+ Life can only be understood backwards; but it must be lived forward. ~ Soren Kierkegaard PLAR Workshop - Jackie Westelaken 1

PLAR Workshop - Jackie Westelaken 1

+Life can only be understood backwards; but it must be lived forward. ~ Soren Kierkegaard

PLAR Workshop - Jackie Westelaken

+

PLAR Workshop for OACETT

Jackie WestelakenInstructor, PLAR Assessor, eLearning

Coach


3+Morning Agenda

Introductions & Housekeeping

Needs Assessment

Introduction to PLAR

PLAR Portfolio and Samples

LUNCH


4+Afternoon Agenda

Review of a.m. key points – aha moments and muddy points

Occupational, Professional and Curriculum Standards

Role of the Portfolio Assessor in PLAR

PLAR Applicant Interview

Applicant Notification

Questions and Wrap-up


5+My Goals

Accomplish the learning outcomes

Accomplish your goals for the workshop

Foster a relaxed, open and interactive atmosphere


6+Housekeeping

Breaks – 2 15-minute stretch breaks plus lunch

Phone calls, messages as needed; washrooms…

Follow-up: [email protected]

mailto:[email protected]


7+Introductions

Name and where you work

Your role where you work

What you’d like to learn today


+Group Discussion: 1) Determine group’s understanding of what PLAR is, how you would define it and any experience with PLAR.2) Identify and list common issues / burning questions.Report back to larger group.


9+Prior Learning Assessment Review (PLAR)

What is it?

Why do we do it?

Who benefits?


10+PLA Definition

PLA is a process which identifies, assesses and recognizes what a person knows and can do. (Aarts & River, 2008)


11+PLA Definition

Prior Learning Assessment (PLA) is defined as "the process of identifying, assessing and recognizing skills, knowledge, or competencies that have been acquired through work experience, unrecognized training, independent study, volunteer activities, and hobbies. PLA may be applied toward academic credit, toward requirement of a training program, or for occupational certification" (Human Resource Development, Canada (HRDC). Prior Learning Assessment Newsletter, 1(2). Ottawa, Ontario: Human Resource Development Canada, May, 1995: 1)


12+PLA Definition

Prior Learning Assessment and Recognition (PLAR) is a systematic process which uses a variety of tools to help learners reflect on identify, articulate and demonstrate learning for the purpose of gaining recognition by educational institutions, workplaces, credentialing organizations, regulatory bodies and others. ~ Recognition for Prior Learning


13+PLA Definition

PLAR is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners’ have gained through experiential or self-directed (informal) and/or non-credit courses and workshops (nonformal) learning, rather than through formal education (Thomas, 2000)


14+Historical Perspective

The formal use of PLAR has origins in French legislation enacted in 1934 - validation des acquis professionels - to grant recognition to learning that engineers had acquired experientially

In North America it emerged post WWII as a pilot project at Princeton

In a review article for the Handbook of Adult and Continuing Education, Thomas (2000) depicted the PLA movement as a “quiet revolution” (p. 508).


15+Social Movements Affecting PLAR

Prior Learning Assessment

(Booth 2008)


16+Group Exercise

Working with a partner, share a significant learning experience that took place outside of formal education

Describe the experience and list all tasks / activities / responsibilities involved in the experience (people, information, things)

Identify significant knowledge, skills and competencies (self-management, transferrable, job specific) acquired or enhanced during the experience


17+Where does learning take place?

Work and workplace training

Seminars

Family life

Travel

Hobbies


18+Where does learning take place?

Military

Volunteer work

Community service

Self-study


19+Principles of Adult Education

Adults are autonomous and self-directed

Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education.

Adults are goal-oriented

Adults are relevancy-oriented

Adults are practical, focusing on the aspects of a lesson most useful to them in their work

As do all learners, adults need to be shown respect


20+PLA Recognizes That

Learning takes place outside of the classroom

This learning can and should be evaluated and recognized by education and the workplace

It can be costly, inefficient and unnecessary to repeat training and education


21+

Discussion:

What are some of the benefits of PLAR?

-Learners?

-The workplace?

-Academic Institutions?

Click icon to add picture



22+Benefits of PLAR

Improves access to education when formal credentials are not well understood.

Helps place learners at appropriate levels within educational programs.

Eliminates the need for students to study things they already know.

Helps learners develop clear educational goals and plans.

Improves learner confidence, self-esteem, and motivation to learn.


23+Benefits of PLAR

Can reduce students' program workloads and costs.

Increases access to professions by providing important information to licensing and certification bodies about what applicants already know and can do.

Can help determine if applicants are eligible to write qualifying exams or undertake placements.

Can help to determine if individuals need additional training, and it can reduce costs by pinpointing training needs more accurately.


24+PLAR Process


+

Discussion:

What is the difference between knowledge and experience?


26+Knowledge vs. Experience

PLAR looks at learning, not just experience. What's the difference?

Learning takes place through different kinds of experiences such as working, training, reading, traveling, community involvement and family responsibilities but learning does not come automatically with experience and may differ from person to person.

