Must I Transform to Learn? High-stakes Portfolio Assessment at

Athabasca University

A Presentation to CAELFriday, November 9, 2007

Dianne ConradJennifer Raboud

Centre for Learning AccreditationAthabasca UniversityAthabasca, Alberta

CANADA

Presentation outlinePresentation outline

Welcome and introductionWelcome and introduction

Concepts inherent in PLARConcepts inherent in PLAR

PLAR at Athabasca UniversityPLAR at Athabasca University

Portfolio learningPortfolio learning

Transforming learning? Transformational Transforming learning? Transformational

learning?learning?

Wrap-up, questionsWrap-up, questions

LearningLearning

Essential Essential skillsskills

AssessmeAssessmentnt

EmpowermeEmpowermentnt

RecognitiRecognitionon

EmployabilitEmployabilityy

Self-Self-developmendevelopmentt

ReflectioReflectionn

PortfolioPortfolio

Labor Labor ForceForce

Concepts inherent in Concepts inherent in PLARPLAR

High-stakes High-stakes assessmentassessment

Low-stakes assessmentLow-stakes assessment

PLAR at Athabasca UniversityPLAR at Athabasca University

Environmental ScanEnvironmental Scan

Choose 3-5 descriptive words that you Choose 3-5 descriptive words that you feel capture the concepts inherent in feel capture the concepts inherent in your PLA process or program (or one your PLA process or program (or one that you are familiar with)that you are familiar with)

7-10 minutes7-10 minutes

PLAR at AUPLAR at AUStatement of purpose and overviewStatement of purpose and overview

              Learning occurs in many ways. Adult and matureLearning occurs in many ways. Adult and maturelearners bring many years of valuable experientiallearners bring many years of valuable experientiallearning to their studies. Helping them demonstratelearning to their studies. Helping them demonstratewhat they know, at a level and in a way appropriate towhat they know, at a level and in a way appropriate touniversity expectations, is a detailed and arduous university expectations, is a detailed and arduous

task.task.

The PLAR process is an integral part of AthabascaThe PLAR process is an integral part of AthabascaUniversity’s commitment to flexibility, access, andUniversity’s commitment to flexibility, access, andquality learning. A quality PLAR process depends onquality learning. A quality PLAR process depends onfaculty expertise to assess experiential learningfaculty expertise to assess experiential learningbrought forward by AU learners.brought forward by AU learners.

Initial contact with CLA

Website UnknownPsychology 205

Consultation with CLA (preferred)

Mentorship

Portfolio preparation(pre-PLAR submission)

Collect, select, reflect, project

Portfolio submission

Portfolio vetting

Office of the Registrar

Re: program fit

Professional associations

Re: licensure

Program DirectorsRe: program requirements

Revision

PLAR Process1 of 2

(cont’d)

Program DirectorsRe: program requirements

Office of the Registrar

Re: program fit

Designation of assessors

Student

AssessmentAssessmentAssessment

Compilation of assessments

Consultation with Office of the

Registrar

Finalization of Results

Communication of PLAR results

Assessors

Appeal process

PLAR Process 2 of 2

PLAR’s underlying assumptionsPLAR’s underlying assumptions

Learners are entitled to work towards the maximum Learners are entitled to work towards the maximum amount of PLAR credit for their program.amount of PLAR credit for their program.

Learning must be demonstrated.Learning must be demonstrated.

PLAR rewards learning, not experience.PLAR rewards learning, not experience.

PLAR credit is neither assumed nor guaranteed.PLAR credit is neither assumed nor guaranteed.

Learning must be at “university” level.Learning must be at “university” level.

Documentation must align appropriately with Documentation must align appropriately with learning.learning.

Learning must be relevant Learning must be relevant to learners’ AU program.to learners’ AU program.

What is a portfolio?What is a portfolio?

contains work that a learner contains work that a learner has collected, reflected, has collected, reflected,

selected, and presented to selected, and presented to show growth and change over show growth and change over time…a critical component of time…a critical component of an educational portfolio is the an educational portfolio is the

learner’s reflection on the learner’s reflection on the individual pieces of work (often individual pieces of work (often called ‘artifacts’) as well as an called ‘artifacts’) as well as an overall reflection on the story overall reflection on the story

that the portfolio tells.that the portfolio tells.

