Myth, Romance, and Reality: Recognizing Experiential Learning in University Contexts (2008)

Practitioners at Athabasca University have observed gaps between learners' romanticized views of past events and thepedagogical or cognitive contribution of those events to learning. The need to acknowledge and close these
gaps underscores the importance of developing and implementing quality assurance measures. In so doing, the quality of the resultant RPL process should reflect the relationship of demonstrated experiential learning to pedagogy – a rigorous exercise that often challenges learners and practitioners to dispense with both myth and romance.

This paper presents an analysis of AU's rigorous system of recognizing prior learning, using the analysis as a framework within which to address the challenge of application: how do we ensure high quality practice? The paper begins with a brief discussion of the history and current place of RPL practice in Canada.

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2009-11-10
APA citation
Dianne Conrad. Myth, Romance, and Reality: Recognizing Experiential Learning in University Contexts 2008. Web. 29 Sep. 2020 <http://en.copian.ca/library/research/conrad/myth/myth.pdf>
Dianne Conrad (2008). Myth, Romance, and Reality: Recognizing Experiential Learning in University Contexts. Retrieved September 29, 2020, from http://en.copian.ca/library/research/conrad/myth/myth.pdf
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