Portfolios and Accreditation of Prior Experiential Learning (APEL) make credits … or problems?

Murray, Peter

doi:10.1016/0260-6917(94)90087-6

Cited by 11 publications

(1 citation statement)

References 7 publications

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“…This study examines an RPL placement process whereby experiential learning is used to determine individuals' eligibility to receive course credits (referred from here on as ‘RPL for accreditation’). This form of RPL has been a subject of debate (Howard, ; Murray, ; Houston et al ., ; Michelson, ; Taylor, ; Briton et al ., ; Heath, ; Spencer, ; Wheelahan, ; Scott, , ). It has been characterised as instrumental in promoting a more technical view of education in which end results, essential skills and competency‐based education are emphasised.…”

Section: Introductionmentioning

confidence: 99%

A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis

Sandberg

2013

British Educational Res J

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This paper analyses a recognition of prior learning (RPL) placement process where health care assistants' prior learning is recognised through dialogue with and observation by tutors. This process is part of a procedure that uses RPL for accreditation through the administration of an in-service training program in the health care sector. The aim of the reconstructive analysis in this paper is to examine the potential for critical learning and change in the RPL placement process by analysing this procedure using Habermas's theory of communicative action. Although prior research has justifiably been critical of the use of RPL for accreditation, these critiques are not always helpful. Rather than simply rejecting this form of RPL, this paper argues for a balance between the social environment (i.e., lifeworld) in the workplace and the education system. Viewed and analysed from the angle of communicative action, the paper argues that when RPL for accreditation is founded within worthwhile learning experiences and conducted through mutual understanding, critical learning and change can be achieved. RPL for accreditation can then be something more than a process of instrumental assessment.

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Section: Introductionmentioning

confidence: 99%

A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis

Sandberg

2013

British Educational Res J

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Problems and Possibilities in Recognition of Prior Learning: A Critical Social Theory Perspective

Sandberg

2014

Promoting, Assessing, Recognizing and Certifying Lifelong Learning

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Accreditation of prior learning: is it worth it? An evaluation of a pilot scheme

Houston

Hoover

Beer

1997

Nurse Education Today

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Portfolios and Accreditation of Prior Experiential Learning (APEL) make credits … or problems?

Cited by 11 publications

References 7 publications

A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis

A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis

Problems and Possibilities in Recognition of Prior Learning: A Critical Social Theory Perspective

Accreditation of prior learning: is it worth it? An evaluation of a pilot scheme

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