Articulating the knowledge- exploring the learner's experience of organising an experiential learning case for assessment

Learning takes place in all spheres of life and in many contexts. In this era of lifelong learning individuals are availing of higher education throughout their lives. Mature students are an increasing cohort in higher education. These learners may have significant prior learning and engage with higher education now with considerable knowledge. Often this knowledge is based on roles and competencies established in the workplace. This paper focuses on the student as co- creator of a prior learning case, specifically the learning portfolio which presents prior learning for assessment. It explores the process from the perspective of the learner whose task is to transform the language of the workplace/life to that of academic for assessment for credit. The mentor's role (an academic) is to engage with the student and enable them to identify, articulate and reflect on this knowledge in order for this learning to be assessed. This paper investigates the process with a sample of learners from a range of disciplines. Consideration is given to the task of the student in preparing the prior learning case.