Case Studies in e-RPL and e-PR

Autor/inn/en	Cameron, Roslyn; Miller, Allison
Titel	Case Studies in e-RPL and e-PR
Quelle	In: Australian Journal of Adult Learning, 54 (2014) 1, S.89-113 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Case Studies; Prior Learning; Professional Recognition; Electronic Publishing; Accreditation (Institutions); Recognition (Achievement); Portfolios (Background Materials); Qualitative Research; Educational Practices; Program Descriptions; Student Characteristics; Cohort Analysis; Technology Uses in Education; Educational Technology; Teacher Education Programs; Vocational Education; Adult Education; Community Education; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Vorkenntnisse; Elektronisches Publizieren; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Soziale Anerkennung; Qualitative Forschung; Bildungspraxis; Kohortenanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Ausbildung; Berufsbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Ausland; Australien
Abstract	The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining in popularity in the VET sector however their use is sporadic across educational sectors, disciplines, educational institutions and professions. Added to this is an array of purposes and types of e-RPL and e-PR models and practice. The aim of this paper is to build on the conceptual framework developed by Cameron (2012) for e-RPL and e-PR and to provide case studies for each of the four types developed within this framework: e-PR for Professional Accreditation; e-RPL for Workplace Recognition; e-RPL for Access and; e-RPL for Self Recognition. We use the case studies to explore the four types and the two dimensions or continuums central to the framework. The vertical dimension is a continuum between RPL as process and RPL as product and the second horizontal dimension is a continuum between formal learning contexts and low learner control as opposed to informal learning contexts and high levels of learner control. The case studies have aided the further development of the framework and its theoretical and practical applications. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10