Why PLAR or RPLA Holland College February, 2006 Dr. Ingrid Crowther [email protected].
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Transcript of Why PLAR or RPLA Holland College February, 2006 Dr. Ingrid Crowther [email protected].
![Page 1: Why PLAR or RPLA Holland College February, 2006 Dr. Ingrid Crowther ingridc@athabascau.ca.](https://reader035.fdocuments.us/reader035/viewer/2022081602/551bfb18550346a34f8b4916/html5/thumbnails/1.jpg)
Why PLAR or RPLAWhy PLAR or RPLA
Holland CollegeHolland CollegeFebruary, 2006February, 2006
Dr. Ingrid CrowtherDr. Ingrid [email protected]@athabascau.ca
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Top Eight Myths of PLARTop Eight Myths of PLAR
Myth OneMyth One
You are giving credit away.You are giving credit away.
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Giving Credit Away?Giving Credit Away?
Giving credit where credit is dueGiving credit where credit is due
Enable life-long learningEnable life-long learning
Increased motivation to learnIncreased motivation to learn
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Top Eight Myths of PLARTop Eight Myths of PLAR
Myth TwoMyth Two
PLAR decreases the credibility of the PLAR decreases the credibility of the credential.credential.
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Decreased Credibility of Credential?Decreased Credibility of Credential?
Students with PLAR embedded Students with PLAR embedded
Obtain as high or higher grades than Obtain as high or higher grades than their contemporariestheir contemporaries
Take more classesTake more classes
Have higher rates of graduationHave higher rates of graduation
Transfer effectively to other post-Transfer effectively to other post-graduate programsgraduate programs
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Top Eight Myths of PLARTop Eight Myths of PLAR
Myth ThreeMyth Three
PLAR decreases revenue of students PLAR decreases revenue of students who should be attending classes.who should be attending classes.
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Decreases Revenue?Decreases Revenue?Increased revenue as different student Increased revenue as different student base is attracted to college programs – base is attracted to college programs – mature students, immigrant populationsmature students, immigrant populationsIncreased revenue through skill/knowledge Increased revenue through skill/knowledge gap educational/training opportunitiesgap educational/training opportunitiesFee generating for portfolio development Fee generating for portfolio development and assessmentand assessmentIncreased opportunities for partnerships to Increased opportunities for partnerships to fill training/education needsfill training/education needs
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Decreases Revenue?Decreases Revenue?Findings from Best Practices of PLAR – Findings from Best Practices of PLAR –
AlbertaAlbertaRecruitment toolRecruitment toolPerk to studentsPerk to studentsExcellent retention strategyExcellent retention strategy
Increased need for part time study – Increased need for part time study – estimated 60% of students enrolled in estimated 60% of students enrolled in part-time educationpart-time education
Europe – an e-portfolio in the hands of every Europe – an e-portfolio in the hands of every worker by 2010.worker by 2010.
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Top Eight Myths of PLARTop Eight Myths of PLAR
Myth FourMyth Four
Graduates with PLAR embedded in Graduates with PLAR embedded in their credential will find it more their credential will find it more difficult to get employment.difficult to get employment.
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Lack of Employment?Lack of Employment?
Changed preference – value Changed preference – value individual with PLAR embeddedindividual with PLAR embedded
Meets changing market demands of Meets changing market demands of information age skillsinformation age skills
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Top Eight Myths of PLARTop Eight Myths of PLAR
Myth FiveMyth Five
PLAR is non-sustainable.PLAR is non-sustainable.
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Non-Sustainable?Non-Sustainable?Excellent methodology for sustainability Excellent methodology for sustainability
Collaborative processCollaborative process
Responsive to current research on adult Responsive to current research on adult learning and assessment of learninglearning and assessment of learning
Part of a demand driven educational Part of a demand driven educational systemsystem
Suitable for individual or sector Suitable for individual or sector implementationimplementation
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Top Eight Myths of PLARTop Eight Myths of PLAR
Myth SixMyth Six
We are oversubscribed. We do not We are oversubscribed. We do not need it.need it.
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Do not Need It?Do not Need It?
Aging populationAging population
Fewer children to fill seatsFewer children to fill seats
Increased immigrationIncreased immigration
Move toward demand driven Move toward demand driven educational systemeducational system
Continued training needsContinued training needs
Competitiveness in global economyCompetitiveness in global economy
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Top Eight Myths of PLARTop Eight Myths of PLAR
Myth SevenMyth Seven
This adds additional load on already This adds additional load on already overburdened faculty.overburdened faculty.
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Additional LoadAdditional Load
PLAR needs to become an integral PLAR needs to become an integral part of each program part of each program
Policies set to acknowledge work Policies set to acknowledge work loadsloads
Procedures put in placeProcedures put in place
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Top Eight Myths of PLARTop Eight Myths of PLAR
Myth EightMyth Eight
Can’t do because of lack of expertise Can’t do because of lack of expertise to mentor and assessto mentor and assess
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Lack of Expertise?Lack of Expertise?
Best practices dictateBest practices dictate
Training of mentors and assessorsTraining of mentors and assessors
Support structures – mentors for Support structures – mentors for mentors, resource materials mentors, resource materials
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System NeedsSystem Needs
Collaborative process – faculty, Collaborative process – faculty, administration, support staff, administration, support staff, government, employersgovernment, employers
PoliciesPolicies
ProceduresProcedures
Establishment of target field and Establishment of target field and marketmarket
Support structuresSupport structures
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System NeedsSystem NeedsArticulations – external and internalArticulations – external and internalFlexibilityFlexibilityReview processReview processEnabling environmentEnabling environmentInfrastructureInfrastructureAssessor/mentor trainingAssessor/mentor trainingResource developmentResource developmentQuality assuranceQuality assuranceOutcome-based program and course Outcome-based program and course outcomes/competenciesoutcomes/competencies
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Decision MakingDecision Making
Type of PLAR?Type of PLAR?
Skill-gap possibilitiesSkill-gap possibilities
Paradigm shiftParadigm shift
FlexibilityFlexibility
UniquenessUniqueness