Learning can involve the acquisition of skills, knowledge, and attitudes such as self-reliance, collaboration, concern for quality


27+

In PLAR, it's the learning that counts. What's important is whether the knowledge or skills people have learned up to the present time are relevant to a particular educational credential, specific workplace training requirements, or a trade or occupational standard.


28+

J Brown 2001


29+Bloom’s Taxonomy


+

Lunch


+

Welcome Back

Questions? Comments?


32+How do you do the “A” in PLA?

Challenge exam

Assessment of educational documents

Interviews and oral exams

Portfolio review


33+What is a Portfolio

Detailed document – or website

Content describes and verifies a person’s skills, knowledge and achievements

Provides an opportunity for reflective practice: Where have I been? What do I know? What do I want to do next? What do I need to do to get there?


34+Portfolio Objectives

Help identify and articulate knowledge, skills and competence relevant to the skills being assessed

Give adults recognition for learning acquired through informal and non-formal experiences

Provide adult learners with an opportunity to define their vocational, career and educational goals – and establish a plan to reach those goals


35+Assessment Objectives

Help academic institutions and workplaces clearly identify previous learning in order to avoid repeated and/or ineffective training

The primary goal is to assess learning not experience


36+

Discussion:

What do you think would comprise a typical PLA Portfolio?




37+Components of a PLA Portfolio(hard copy)

Cover page

Table of contents

Cover letter / transmittal letter / Statement of intent / Letter of introduction

Career and/or educational plan

Resume

Learning Outcomes, Narrative

Supporting Documentation: job descriptions (current and previous), work samples, letters of reference, employee evaluations


38+

Discussion:

What Else May a PLA Portfolio for OACETT Include?




39+Mechanical Engineering Technology – Learning Outcomes① Analyze results of laboratory activities and document

observations, calculations and conclusions.

② Calculate yield strength, modulus of elasticity, tensile strength, percent elongation and percent reduction in area from tensile test data

③ Determine the temperature a shaft must be reduced by in order to facilitate an expansion fit assembly.

④ Determine the mass of reinforcing agent material in a composite section, mass of matrix material in a composite section and the density of a composite.

⑤ Interpret a phase diagram to determine the compositions of liquid and/or solid phases for a metal alloy.


40+

Sample Portfolios…




41+Sample Portfolios

http://www.valdosta.edu/~gamerwin/pla2000/portfolio/nurs4060/NURS%204060%20Jane%20Doe%20Sample%20Portfolio%20July%2030%20%2008.pdf

http://www.valdosta.edu/~gamerwin/pla2000/portfolio/pers2730/PERS_2730_John_Doe_Sample_Portfolio_4.1.pdf

http://priorlearning.athabascau.ca/virtual-portfolio/index.php

http://jackiewestelaken.wordpress.com









http://jackiewestelaken.wordpress.com/


42+Sample Portfolios:

Sample PLA Portfolio – Competency Basedhttp://web.tru.ca/distance/services/plar-ol/plar-sample/plar-sample-1.html

Course-Basedhttp://web.tru.ca/distance/services/plar-ol/plar-sample/plar-sample-2.html

http://web.tru.ca/distance/services/plar-ol/plar-sample/plar-sample-1.html





43+Review

PLA Definitions

History

Where learning takes place, principles of Adult Ed

Benefits of PLA – student, school, workplace

Knowledge vs. experience

Assessment

Portfolios


44+Consideration for PLAR

Meeting occupational standards

Meeting curriculum standards

Meeting competencies


45+Occupational Standards

Specific national occupational standards could enhance the credibility of the learning portfolio\passport\record as well as facilitate the transferability and portability of credentials. http://cclp.mior.ca/Reference%20Shelf/PDF_OISE/ACCC%20Prior%20Learning%20Assessment%20Recognition.pdf

Occupational regulatory bodies set entry and training requirements and occupational standards for their profession, assess applicants’ qualifications and credentials, register qualified applicants, and discipline members. In the regulated health professions, these bodies are often called “Regulatory Colleges,” e.g. the Ontario College of Nurses.

http://cclp.mior.ca/Reference%20Shelf/PDF_OISE/ACCC%20Prior%20Learning%20Assessment%20Recognition.pdf




46+Occupational Standards

PLA allows the evaluation of past learning against established academic or occupational standards so that recognition may be granted by an academic institution, occupational regulatory body, or employer. http://www.onip.ca/article/1/

Regulated professions are those for which the province has established self-governing bodies. The purpose of these self-governing bodies, also known as occupational regulatory bodies (ORBs), is to protect the public by setting standards of practice and competence. Regulated professions include occupations such as accountancy, engineering, law, medicine, nursing, occupational therapy, pharmacy and teaching. They are highly skilled occupations, requiring post-secondary education, additional training and, usually, a licence to practise.

