Utilizing Prior Learning Portfolios to Rebundle Formal and Informal Learning

Diane Rusk, Lauren Smith

OAI: oai:igi-global.com:314843 • DOI: 10.4018/978-1-6684-3809-1.ch007

In this chapter, the authors will explore credit for prior learning (CPL) by portfolio as a high-impact educational practice that can enable learners to weave together disparate learning in meaningful ways while also deepening elements of integrative learning. While portfolio-based CPL is a longstanding educational practice, its utility is often undervalued. The authors will consider why the portfolio process should be a more central feature of academic programs and how it can support student learning and achievement. The authors will share findings of a CPL portfolio case study that directly and indirectly assessed student integrative learning performance and student perceptions of their proficiency. Findings validate student learning as well as increased internal validation of learning and academic confidence. Respondents indicated the portfolio process positively impacted their ability to apply learning, communicate, and create new knowledge. Implications for teaching and learning, program assessment, and administration and policy will be discussed.

Higher Education Education Higher Education Social Sciences and Humanities Library and Information Science