Module Details
| Module Code: |
EDUC6004 |
| Title: |
Portfolio Methods for RPL
|
|
Long Title:
|
Portfolio Methods for RPL
|
| NFQ Level: |
Fundamental |
| Valid From: |
Semester 1 - 2017/18 ( September 2017 ) |
| Field of Study: |
1420 - Education Studies
|
| Module Description: |
This module will take the student through the process of preparing a learning portfolio and outlines how prior learning is given formal recognition on assessment for credits. The module allows learners to document knowledge skills and competencies gained to date. It outlines the relevance of portfolio development within the formal third level system and within the community.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Describe the terms; course/programme aims, objectives, structure and syllabi including assessment and associated credits. |
| LO2 |
Reflect on past learning, acquired through experience and/or other courses, and relate these to the learning outcomes of a given module on the programme. |
| LO3 |
Describe Recognition of Prior Learning and the associated processes. |
| LO4 |
Prepare a sample learning portfolio for Recognition of Prior Learning. |
| LO5 |
Describe the relevance of portfolio development for capacity building in the community. |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
|
| None |
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
|
| None |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
|
| None |
| Indicative Content |
|
Key Terms
The following terms are explained: The National Framework of Qualifications, QQI, levels of awards, credits, module structure; learning outcomes; course/programme content; learning modes; assessment; support structures.
|
|
Reflection on Learning
Recognition of prior learning; formal, non-formal and informal learning; learning outcomes. Preparing the Learning Portfolio; the CV and Job Description; identification of relevant Learning Outcomes.
|
|
Recognition of Prior Learning Principles and Process
QQI Principles for Recognition of Prior Learning: General, quality, communication/documentation, assessment, process. An overview of the Recognition of Prior Learning policies and processes in CIT.
|
|
Learning Portfolio
Structure and content of the Learning Portfolio; adjusting the template to suit the individual's case; preparation of the Learning Portfolio; curriculum vitae preparation; job description; choosing the learning outcomes; how to respond to the learning outcomes; examples and exercises; relating evidence to the learning outcomes; range of appropriate evidence; verifying evidence.
|
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Other Uses
Other uses for portfolios: portfolios for access to education, for a flexible and mobile workforce; fluid knowledge, capacity building of individuals and groups.
|
|
Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture/Workshop |
Every Week |
3.00 |
3 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Portfolio Preparation & Reflection |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture/Workshop |
Every Week |
3.00 |
3 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Portfolio Preparation & Reflection |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
-
CIT Extended Campus. (2011), Recognition of Prior Learning; Information Guidelines for Students, 2nd. CIT Press, Cork, p.27.
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Sheridan, I. & Linehan, M.. (2009), Recognition of Prior Learning, a Focus on Practice, CIT Press, Cork, [ISBN: 9781906953010].
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Werquin, P.. (2010), Recognising Non-Formal and Informal Learning; Outcomes, Policies and Practices, OECD Organisation for Economic Co-operation and Development, Paris, p.94, [ISBN: 9789264063846].
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Skinner, Steve. (2000), Strengthen Communities: A guide to capacity building for communities and the public sector, Palgrave, London., [ISBN: 1901974685].
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Schon, David. (1990), Educating the Reflective Practitioner: Towards a new design for teaching and learning in the professions, Jossey-Bass, [ISBN: 0470623101].
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Kolb, David. (1984), Experiential Learning: Experience as a source of learning and development, Princeton-Hall, New Jersey, [ISBN: 9780133892406].
| | Recommended Article/Paper Resources |
|---|
-
Leiste, S.M. and Jensen, K.. (2011), Creating a positive prior learning
assessment (PLA) experience: A
step-by-step look at university PLA, The International Review of Research in
Open and Distributed Learning, 12(1), p.61,
-
CEDEFOP. (2016), European Guidelines for Validating
Non-Formal and Informal Learning, p.62,
-
Council of the European Union. (2012), Council recommendation of 20 December
2012 on the validation of non-formal and
informal learning, Official Journal of the European Union.
Brussels,
-
Murphy, I., CEDEFOP. (2016), Country Report Ireland; update to the
European inventory on validation of
non-formal and informal learning, p.25,
-
Thorpe, K. (2004), Reflective Learning Journals: From
concept to practice, Reflective Learning, vol.5 (3), p.327-343.
-
Goggin, D., Sheridan, I., O'Leary, P.
and Cassidy, S.. (2015), A current overview of Recognition of
Prior Learning (RPL) in Irish Higher
Education, National Forum for the Enhancement of
Teaching and Learning in Higher
Education,
| | Other Resources |
|---|
-
Website, CIT Extended Campus. (2013), CIT; Recognition of Prior Learning, Cork, CIT,
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