(Barrett & Carney, 2005)

Portfolios at Athabasca UniversityPortfolios at Athabasca University

Recognition for “knowing” not “doing”Recognition for “knowing” not “doing”

Collect, select, reflect, projectCollect, select, reflect, project

Demonstrate learning at university levelDemonstrate learning at university level

Portfolio parts:Portfolio parts:

Table of contentsTable of contents

Educational narrativeEducational narrative

Goals statementsGoals statements

ResumeResume

Personal/autobiographical narrativePersonal/autobiographical narrative

Demonstration of learningDemonstration of learning

DocumentationDocumentation

PLAR in the university context: PLAR in the university context: OriginsOrigins

What we have to What we have to learn to do, we learn learn to do, we learn

by doing.by doing.

(Aristotle)(Aristotle)

The beginning of instruction The beginning of instruction shall be made with the shall be made with the experience learners already experience learners already have…this experience and the have…this experience and the capacities that have been capacities that have been developed during its course developed during its course provide the starting point for provide the starting point for all further learning.all further learning.

(Dewey, (Dewey, Experience and EducationExperience and Education, 1938, p. , 1938, p. 74)74)

Socratic method – Socratic method – questioning, scaffolding, questioning, scaffolding, building knowledge.building knowledge.

What is portfolio learning? What is portfolio learning?

(Myers, 2007)

Portfolio learning is a rigorous, systematic and comprehensive process of learning about one’s own learning, including the skills and knowledge acquired through informal and experiential means

(in the workplace, the community and the family) as

well as through formal and structured education and

training.

Assessment protocols at AUAssessment protocols at AU

Academic assessment of learningAcademic assessment of learning

Panel of assessorsPanel of assessors

Assessment criteria provided by program or course Assessment criteria provided by program or course

outcomesoutcomes

Learning must be relevant to programLearning must be relevant to program

Learning must fit within program requirementsLearning must fit within program requirements

Program criteriaProgram criteria page 1 of 4page 1 of 4

A. Demonstration of Content and KnowledgeA. Demonstration of Content and Knowledge

I. Breadth and I. Breadth and depth of depth of knowledge of knowledge of [name of field][name of field]**

00

Not Not demonstrateddemonstrated

1 21 2

Acceptable level Acceptable level of knowledge of knowledge related to the related to the discipline. discipline. Shows basic Shows basic understanding understanding of [list topic of [list topic areas, including areas, including history of field]history of field]

3 43 4

Demonstrates Demonstrates some some specialization of specialization of disciplinary disciplinary knowledge with knowledge with evidence of evidence of reading and/or reading and/or research research beyond the beyond the basic levelbasic level

5 65 6

Demonstrates Demonstrates ability to apply ability to apply disciplinary disciplinary knowledge in knowledge in real situationsreal situations

7 87 8

Demonstrates Demonstrates ability to ability to hypothesize hypothesize and/or apply and/or apply complex models complex models with disciplinewith discipline

9 109 10

Sophisticated Sophisticated level of level of knowledge knowledge permits critical permits critical assessment of assessment of subject matter subject matter and/or and/or development of development of applicable applicable principles or principles or modelsmodels

II. II. Understanding Understanding of of theory/concepts theory/concepts related to related to program program contentcontent

00

Not Not demonstrateddemonstrated

1 21 2

Acceptable level Acceptable level of familiarity of familiarity with relevant with relevant theories, theories, principles and principles and concepts used concepts used in the fieldin the field

3 43 4

Understands Understands and can apply and can apply theories, theories, principles and principles and concepts to concepts to hypothetical hypothetical situationssituations

5 65 6

Demonstrates Demonstrates ability to apply ability to apply theories, theories, principles and principles and concepts to real concepts to real world designs, world designs, purposes, or purposes, or projectsprojects

7 87 8

Demonstrates Demonstrates ability to choose ability to choose among among appropriate appropriate theories and theories and make make appropriate appropriate decisions based decisions based on theory and on theory and principleprinciple

9 109 10

Monitors and Monitors and assesses assesses developments, developments, behaviours, and behaviours, and changes in the changes in the field based on field based on theoretical theoretical understanding; understanding; develops theory develops theory where where appropriateappropriate

III. Policy and III. Policy and policy policy developmentdevelopment

00

Not Not demonstrateddemonstrated

1 21 2

Understands Understands and is aware of and is aware of the role of policy the role of policy and their and their importance to importance to the fieldthe field

3 43 4

Describes and Describes and distinguishes distinguishes among policies among policies relative to needrelative to need

5 65 6

Demonstrates Demonstrates ability to use ability to use policy and/or policy and/or policy policy frameworks as a frameworks as a professional toolprofessional tool

