| Title: | Portfolio Methods for RPL |
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| Long Title: | Portfolio Methods for RPL |
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| Field of Study: |
Education Studies
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| Valid From: |
Semester 1 - 2017/18 ( September 2017 ) |
| Next Review Date: |
November 2021 |
| Module Coordinator: |
Mary Galvin |
| Module Author: |
PHIL O LEARY |
| Module Description: |
This module will take the student through the process of preparing a learning portfolio and outlines how prior learning is given formal recognition on assessment for credits. The module allows learners to document knowledge skills and competencies gained to date. It outlines the relevance of portfolio development within the formal third level system and within the community. |
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| LO1 |
Describe the terms; course/programme aims, objectives, structure and syllabi including assessment and associated credits. |
| LO2 |
Reflect on past learning, acquired through experience and/or other courses, and relate these to the learning outcomes of a given module on the programme. |
| LO3 |
Describe Recognition of Prior Learning and the associated processes. |
| LO4 |
Prepare a sample learning portfolio for Recognition of Prior Learning. |
| LO5 |
Describe the relevance of portfolio development for capacity building in the community. |
| Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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| None |
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list. |
| None |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| None |
Module Content & Assessment
| Indicative Content |
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Key Terms
The following terms are explained: The National Framework of Qualifications, QQI, levels of awards, credits, module structure; learning outcomes; course/programme content; learning modes; assessment; support structures.
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Reflection on Learning
Recognition of prior learning; formal, non-formal and informal learning; learning outcomes. Preparing the Learning Portfolio; the CV and Job Description; identification of relevant Learning Outcomes.
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Recognition of Prior Learning Principles and Process
QQI Principles for Recognition of Prior Learning: General, quality, communication/documentation, assessment, process. An overview of the Recognition of Prior Learning policies and processes in CIT.
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Learning Portfolio
Structure and content of the Learning Portfolio; adjusting the template to suit the individual's case; preparation of the Learning Portfolio; curriculum vitae preparation; job description; choosing the learning outcomes; how to respond to the learning outcomes; examples and exercises; relating evidence to the learning outcomes; range of appropriate evidence; verifying evidence.
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Other Uses
Other uses for portfolios: portfolios for access to education, for a flexible and mobile workforce; fluid knowledge, capacity building of individuals and groups.
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| Assessment Breakdown | % |
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| Course Work | 100.00% |
| Course Work |
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| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Short Answer Questions |
In-Class Test on, for example, the nature of RPL |
1,2,3 |
20.0 |
Week 5 |
| Other |
Portfolio Completion following on-going discussion with lecturer |
2,4 |
65.0 |
Sem End |
| Reflective Journal |
Record of on-going reflection |
2,5 |
15.0 |
Sem End |
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The institute reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Lecture/Workshop |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Portfolio Preparation & Reflection |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Lecture/Workshop |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Portfolio Preparation & Reflection |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
Module Resources
| Recommended Book Resources |
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- CIT Extended Campus 2011, Recognition of Prior Learning; Information Guidelines for Students, 2nd Ed., CIT Press Cork
- Sheridan, I. & Linehan, M. 2009, Recognition of Prior Learning, a Focus on Practice, CIT Press Cork [ISBN: 9781906953010]
- Werquin, P. 2010, Recognising Non-Formal and Informal Learning; Outcomes, Policies and Practices, OECD Organisation for Economic Co-operation and Development Paris [ISBN: 9789264063846]
- Skinner, Steve 2000, Strengthen Communities: A guide to capacity building for communities and the public sector, Palgrave London. [ISBN: 1901974685]
- Schon, David 1990, Educating the Reflective Practitioner: Towards a new design for teaching and learning in the professions, Jossey-Bass [ISBN: 0470623101]
- Kolb, David 1984, Experiential Learning: Experience as a source of learning and development, Princeton-Hall New Jersey [ISBN: 9780133892406]
| | Recommended Article/Paper Resources |
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- Leiste, S.M. and 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 Distributed Learning, 12(1), 61
- CEDEFOP 2016, European Guidelines for Validating Non-Formal and Informal Learning, 62
- Council of the European Union 2012, Council recommendation of 20 December 2012 on the validation of non-formal and informal learning, Official Journal of the European Union. Brussels
- Murphy, I., CEDEFOP 2016, Country Report Ireland; update to the European inventory on validation of non-formal and informal learning, 25
- Thorpe, K 2004, Reflective Learning Journals: From concept to practice, Reflective Learning, vol.5 (3), 327-343
- Goggin, D., Sheridan, I., O'Leary, P. and Cassidy, S. 2015, A current overview of Recognition of Prior Learning (RPL) in Irish Higher Education, National Forum for the Enhancement of Teaching and Learning in Higher Education
| | Other Resources |
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- Website: CIT Extended Campus 2013, CIT; Recognition of Prior Learning, CIT, Cork
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Module Delivered in
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