Professional Practice in AP(E)L

STAFF RESOURCES

Professional Practice in AP(E)L – A 30 creditmasters level module for practitioners

Background

This module was commissioned by Linking London at the request of partners. It is designed as an in service CPD module for academic and senior administrative HE staff who are involved or intending to be involved in the management, administration and practice of AP(E)L. It has been written as a generic module, based on broadly shared principles of AP(E)L practice and therefore can be adopted and adapted as necessary by institutions wishing to deliver the module.

1. Level and volumeLevel: 7Volume: 30 credits

2. Prequisites: None. This module may be taken as a freestanding CPD unit or as part of a Master’s Certicate/Diploma/Degree in Professional Practice, Teaching and Learning or other similar awards that would allow its inclusion as APL.

3. Module description/Catalogue Summary

This module is designed for staff working in higher education in universities and FE colleges, who are current, or potential, practitioners in one or more areas of the accreditation of prior and experiential learning (APEL). It will enable staff to carry out informed, professional practice in a range of roles including:

Supporting students in the processes of constructing and submitting claims for both certificated and experiential prior learning
Managing and/or providing administrative support to AP(E)L processes within institutional quality assurance frameworks and approvals mechanisms
Working as an AP(E)L Tutor, Advisor, Assessor, or subject specialist
Providing AP(E)L staff development/mentoring to colleagues

The teaching, learning and assessment methods of this module will, where appropriate, reflect the approaches used by students when making and submitting AP(E)L proposals.

4. Learning Outcomes

Demonstrate a critical understanding of institutional, national and international processes and systems designed to support AP(E)L and of the philosophical, educational values and issues that underpin them
Critically analyse the way in which AP(E)L is integrated into the philosophy, structure, management and quality assurance of credit based modular (and other) systems and individual programmes of learning/awards
Analyse and appraise the practical potential of claims for APL and APEL against given criteria and advise students and colleagues of this
Evaluate a range of professional roles and responsibilities required within AP(E)L systems including tutors, mentors, subject specialists, advisers and assessors and demonstrate personal competence within one or more of these roles
Manage, administrate,supervise or otherwise support an institutional or departmental AP(E)L system
Evaluate a range of financial models for the costing and pricing of AP(E)L processes

5. Learning Activities

The learning activities for this module will include tutorials, seminars and workshops, a significant component of work based research, reflection, reporting and student managed learning. The assessment, which will include a portfolio, will also form a major part. Where possible students will be encouraged to work collaboratively with fellow students and more experienced colleague-practitioners. The indicative activities will include:

Introductory workshop (1 day)7 hours

Mid session reflective workshop7hours

Tutorials/seminars8 hours

Work based learning including

Practice, work shadowing, observation,

Committee and QA activity170 hours

Student managed learning60 hours

Assessment48 hours

Total300 hours

Precise time allocation between activities to be negotiable within the 300 hours

6. Assessment

The assessment of this module will be by professional portfolio. However, it is intended that this is flexible and negotiable within given parameters.

In order to accommodate students from different professional backgrounds and starting points, the precise assessment strategy for each delivery of the module will be negotiated with the students making up each cohort. A range of possible assessment tasks for each learning outcome will be considered as part of this negotiation.

The assessment will involve constructing a professional portfolio in sections around the six learning outcomes of the module. Each outcome must be shown to have been achieved through prior or concurrent work based and other learning and assessment tasks. However, in order to reflect the learning experience of students undertaking an AP(E)L portfolio, at least 50% of the learning outcomes (3)must use the method of presentation of an AP(E)L portfolio. This will require providing evidence of personal learning from a range of sources and a critical, reflective commentary showing how the learning has been achieved and is supported by the evidence provided.

The remaining learning outcomes (up to 50%) may be achieved through an alternative negotiated assessment activity, such as a formal written assignment, a work based project, a structured presentation, a case study or a patchwork text. Outcomes achieved in this way will still be presented as part of the portfolio under the relevant section. All portfolios should also include a summative reflective piece (not exceeding 1000 words) on the overall professional learning of the module.

All outcomes must be achieved and will be equally weighted.

7. Outline content.

The educational and philosophical background to the development of AP(E)L
Current UK and international systems to manage APL, APEL and credit transfer
The integration of AP(E)L into credit based modular (and other) curriculum structures and awards
Quality assurance of AP(E)L
Supporting students in preparing and submitting claims for AP(E)L
AP(E)L assessment and approval mechanisms
Professional roles in AP(E)L
Management and administration
Financial models for AP(E)L

8. Learning Resources

Betts, M (2010) “Using Existing Learning and Experience Towards New Qualifications: A Users Guide to Credit for Prior Learning through APEL and APCL”, Linking London LLN, available from

Challis, M (2002),Introducing APEL, London /New York: Routledge.

Davies, P (2003) The assessment of prior experiential leaning in Europe: radical challenges to the idea of a university, DfES Research Conference: Learning by Comparison: International Experiences in Education and Training.

Evans, N (2000) (ed)Experiential learning around the world: employability and the global economy, Higher Education Policy Series, 52, London:Jessica Kingsley Publishers.

Evans, N (2001) Institute for Learning and Teaching in Higher Education: institutions, academics & assessment of prior experiential learning, London: RoutledgeFalmer.

Garnett, J, Portwood, D, Costley C (2004) Bridging Rhetoric and Reality: Accreditation of prior experiential learning (APEL) in the UK, Bolton: University Vocational Awards Council.

Jackson Fowler, A, Maisch, M, Calabro, P (2009) An APEL Framework for the East of England: Developing core principles and best practice, University of Hertfordshire.

Johnson, B (2002) Models of APEL and Quality Assurance, Brentwood: Southern England Consortium for Credit Accumulation and Transfer (SEEC).

Kolb, D (1984) Experiential Learning: Experience as the Source of Learning and Development,New Jersey:Prentice Hall.

Learning From Experience Trust (LET)A range of useful publications on many aspect s of APEL, available at:

McKelvey C, PETERS H (2002), APL: equal opportunities for all,London: Routledge.

Merrifield, J, Mcintyre, D, Osaigbovo R (2000) Mapping APEL: Accreditation of Prior and Experiential Learning in English Higher Education, London: Learning from Experience Trust.

Moon, J (2004) AHandbook of reflective and experiential learning: theory and practice, Abingdon: Routledgefalmer.

National Institute of Adult Continuing Education (NIACE), (2008), Promoting Adult Learning:Accreditation and Recognition of Prior Experience and Learning, Leicester: NIACE.

Nyatanga L, Forman D, Fox J, (1998), Good Practice in the Accreditation of Prior learning, Cassell Education.

Quality Assurance Agency (QAA) (2004), Guidelines on the accreditation of prior learning, Gloucester: The Quality Assurance Agency for Higher Education.

Schon, D (1991)The reflective Practitioner: how professionals think in action, Aldershot :Ashgate

Wailey, T (2002) How to do AP(E)L, London: Southern England Consortium for Credit Accumulation and Transfer (SEEC).