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The International Review of Research in Open and Distributed Learning

Dec 17, 2010 Volume 12, Number 1

Editors

Rory McGreal; Dianne Conrad

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Table of Contents

Number of articles: 13

  1. The landscape of prior learning assessment: A sampling from a diverse field

    Dianne Conrad, Athabasca University

  2. Dwell in possibility: PLAR and e-portfolios in the age of information and communication technologies

    Judith Brown, Barry University

    Emily Dickinson wrote, “I dwell in Possibility—A fairer House than Prose—More Numerous of Windows—Superior—for Doors” (p. 657). Dickinson’s simple yet profound reference to the expansive nature of ... More

    pp. 1-23

  3. Preconditions for post-employment learning: Preliminary results from ongoing research

    Linda Salter, Capella University, PhC

    This article describes the first phase of a two-phase, mixed-method study. The study, now in progress, explores how and to what extent willingness to engage in learning in mature adulthood is... More

    pp. 24-41

  4. Validation of competencies in e-portfolios: A qualitative analysis

    Olaf Zawacki-Richter & Eva Baecker, FernUniversitt in Hagen; Anke Hanft, University of Oldenburg

    This paper uses the example of an Internet-based advanced studies course to show how the portfolio method, as a competence-based form of examination, can be integrated in a blended learning design.... More

    pp. 42-60

  5. Creating a positive prior learning assessment (PLA) experience: A step-by-step look at university PLA

    Sara Leiste & Kathryn Jensen, Capella University

    A prior learning assessment (PLA) can be an intimidating process for adult learners. Capella University’s PLA team has developed best practices, resources, and tools to foster a positive experience... More

    pp. 61-79

  6. Language of evaluation: How PLA evaluators write about student learning

    Nan Travers, Bernard Smith & Leslie Ellis, SUNY/Empire State College; Tom Brady, SUNY/ Empire State College; Liza Feldman, Kameylah Hakim, Bhuwan Onta & Maria Panayotou, SUNY/Empire State College; Laurie Seamans, SUNY?Empire State College; Amanda Treadwell, SUNY/Empire State College

    Very few studies (e.g., Arnold, 1998; Joosten-ten Brinke, et al., 2009) have examined the ways in which evaluators assess students’ prior learning. This investigation explored the ways that... More

    pp. 80-95

  7. An application of PLAR to the development of the aboriginal self: One college’s experience

    Lloyd Robertson, Northlands College

    Some forms of prior learning assessment and recognition (PLAR) invite self-reflection and the generation of new knowledge leading to self-growth in granting credit for past experiential learning.... More

    pp. 96-108

  8. The role of language in portfolio learning

    Dianne Conrad, Athabasca University

    Within the practice of recognizing prior learning (RPL), language issues –writing, the act of capturing language – are critically important facets of portfolio development. Using data drawn from a ... More

    pp. 109-123

  9. A dynamic community of discovery: Planning, learning, and change

    Michelle Gordon, Martha Ireland & Mina Wong, Ryerson University, The G. Raymond Chang School of Continuing Education

    Ryerson University’s Prior Learning and Competency Evaluation and Documentation (PLACED) program is funded by the Government of Ontario to engage internationally educated professionals (IEPs),... More

    pp. 124-127

  10. The development of an online instrument for prior learning assessment and recognition of internationally educated nurses: A pilot study

    Elaine Santa Mina, Carol Eifert, Martha Ireland & Carol Fine, Ryerson University; Gail Wilson, St Michael's Hospital; Vaska Micevski, Ruth Wojtiuk & Martha Valderrama, Ryerson University

    A fully online prior learning assessment and recognition (PLAR) tool for internationally educated nurses (IENs) was developed and tested by an inter-professional team at Ryerson University. The... More

    pp. 128-138

  11. Going online to make learning count

    Cathy Brigham & Rebecca Klein-Collins, Council for Adult and Experiential Learning

    Adult students often come to higher education with college-level learning that they have acquired outside of the classroom – from the workplace, military service, self-study, or hobbies. For... More

    pp. 139-143

  12. Prior learning assessment and recognition: Emergence of a Canadian community of scholars

    Christine Wihak, Thompson Rivers University

    Prior learning assessment and recognition (PLAR) is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners have gained through... More

    pp. 144-150

  13. Evaluating prior learning assessment programs: A suggested framework

    Nan Travers, SUNY/Empire State College; Marnie Evans, SUNY/Empire State Colleg

    Over the past two decades, American institutions have been expected to include systematic program reviews to meet accrediting standards, either by independent or governmental review agencies.... More

    pp. 151-160