310310+QAA+RPL+Network+Glasgow+March+2010

							QAA Scotland RPL Network

Notes of Workshop 4, Glasgow Caledonian University, Tuesday 30th March 2010


The QAA network meeting was held on Tuesday 30th March and was the fourth such event to
be held. These meetings bring together people working with Recognition of Prior Learning
(RPL) in universities to develop expertise and share good practice.

Notes of Items Discussed.

1. Update on Bologna RPL Event by Frances Morton of QAA.
On 17th February RPL experts from almost every European country met in Brussels to share
experiences. It was clear that RPL is occurring across Europe to various extents. While not
every institution or country is currently using an RPL system, there is familiarity with the
concept. There was general agreement that everyone using RPL felt that systems and
procedures could be streamlined in their own context. The main outcome was the overall
support for the establishment of a European RPL network. The network would exchange
processes, procedures and student experiences.

2. E-portfolios & RPL by Martin Hawksey of JISC
A key element of RPL claims is the portfolio that students produce to demonstrate their
learning. Martin spoke about the concept of electronic portfolios and their benefits. A
number of software programs can be used for e-portfolios including Blackboard (with add
on), Pebblepad, Elgg, and a number of other open source options. Each has benefits and
disadvantages that the institution should consider before selecting an option. The main thing
to consider is the reliability of external systems and whether the selected system allows
former students to access their work. Full details and the presentation are available on the
JISC website at http://www.jiscinfonet.ac.uk

3. Discussion Topics
Participants formed three groups to discuss three topics which will be taken forward by the
network this year:
     Building an evidence base. It is important that there are a greater number of case
        studies of RPL being used. There is also a need to show that students undertaking an
        RPL route are not disadvantaged compared with those taking a more conventional
        route. The activity would also include examples of international practice, in particular
        through the European network. The evidence would also allow comparison across the
        sector, help identify market demand and new pathways, and assist in the monitoring
        and review of RPL.
     Tracking PRL students. The network intends this year to track RPL students at a
        number of institutions. This will contribute to the evidence base and record success
        stories. This will be combined with some research into the outcomes of using RPL.
     Raising visibility of the network. The group discussed options for raising the
        awareness of the network and RPL in general.