Document Type

Conference Object

Creative Commons License

Creative Commons Attribution-Noncommercial-Share Alike 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.


Accessibility | Adult and Continuing Education | Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Higher Education | University Extension

Publication Details

This poster was presented at the Engaging Minds: Proceedings of the Fifth Annual Conference of the National Academy for Integration of Research, Teaching and Learning, held in Galway, Ireland, September 2011.

The National Academy for Integration of Research, Teaching and Learning (NAIRTL) website is now defunct. The original url for the events proceedings is: Minds Proceedings_FINAL.pdf


The BA in Community Development has no final written exams and instead depends on a number of other approaches to assess the students learning. In year 1, semester 1 students take a module called ‘Portfolio Methods for RPL’ which explores the process of RPL, and what a learning portfolio is. More importantly, it requires the students to focus on their prior learning and not experience per se. In the following semester the method is used to report on work placement and to capture the authentic and individual learning of each student. This paper explores the collective approach to documenting work based learning through the use of learning portfolios and the process of reflection to enhance and enrich the learning experience. The emphasis is on the student taking ownership for their own learning, away from the input approach and towards individual ownership. It also looks at students as co-creators of knowledge in the community sector which strengthens the engagement with higher education and the community at large. A key aspect is for the student to identify their learning and develop the capacity to enhance this learning through reflective practice. Beyond this engagement it is transferable means of incorporating the prior learning of adults in meeting the standards of higher education institutions.