7 87 8

Demonstrates Demonstrates thorough thorough understanding understanding of the role of of the role of policy and its policy and its contribution to contribution to issues, decision-issues, decision-making, and the making, and the professionprofession

9 109 10

Interacts with Interacts with others or others or spearheads spearheads policy policy implementation, implementation, development or development or changechange

Program criteria continuedProgram criteria continued page 2 of page 2 of 44B. Essential Process and Application SkillsB. Essential Process and Application Skills

IV. Critical IV. Critical thinking, thinking, problem solving, problem solving, decision-makingdecision-making

00

Not Not demonstrateddemonstrated

1 21 2

Demonstrates Demonstrates awareness of awareness of essential essential elements of elements of critical thinking critical thinking and the need for and the need for problem-solving problem-solving and decision-and decision-makingmaking

3 43 4

Demonstrates a Demonstrates a grasp of the grasp of the tools, tools, mechanisms, mechanisms, and processes of and processes of critical thinking, critical thinking, problem-solving, problem-solving, and decision-and decision-makingmaking

5 65 6

Analyzes Analyzes situations with situations with some some consistency and consistency and demonstrates demonstrates growing growing confidence in confidence in applying applying thinking and thinking and decision-making decision-making toolstools

7 87 8

Exhibits ability Exhibits ability to recognize to recognize dilemmas, dilemmas, ambiguity, and ambiguity, and a range of a range of problems; problems; proposes a proposes a variety of variety of solutionssolutions

9 109 10

Monitors and Monitors and assesses assesses developments, developments, behaviours, and behaviours, and changes in the changes in the field based on field based on theoretical theoretical understanding; understanding; develops theory develops theory where where appropriateappropriate

V. V. Communication Communication skills/Capacity to skills/Capacity to disseminate disseminate knowledgeknowledge

00

Not Not demonstrateddemonstrated

1 21 2

Writes in Writes in relation to the relation to the discipline in a discipline in a clear, informed clear, informed and constructive and constructive wayway

3 43 4

Uses disciplinary Uses disciplinary knowledge to knowledge to express self express self competently in competently in order to order to facilitate facilitate understandingunderstanding

5 65 6

Demonstrates Demonstrates organized, organized, sound, and sound, and systematic systematic written work written work related to the related to the disciplinediscipline

7 87 8

Demonstrates Demonstrates consistently consistently sound writingsound writing

9 109 10

Demonstrates Demonstrates ability to write ability to write persuasively persuasively about discipline-about discipline-related matters, related matters, to synthesize to synthesize thoughts, and to thoughts, and to effectively effectively desseminate desseminate knowledge knowledge within and about within and about the fieldthe field

VI. VI. Professionalism Professionalism and ethical and ethical practicepractice

00

Not Not demonstrateddemonstrated

1 21 2

Demonstrates Demonstrates sound sound understanding understanding of appropriate of appropriate discipline-discipline-related practice related practice and ethicsand ethics

3 43 4

Applies Applies knowledge of knowledge of professional professional environment environment and related and related organizational organizational structures in a structures in a conscious and conscious and ethical mannerethical manner

5 65 6

Demonstrates Demonstrates appropriate use appropriate use of authority and of authority and knowledge of knowledge of profession to profession to achieve goalsachieve goals

7 87 8

Demonstrates Demonstrates grasp of grasp of appropriate appropriate ethical and ethical and policy policy considerationconsideration

9 109 10

Exhibits Exhibits complex and complex and nuanced nuanced judgements judgements based on based on professionalism professionalism and ethical and ethical understanding understanding of fieldof field

Program criteria continuedProgram criteria continued page 3 of page 3 of 44VII. Working VII. Working independently independently and/or in teamsand/or in teams

00

Not Not demonstrateddemonstrated

1 21 2

Demonstrates Demonstrates ability to ability to complete tasks complete tasks under under supervision as a supervision as a junior team junior team member or to member or to work work independently independently with supervisionwith supervision

3 43 4

Demonstrates Demonstrates understanding understanding of potential of of potential of working working collaboratively collaboratively and contribures and contribures to team to team successssuccesss

5 65 6

Brings Brings enthusiasm to enthusiasm to team roles team roles and/or works and/or works independently independently with limited with limited supervisionsupervision

7 87 8

Frquently and Frquently and successfully acts successfully acts on own initiative on own initiative and/ore and/ore contributes to contributes to team success by team success by mentoring or mentoring or acting in acting in leadership roleleadership role

