HOW DO I STRUCTURE AN E PORTFOLIO TO PRESENT NON FORMAL AND INFORMAL LEARNING FOR ASSESSMENT THROUGH RECOGNITION OF PRIOR LEARNING?

This work explores a question that was central to a recent Master of Arts (MA) which was finalised in March 2013. This research used an action research methodology to explore student centred ways of supporting the learner with Recognition of Prior Learning (RPL) case preparation. RPL allows for recognition of all forms of learning when entering onto a programme of study. The research links to the theme of “Sustainable Models of Student Engagement” in considering the use of innovative ways to support RPL case preparation in a time of significantly increasing demand for its provision. E portfolios can be potentially used with large numbers. The “lecturers as students” theme was chosen, as this was the context within which the research was carried out, the author was an MA candidate and used class time to trial the creation and structuring of e portfolios for RPL case preparation. The objective of the research was to explore the most effective way of structuring RPL cases on an e portfolio system. The research process took an action research methodology and allowed for a number of cycles which involved “planning, acting, observing and reflecting” within the research piece. The work began with the preparation of an ‘open-book’ example which was built around the learning outcomes of the common first year module ‘Creativity Innovation and Teamwork CMOD6001’ in Cork Institute of Technology. This example was used to support the creation of e portfolios by the first year class of the BA in Community Development. The e portfolios were prepared in class time. Individual approaches were explored between participants and active discussion allowed for further reflection and amending of the e portfolios. Data was sourced by using class notes, observations, a reflective journal, discussion and a questionnaire. This data was analysed by selecting themes which became apparent. Finally this data was interpreted to yield key findings. The findings provide insight as to how to effectively structure the e portfolio around a prior learning case and emphasises clarity of presentation and careful labelling of the evidence presented for assessment. The work highlights the importance of the reflective element in preparing the case, how its actual creation is a reflective act in itself. The candidate must consider what they are including in the prior learning case and why this learning is significant. The research concludes that e portfolios are purpose built scaffolds for RPL case preparation, however individuals benefit from seeing good examples and mentoring support throughout the process.