.

7. What do we want ?
Promote good experience with
RPL case preparation for student
– want to promote RPL
Confident
reflecting
Focus groups to
Difficulties
explore reflection – What helps ? Reflection
Sept 2011
benefits

8. Took Closer Look at Reflection
Focus Groups - Emerging themes:
1. Reflection is difficult
2. Learning environment is important – allow for sharing of
experiences/learning from each other
3. Tools to assist reflection – learning journal; portfolio
4. Providing examples/guidelines
5. Provide feedback directly – show where and how you might
improve approach to reflection
6. Reflection is valuable process
7. “Document as you go” through life – get into habit of
capturing and recording achievements and competencies

9. Key Finding - ‘Document as you go’
Valuing Learning page on
RPL site
• Institute prompts learner to
actively document achievements
and competencies over time
• Lifelong learning mindset
encouraged
• Supports RPL
http://www.cit.ie/rpl/valuinglearning/

10. ‘Valuing Learning’ site - where we prompt
learner to document over time
• Return to education
at various times
throughout life for
various reasons
• Personal
competencies can
take on a new
significance when
they compliment a
particular field of
learning
http://www.cit.ie/rpl/valuinglearning/

11. What it means in practice – lifelong
commitment of learner (outside of any course)
‘Document as you go’
• Its personal - learner maintains
collection
• Can be digital – e-portfolio (or
not)
• Learner driven
• Should articulate learning
achieved through experience,
achievements and provide
evidence of that learning
• Lifetime commitment – outside
of any one Higher Educational
establishment

12. Valuing staff – foster support of staff by
asking them to contribute to site
They know what can
be used to document
experiential learning
depending on the
discipline.
http://www.cit.ie/rpl/valuinglearning/

13. Space for lifelong learning links
• Site useful for linking to
other lifelong learning
themed websites
• Promoting idea of e-
portfolios
• Supports a mobile fluid
workforce
http://www.cit.ie/rpl/valuinglearning/

14. Benefits of ‘Valuing Learning’ Space
• A space supporting the message of
Lifelong Learning
• Learner prompted to maintain
portfolio of key competencies and
build on it over time
• Including staff as contributors–
promotes open-minded supportive
environment for lifelong learning
mindset to thrive
• Promotes
Lifelong learning
Recognition of Prior Learning,
mobile fluid workforce,
e-portfolios
http://www.cit.ie/rpl/valuinglearning/

15. Literature
1. Boud, D. Keogh, R. & Walker, D. (1985). Reflection: turning experience into
learning. London Kogan Page
2. Bornavold, J. (2007). The potential impact of the European Qualifications
Framework on systems for validation of nonformal and informal learning. In R.
Duvkot, G. Scanlon, A-M Charraud, K. Schuur, D. Coughlan, T. Nilsen-Mohn, J.
Paulusse & R. Klarus (Eds.), Managing European diversity in lifelong learning (pp
79-94). Nijmegan, Vught, Amsterdam: HAN University, Foundation EC-VPL &
Hogeschool van Amsterdam.
3. CEDEFOP (2009). European guidelines for the validation of non-formal and
informal learning (pp 96). Luxembourg, CEDEFOP – European Centre for the
Development of Vocational Training.
4. Duvekot, R. (2010). The age of APL, activating APL in a diversity of perspectives.
Paper presented at the NVR seminar on Kvalitekskodeks for realkompetence,
Aarhus, Denmark.
5. European Commission. (2000). A Memorandum on Lifelong Learning (pp. 36).
Brussels: European Commission
6. Galatis, H., Leeson J. Et al (2009) The VET e-portfolio Roadmap: A strategic
roadmap for e-portfolios to support lifelong learning. Canberra, Australian Flexible
Learning Framework and Department of Education Employment and Workplace
Relations.
7. Leiste, S. M., & Jensen, K. (2011). Creating a Positive Prior Learning Assessment
(PLA) Experience: A Step-by-Step Look at University PLA. The International Review
of Research in Open and Distance Education, 12(1).
8. Werequin, P. (2010). Recognising non-formal and informal learning; outcomes
policies and practices. Paris: OECD

16. Acknowledgements
• Students of BA Community Development
programme – focus groups
• From students across all disciplines for
supporting RPL website development
• Staff of Cork Institute of Technology for their
support and ideas on evidencing experiential
learning