9 109 10

Provides formal Provides formal team leadership, team leadership, assessment of assessment of team skills, team skills, team training, or team training, or exhibits ability exhibits ability to complete to complete complex tasks complex tasks autonomously autonomously with little with little supervisionsupervision

VIII. Planning, VIII. Planning, organizing and organizing and executing executing projectsprojects

00

Not Not demonstrateddemonstrated

1 21 2

Demonstrates Demonstrates basic planning, basic planning, organizing, organizing, management management skills in skills in response to response to problems/ problems/ projects projects identified by identified by othersothers

3 43 4

Can identify Can identify need for need for problems/ problems/ projects and projects and plan or organize plan or organize for them for them appropriatelyappropriately

5 65 6

Develops and/or Develops and/or implements implements effective effective planning planning procedures for procedures for most situationsmost situations

7 87 8

Facilitates Facilitates project project organization organization through team through team participation participation and/or partial or and/or partial or shared shared leadershipleadership

9 109 10

Provides formal Provides formal leadership for leadership for project plan or project plan or implementation implementation and assumes and assumes responsibility for responsibility for success, success, troubleshooting, troubleshooting, and alternate and alternate plansplans

IX. Leadership IX. Leadership and supervisory and supervisory abilityability

00

Not Not demonstrateddemonstrated

1 21 2

Ability to follow Ability to follow and/or give and/or give directions with directions with supervision; will supervision; will exercise or take exercise or take limited limited responsibilityresponsibility

3 43 4

Takes Takes responsibility for responsibility for self and self and subordinates; subordinates; seeks leadership seeks leadership opportunities opportunities and engages in and engages in training training opportunitiesopportunities

5 65 6

Demonstrates Demonstrates leadership leadership abilities and is abilities and is committed to committed to growing in growing in leadership/ leadership/ supervisory supervisory potentialpotential

7 87 8

Is assigned to/ Is assigned to/ creates creates leadership and leadership and mentorship mentorship roles; self-roles; self-directs toward directs toward learning learning opportunitiesopportunities

9 109 10Engages in Engages in organizational organizational policy and policy and vision-related vision-related activities; activities; manages manages leadership leadership responsibilities responsibilities (recruitment, (recruitment, assessment, assessment, succession, succession, resource resource management); management); initiates initiates change; change; engages in engages in high-level high-level professional professional activities activities beyond the beyond the organizationorganization

Program criteria continuedProgram criteria continued page 4 of page 4 of 44X. Self and X. Self and professional professional developmentdevelopment

00

Not Not demonstrateddemonstrated

1 21 2

Participates in Participates in some some appropriate appropriate workshops and workshops and seminars; seminars; demonstrates demonstrates familiarity with familiarity with professional professional literatureliterature

3 43 4

Membership in Membership in professional professional organizations; organizations; broad familiarity broad familiarity with with professional professional literature; literature; established established participation in participation in professional professional development development acticitiesacticities

5 65 6

Structures self-Structures self-development development activities; activities; understands understands place of place of professional in professional in the larger the larger contextcontext

7 87 8

Is guided by Is guided by long range long range learning and/or learning and/or professional professional development development goals; goals; contributes to contributes to organization of organization of professional professional development development activities in the activities in the workplace/fieldworkplace/field

9 109 10

Assumes Assumes leadership role leadership role in profession; in profession; teaches, teaches, mentors or mentors or models models professional professional activity within activity within the field; works the field; works toward toward developing the developing the profession profession within societywithin society

*This is key. This section contains knowledge this is specific to each program. Assessment weighting would reflect this importance. Examples of knowledge specifics:

Women’s Studies

•The feminist framework

•The counseling process

•Crisis intervention skills

Computer Information Systems

•Nature and function of information systems

•Developing information systems

Bachelor of Commerce

•Understanding of business practice and commercial practices

•Knowledge of computers and communication media

Certificate in Labour Studies

•Understanding of the nature of conflict and its role in management and society

•Awareness of history of issues and their foundational premises

Sample assessment letterSample assessment letter

Re: Portfolio Assessment BPA/HSRe: Portfolio Assessment BPA/HSDear Martha, Dear Martha,

The assessors have now completed their part of the Prior Learning Assessment and Recognition (PLAR) The assessors have now completed their part of the Prior Learning Assessment and Recognition (PLAR) process and I am pleased to report the results to you in this letter. You have been awarded process and I am pleased to report the results to you in this letter. You have been awarded 30 CREDITS30 CREDITS out of a maximum of 30 available for the learning that you have demonstrated relative to your out of a maximum of 30 available for the learning that you have demonstrated relative to your Athabasca University credential. Athabasca University credential. The credits awarded are to be placed on your academic record as:The credits awarded are to be placed on your academic record as:

