Anne_Murphy

Report
The university as a workplace for
lecturer competence recognition
and qualifications enhancement
through RPL and learning contracts
UniSo Summer Conference
University of Nice Sophia Antipolis
July 2013
Dr Anne Murphy
Dublin Institute of Technology
Focus of the Presentation
Academic
Quality
Assurance
Individual
Qualifications
progression
RPL for
university
staff
Using the
NQF &
Bologna
process
RPL capacity
building by ‘doing
it’ internally first
Dr Anne Murphy, DIT, July 2013
[email protected]
2
National and
internal QA policies
and procedures
Facilitating
progression and
mobility of
academic staff
RPL
practice for
staff
progression
Applying NQFs,
Dublin
Descriptors
(and EQF)
Localising all aspects
of RPL to the bachelor
award concerned and
involving several staff
as designers, mentors
and assessors
Dr Anne Murphy, DIT, July 2013
[email protected]
3
Competent local staff manage an agreed system
and procedures
Bachelor CURRICULUM designed with
Learning Outcomes which can be achieved
by evidence of prior learning
NEED for staff qualifications enhancement in SPECIALIST
BACHELOR areas
Dr Anne Murphy, DIT, July 2013
[email protected]
4
DOSSIER of RPL EVIDENCE
to support an application to achieve the DIT award DT 714
Bachelor of Technology (Automotive Technology and Diagnostics)
on the basis of accreditation of prior learning (RPL)
Submitted to:
Department of Transport Engineering,
School of Mechanical and Transport Engineering
College of Engineering & Built Environment
Dublin Institute of Technology
By:
Date:
Student registration number:
Date of submission:
Dr Anne Murphy, DIT, July 2013
[email protected]
5
TABLE OF CONTENTS for RPL Dossier
1.
Initial completed application form
2.
Letter of acceptance from Department
3.
Advanced entry application form and acceptance letter
4.
Registration details
5.
Details of RPL arrangements for the programme
6.
Programme learning outcomes
7.
List of programme modules
8. Summary of evidence provided in relation to learning outcomes for modules of the
programme to the total value of 180 ECTS credits as arranged in appendices
9. Detailed description of evidence provided and reflective analysis of how there is a
‘good fit’ between the evidence of learning and the learning outcomes of each module in
terms of both content and level (36 module of 5 ECTS credits each).
10. List of Appendices (A. B, C etc)
11. Assessment criteria and assessment report templates
Dr Anne Murphy, DIT, July 2013
[email protected]
6
Good
Assessment CRITERIA for prior
match
certificated learning
Poor
match
Notes
Volume in years
Volume in credits
Level/depth
Learning outcomes
Content
Reading lists
Thesis, project or major products
Practice placement
Internship
Currency of learning
Examination papers
Dr Anne Murphy, DIT, July 2013
[email protected]
7
ASSESSMENT CRITERIA for non-formal or informal
learning (non-certificated)
Good
match
Poor
match
Notes
Relevance to the module Learning Outcomes
Currency/recency of the learning (kept up-todate)
Sufficiency to cover the module LOs to the
extent and depth required
Level of the learning in relation to NQF
descriptors for the module level is similar
Authenticity: genuinely the evidence of
learning of the applicant
Dr Anne Murphy, DIT, July 2013
[email protected]
8
OVERALL
ASSESSMENT RESULT
Module exemption approved
□
Exemption from the Module element approved
Module exemption/element refused
□
□
Recommended action
□ Exemption interview required
□ Challenge test or performance required
□ Additional evidence to be supplied □ Student should take the full module
Dr Anne Murphy, DIT, July 2013
[email protected]
9
Key Principles
• Subsidiarity to local academic Department
with supportive over-sight by Faculty and
Academic Quality Assurance.
• Transparency of procedures and assessment
criteria
• Tools and documents that are appropriate and
fit-for-purpose
Dr Anne Murphy, DIT, July 2013
[email protected]
10
Is there anything new in this RPL
example?
1. No external panel or jury
2. Locally ‘Normalisation’ into:
• curriculum design and documentation
• progression awards pathways
• academic quality and assessment regulations
• student records
Particularly, it encourages capacity building of staff at the local
level to use RPL to meet local needs
Dr Anne Murphy, DIT, July 2013
[email protected]
11
Other advantages for expansion of RPL
• It is not TOP-DOWN
• It is not POLICY-DRIVEN
• It uses local expert knowledge of how
knowledge, skills and competences operate in
the sector
• It attracts the confidence of colleagues as a
locally-designed and quality assured process
• It builds local capacity better than external
training and external examples.
Dr Anne Murphy, DIT, July 2013
[email protected]
12
Acknowledgements
Thanks to my colleagues in the Department of Transport Engineering,
Dublin Institute of Technology in design and implementation of this RPL
mechanism for staff.
The challenge now is to scale up the model for external applicants and
to extend the process to other qualifications fields.
Dr Anne Murphy, DIT, July 2013
[email protected]
13
Thank you for listening.
Please ask questions.
?
Dr Anne Murphy, DIT, July 2013
[email protected]
14

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