Why PLAR or RPLA

1. Why PLAR or RPLA Holland College February, 2006 Dr. Ingrid Crowther ingridc@athabascau.ca

2. Top Eight Myths of PLAR Myth One • You are giving credit away.

3. Giving Credit Away? • Giving credit where credit is due • Enable life-long learning • Increased motivation to learn

4. Top Eight Myths of PLAR Myth Two • PLAR decreases the credibility of the credential.

5. Decreased Credibility of Credential? Students with PLAR embedded • Obtain as high or higher grades than their contemporaries • Take more classes • Have higher rates of graduation • Transfer effectively to other post-graduate programs

6. Top Eight Myths of PLAR Myth Three • PLAR decreases revenue of students who should be attending classes.

7. Decreases Revenue? • Increased revenue as different student base is attracted to college programs – mature students, immigrant populations • Increased revenue through skill/knowledge gap educational/training opportunities • Fee generating for portfolio development and assessment • Increased opportunities for partnerships to fill training/education needs

8. Decreases Revenue? Findings from Best Practices of PLAR – Alberta • Recruitment tool • Perk to students • Excellent retention strategy Increased need for part time study – estimated 60% of students enrolled in part-time education Europe – an e-portfolio in the hands of every worker by 2010.

9. Top Eight Myths of PLAR Myth Four • Graduates with PLAR embedded in their credential will find it more difficult to get employment.

10. Lack of Employment? • Changed preference – value individual with PLAR embedded • Meets changing market demands of information age skills

11. Top Eight Myths of PLAR Myth Five • PLAR is non-sustainable.

12. Non-Sustainable? Excellent methodology for sustainability • Collaborative process • Responsive to current research on adult learning and assessment of learning • Part of a demand driven educational system • Suitable for individual or sector implementation

13. Top Eight Myths of PLAR Myth Six • We are oversubscribed. We do not need it.

14. Do not Need It? • Aging population • Fewer children to fill seats • Increased immigration • Move toward demand driven educational system • Continued training needs • Competitiveness in global economy

15. Top Eight Myths of PLAR Myth Seven • This adds additional load on already overburdened faculty.

16. Additional Load • PLAR needs to become an integral part of each program • Policies set to acknowledge work loads • Procedures put in place

17. Top Eight Myths of PLAR Myth Eight • Can’t do because of lack of expertise to mentor and assess

18. Lack of Expertise? Best practices dictate • Training of mentors and assessors • Support structures – mentors for mentors, resource materials

19. System Needs • Collaborative process – faculty, administration, support staff, government, employers • Policies • Procedures • Establishment of target field and market • Support structures

20. System Needs • Articulations – external and internal • Flexibility • Review process • Enabling environment • Infrastructure • Assessor/mentor training • Resource development • Quality assurance • Outcome-based program and course outcomes/competencies

21. Decision Making • Type of PLAR? • Skill-gap possibilities • Paradigm shift • Flexibility • Uniqueness