Senior credits (30)Senior credits (30)HSRV 4xx (3) Elective MajorHSRV 4xx (3) Elective MajorHSRV 4xx (3) Theme 1 LeadershipHSRV 4xx (3) Theme 1 LeadershipHSRV 4xx (3) Theme 3 Changing EnvironmentHSRV 4xx (3) Theme 3 Changing EnvironmentHSRV 3xx (9) Elective MajorHSRV 3xx (9) Elective MajorHSRV 3xx (3) Theme 1 LeadershipHSRV 3xx (3) Theme 1 LeadershipHSRV 3xx (6) Theme 2 Public PolicyHSRV 3xx (6) Theme 2 Public PolicyHSRV 3xx (3) Theme 3 Changing EnvironmentHSRV 3xx (3) Theme 3 Changing Environment

The assessors have offered the following comments. Please note that the assessors write these The assessors have offered the following comments. Please note that the assessors write these comments individually. Suggestions and recommendations arise only from their evaluation of the comments individually. Suggestions and recommendations arise only from their evaluation of the materials submitted in the portfolio.materials submitted in the portfolio.Broad-based Human Services courses will widen Ms. Brown’s perceptions of the Human Services field. Broad-based Human Services courses will widen Ms. Brown’s perceptions of the Human Services field. Currently, there is little evidence in her portfolio of movement toward the field’s larger professional Currently, there is little evidence in her portfolio of movement toward the field’s larger professional bodies for work at the advocacy and policy level.bodies for work at the advocacy and policy level.

((Page 1 of 2)

(Sample assessment letter continued)(Sample assessment letter continued)

Your portfolio presented some of the clearest, most concise learning statements I have yet seen in portfolio Your portfolio presented some of the clearest, most concise learning statements I have yet seen in portfolio development. Congratulations Martha! Your portfolio does an exceptional job of interpreting the learning development. Congratulations Martha! Your portfolio does an exceptional job of interpreting the learning statements by triangulating possible meanings and fitting them to your own work situation.statements by triangulating possible meanings and fitting them to your own work situation.A second kudo is that your portfolio presented all of its material in a relatively condensed (ie., short) A second kudo is that your portfolio presented all of its material in a relatively condensed (ie., short) presentation. The 12-page essays, 30-page grid and dozen supporting documents provided a very concise presentation. The 12-page essays, 30-page grid and dozen supporting documents provided a very concise portrayal of your achievements.portrayal of your achievements.As the post-diploma studies you completed, did not receive credit beyond entry to the program, you were As the post-diploma studies you completed, did not receive credit beyond entry to the program, you were well-advised to include this learning as being relevant to the award of PLAR credit. well-advised to include this learning as being relevant to the award of PLAR credit. The assessors have recommended some of the following courses/suggestions for study:The assessors have recommended some of the following courses/suggestions for study:Research methods and theory and policy courses. Ethics in human services.Research methods and theory and policy courses. Ethics in human services.The two required courses, HSRV 311 and 322 will further broaden the context in which your varied The two required courses, HSRV 311 and 322 will further broaden the context in which your varied experiential learning falls in the Human Services sector. WMST 321 on Advocacy would provide an experiential learning falls in the Human Services sector. WMST 321 on Advocacy would provide an opportunity to implement a project in the workplace that you have not previously had an opportunity to do. opportunity to implement a project in the workplace that you have not previously had an opportunity to do. If you are planning to continue working in the field of exceptionalities courses associated with the If you are planning to continue working in the field of exceptionalities courses associated with the Certificate in Inclusive Education would fit well into your remaining coursework.Certificate in Inclusive Education would fit well into your remaining coursework.One or more independent study courses at the 400-level in Human Services to consolidate your learning One or more independent study courses at the 400-level in Human Services to consolidate your learning from the workplace. In a project course you could undertake a study in the workplace or reflect and from the workplace. In a project course you could undertake a study in the workplace or reflect and analyse further one or more of the challenges you have already experienced as an increasingly expert analyse further one or more of the challenges you have already experienced as an increasingly expert intervenor.intervenor.Please note that other credit assessment processes on your course records (i.e. based on transcripts from Please note that other credit assessment processes on your course records (i.e. based on transcripts from other institutions) conducted through the Athabasca University’s Office of the Registrar, while separate other institutions) conducted through the Athabasca University’s Office of the Registrar, while separate from your PLAR credits, are monitored by us to avoid double-counting or duplication.from your PLAR credits, are monitored by us to avoid double-counting or duplication.Should you wish to clarify how your PLAR credits affect your academic program, please contact your advisor Should you wish to clarify how your PLAR credits affect your academic program, please contact your advisor or program chair. or program chair. Thank you for taking part in the PLAR process at Athabasca University.Thank you for taking part in the PLAR process at Athabasca University.

