Recognising workplace learning: the emerging practices of e-RPL and e-PR

• Published in: The journal of workplace learning Vol. 24; no. 2; pp. 85 - 104
• Main Author: Cameron, Roslyn
• Format: Journal Article
• Language: English
• Published: Bradford Emerald Group Publishing Limited 01-01-2012; Emerald
• Subjects: Accreditation of prior learning; Adult education; Association of Central Australian Aboriginal Art and Craft Centres (Desart); Australia; Australian Flexible Learning Framework; Australian Qualifications Framework (AQF); Charles Darwin University; Civil Aviation Authority (Australia); Classification; Collegiality; Compulsory Education; Computer Uses in Education; Conference Papers; Content Analysis; Continuing Education; Coonara Community House (Vic); Council for Adult Education (Vic) (CAE); Definitions; Education; Educational Change; Educational History; Educational Technology; Electronic portfolios; Employment; Evaluation Methods; Fire Protection Association Australia (FPAA); Foreign Countries; Formal education; Higher education; Human capital; ICT in education; Informal Education; Institute of Continuing Professional Development; Job Skills; Knowledge; Learner controlled teaching; Learning; Lifeline; Literature Reviews; Multimedia Materials; Nonformal education; Organisation; Personnel Evaluation; Pilot Projects; Polytechnic West (WA); Portfolio Assessment; Portfolios (Background Materials); Prior Learning; Professional continuing education; Professional Development; Professional ethics; Professional Recognition; Professional standards; Professional Training; Professionalism; Professionals; Program Implementation; Qualifications; Recognition (Achievement); Registered Training Organisations (RTOs); Royal District Nursing Service (S Aust); Skills; Smith (K); Studies; Swinburne TAFE; Sydney Institute of TAFE; Tillema (H); Training; Training policy; United Kingdom; Vocational Education; Vocational education and training; Web 2.0; Web 2.0 Technologies; Workplace Learning; Western Australia; Australia; Victoria; South Australia; United Kingdom; E-portfolio-based recognition of prior learning; Accreditation of prior learning; Workplace learning; E-portfolio-based professional recognition; Skills recognition; Australia; Professional recognition; Recognition of prior learning
• ISSN: 1366-5626; 1758-7859
• DOI: 10.1108/13665621211201689

Purpose - The use of e-portfolios in recognition of prior learning (RPL) processes in workplace and professional practice contexts has attracted little attention in the literature due to its emergent nature. This study seeks to explore the growing incidence of e-portfolio-based RPL (e-RPL) and professional recognition (e-PR) processes in Australia and the implications this has for recognising workplace learning.Design methodology approach - The paper utilises an exploratory study and involves a content analysis of a selected sample of data sources. The sample includes the abstracts and papers presented at the 2009 VET E-portfolios Showcase and the 2010 ePortfolios Australia conference and the Australian Flexible Learning Framework (AFLF) funded E-portfolio implementation trials 2009 and 2010.Findings - The paper finds an array of e-RPL and e-PR operationalised across multiple fields disciplines and contexts. The incidence of e-PR is more dominant than that of e-RPL. The findings result in the development of a framework that provides the conceptual scaffolding for recognition systems in the workplace.Research limitations implications - The study is limited to Australian based data sources. Further analysis could be expanded to international contexts to increase the data and evidence on e-RPL and e-PR processes and the implications these have for recognising workplace. The framework developed from the study provides a conceptual launch pad into future lines of inquiry which can critically explore the underlying pedagogies and knowledge paradigms which have dominated in formal learning systems.Practical implications - The paper includes implications for the correct matching of practices and tasks to appropriate types of e-portfolio based RPL and PR along a continuum of formal to informal learning and varying degrees of learner control.Originality value - This paper presents an analytical framework for exploring e-RPL and e-PR as distinct processes of recognition through a synthesis of RPL and e-portfolio research and theoretical constructs. The framework includes a typology of e-RPL and e-PR based on Smith and Tillema's typology of portfolios and Cameron's models of RPL. The framework will assist in analysing recognition processes undertaken in workplace contexts.