An Online Recognition of Prior Learning Project
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A customised RPL project for construction . A project developed in collaboration between Sydney Community College and Bovis Lend Lease with seed funding from the Australian Flexible Learning Framework.
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An Online Recognition of Prior Learning Project
- 1. A collaboration between and OHS & RPL www.flexiblelearning.net.au/nsw
- 4. The solution
- 10. Extracting the self-assessment =IF(Feedback!J2="Yes“, "Competent, go on to Task 3", "To be assessed – Attend training course EHS 011 or provide 3 documented examples of how you have contributed to the consultation process and answer questions online. Proceed to task 3")
- 11. Action plan
- 12. Action plan
- 16. Results
- 19. Questions? OHS & RPL www.flexiblelearning.net.au/nsw
Hinweis der Redaktion
- We developed a simple three step model which considered the qualifications and training participants had already undertaken, their existing experience using a show and tell approach, and finally assessing the evidence. A detailed description of the solution is provided later in this case study.
- Colleen – explain this and the importance of the mapping part of the job in relation to the overall success of the project. Mention that you developed the list of docs they use on a daily basis as part of this process
- Ann - Blended approach – describe f2f – 16 participants even someone who hadn’t enrolled Enabled us to iron out any log-in issues and answer any questions about the RPL process Positive attitude towards the process
- Site built in Moodle Learners begin with the declaration that all work is their own and go on to the Qualifications and Training Survey which is a series of self-assessment questions.
- Used the feedback feature in Moodlee to collect this data. Learners answer Yes or No to 33 questions which identify which training courses have been completed.
- Feedback feature enables Export to Excel and produces 2 sheets one of which is called Detailed. From this we produce an Action Plan for each student. The Detail sheet is copied to another spreadsheet where a series of formulas are set up. A look-up formula extracts the learner name for the beginning of the report. Others look at the name of the in-house competency and then extract either the Yes or No response.
- Action Plan shows where learners are competent and provides instructions about which tasks learners must complete. Student receives a copy of the Action plan as a PDF document by email along with instructions on how to access the tasks online. The assessor goes into the Moodle and using the Group functionality makes available only those tasks which the learner is required to do.
- Learner returns to the site and clicks on the Action Plan button on the front page and sees this. Only the tasks they have been allocated to complete are active.
- Task 2 asks them to upload their evidence and answer the questions. If the learner had responded Yes i.e. they have attended the course and attained the EHS in-house qual then the assessor will contact the L&D Mgr at Bovis Lend Lease who provides a record that the learners has completed that training and is competent. Learners upload their evidence using the assignment feature in Moodle for the assessor to assess.
- Colleen – talk through downloading evidence, mention that original design had questions in a quiz which made it difficult for you and that we’ve now changed this so that they respond to questions in a word template and everything is uploaded in one place. Mention the issue about recording outcomes – that when you tried to enter an outcome for a competency which had been confirmed by Cath ie. a Yes in the self-evaluation – that there was no place to record it. So we created Offline Assessment Tasks in the Moodle to resolve this issue. Any other issues you faced from the point of view of the assessor. Mention support from Cath in getting people through to this point.
- Colleen