http://www.onip.ca/article/1/


47+Curriculum Standards

Learning outcomes

Competence

Traditional vs. experiential learning

Forms of evidence


48+Learning Outcomes

Statements which describe: Significant Essential Transferable Verifiable Learning

that must be demonstrated in order to meet criteria / standards


49+Competencies

The ability to translate① knowledge

② Skills

③ Application and

④ Judgment into action

These four components of competency are influenced by attitudes and values


50+On-the-job Competencies

Skills that go into performing a job

Competency-based job descriptions describe the technical skills, such as writing and programming, required, as well as the non-technical skills, like planning and leading, necessary to perform a job. The job description also indicates what knowledge (information an employee must have) is needed. Necessary certification or licensing is listed, too. Read more: Competency Based Job Descriptions | eHow.com http://www.ehow.com/about_5592258_competency-based-job-descriptions.html#ixzz0reXMQJjn

http://www.ehow.com/about_5592258_competency-based-job-descriptions.html%23ixzz0reXMQJjn




51+

Discussion:

Assessing a PLAR Portfolio – what to look for?




52+

Discussion:

When do you interview them? What are Dos and Don’ts for Interview Questions?




53+Questions for a PLAR InterviewRemember to:

Be engaged

Use simple and straightforward language – avoid jargon;

Pace the conversation & allow some time before going to the next question;

Ask open-ended questions

Stick to the criteria being assessed;

Pose questions which do not suggest the answer;

Encourage the learner to give a full and complete answer.


54+Questions for a PLAR InterviewRemember to avoid:

Ambiguous or trick questions;

Repeating the learner’s answer;

Sarcasm at the wrong answers;

Asking mainly factual questions;

Repeating the question, it’s probably better to rephrase it;

Asking questions just to prolong the assessment.


55+Assessing the Portfolio

Are learning outcomes clearly stated and distinguished from experience?

Are the learning outcomes clearly linked to the course / program outcomes for which recognition is requested?

Is the supporting evidence/documentation valid and does it relate to the recognition being sought?

Is the supporting evidence/documentation sufficient proof to make an assessment?

Is the evidence current and authentic?


56+Evidence

Direct – produced by learner

Indirect – information about the learner from a reliable source

Self-Assessment / Narrative – personal reflection by the learner


57+Checking Evidence

Valid / Authentic

Accurate

Current

Sufficient

Specific to outcomes


58+PLAR Standards

Credit for learning – not experience

Credit for appropriate level of learning

Credit for learning that balances theory and practice

Content experts determine competence levels and award credit


59+

Discussion Question

What are key differences between Advisors & Assessors?




60+Advisors


61+Assessors

Define criteria

Select assessment method

Structure assessment process

Adapt process to student/situation

Observe assessment process

Record observations

Judge and qualify learning

Inform learner of results


62+Core Values of Assessors

Empathy

Respect

Honesty

Confidentiality


63+Links

Canadian Institute for Recognized Learning (CIRL)http://www.cirl.org/plar.html

Quality Assurance in PLAR – Issues and Strategies – CIRLhttp://www.cirl.org/PLAR_Quanlity_Assurance_v1.pdf

Principles for PLAR (CIRL)http://www.cirl.org/PLAR_Quanlity_Assurance_v1.pdf

Canadian Association for Prior Learning Assessmenthttp://www.capla.ca/

Canadian Information Centre for International Credentialshttp://www.cicic.ca/399/prior-learning-assessment-and-recognition.canada

http://www.cirl.org/plar.html

http://www.cirl.org/PLAR_Quanlity_Assurance_v1.pdf

http://www.cirl.org/PLAR_Quanlity_Assurance_v1.pdf

http://www.capla.ca/

http://www.cicic.ca/399/prior-learning-assessment-and-recognition.canada

http://www.cicic.ca/399/prior-learning-assessment-and-recognition.canada


64+Links

Recognition for Prior Learning – The Prior Learning Network in Canada – Free http://recognitionforlearning.ca/practitioner/aboutPLAR.php

Report on PLA in Canada http://www.ccl-cca.ca/pdfs/StateOfField/PLARfinalreportMarch26E.pdf

New Approaches to Lifelong Learninghttp://www.oise.utoronto.ca/depts/sese/csew/nall/index.htm

http://recognitionforlearning.ca/practitioner/aboutPLAR.php

http://recognitionforlearning.ca/practitioner/aboutPLAR.php

http://www.ccl-cca.ca/pdfs/StateOfField/PLARfinalreportMarch26E.pdf

http://www.ccl-cca.ca/pdfs/StateOfField/PLARfinalreportMarch26E.pdf

http://www.oise.utoronto.ca/depts/sese/csew/nall/index.htm

http://www.oise.utoronto.ca/depts/sese/csew/nall/index.htm


65+Wrap Up

Are there any “muddy points”?

What went well?

What did not go well?

What, if anything, are you still missing?

How will you go forward?

Other constructive feedback?

Documents

+ Life can only be understood backwards; but it must be lived forward. ~ Soren Kierkegaard PLAR Workshop - Jackie Westelaken 1