Sincerely,Sincerely,

Cc :Cc :AdmissionsAdmissionsProgram DirectorProgram DirectorAssessorsAssessors

(Page 2 of 2) (Page 2 of 2)

Outcomes of portfolio assessment Outcomes of portfolio assessment 11

Students’ prior learning assessedStudents’ prior learning assessed

Allocated credit placed on students’ recordsAllocated credit placed on students’ records

Mini-program consultationMini-program consultation

Generous feedback from academic Generous feedback from academic

assessorsassessors

A transition has occurredA transition has occurred

Point A Point A Point B Point BPLAR

Outcomes of portfolio assessment Outcomes of portfolio assessment 22

Increased self-knowledgeIncreased self-knowledge

Greater appreciation of informal learningGreater appreciation of informal learning

Improved communication and organization Improved communication and organization

skillsskills

Greater appreciation of the role of reflectionGreater appreciation of the role of reflection

(Brown, 2003)(Brown, 2003)

Self-knowledgeSelf-knowledge

New sense of self discoveryNew sense of self discovery

Empowerment Empowerment

Learning through PLARLearning through PLAR

Reflection

CognitionNarration

AHA!

“My story is in two acts; Act One, what happened. Act Two, what I understood.” (Carlo Gebler, 2001)

Transforming, transformation, Transforming, transformation, transitiontransition

Reflective learning involves assessment or Reflective learning involves assessment or reassessment of assumptions. Reflective reassessment of assumptions. Reflective learning becomes transformative when learning becomes transformative when asumptions or premises are found to be asumptions or premises are found to be

distorting, inauthentic, or otherwise invalid. distorting, inauthentic, or otherwise invalid. Tranformative learning results in new or Tranformative learning results in new or transformed meaning schemes, or, when transformed meaning schemes, or, when

reflection focuses on premises, transformed reflection focuses on premises, transformed meaning perspectives. To the extent that adult meaning perspectives. To the extent that adult education strives to foster reflective learning, education strives to foster reflective learning, its goal becomes one of either confirmation or its goal becomes one of either confirmation or

transformation of ways of interpreting transformation of ways of interpreting experience.experience.

(J. Mezirow, Transformation Dimensions of Adult Learning, p. 6)

It really made me stop and think. You know, well, I’m not so bad, I am really a

pretty neat person. It reinforced my belief in myself. I made me remember how I started and. . . the steps I have

taken along the way, certain things that I have done that I haven’t thought about in

years. I tend to get so caught up in everyday situations that I forget that I ever did something, you know, fifteen

years ago.

Brown, (2003), Brown, (2003), Adult Education Adult Education Quarterly, 52Quarterly, 52 (3), 228-245. (3), 228-245.

Athabasca UniversityAthabasca University

Transformational learning?Transformational learning?

Perhaps.Perhaps.

Transitioned learning?Transitioned learning?

Yes.Yes.

Transforming Learning?Transforming Learning?

We hope so.We hope so.

One-minute reflectionOne-minute reflection

On a scale of 1 to 10 (where 1 = low, On a scale of 1 to 10 (where 1 = low, and 10 = high) rate your own and 10 = high) rate your own institution’s current level of institution’s current level of “enabling” PLA-related “enabling” PLA-related transformationtransformation

BibliographyBibliography

Brown, J. O. (2003). Know thyself: The impact of Brown, J. O. (2003). Know thyself: The impact of portfolio development on adult learning. portfolio development on adult learning. Adult Adult Education Quarterly, 52Education Quarterly, 52 (3), 228-245. (3), 228-245.

Dewey, J. (1938). Dewey, J. (1938). Experience and educationExperience and education. NY: . NY: Macmillan.Macmillan.

Mezirow, J. & Associates. (Eds.) (1990). Mezirow, J. & Associates. (Eds.) (1990). Fostering Fostering critical reflection in adulthood: A guide to critical reflection in adulthood: A guide to transformative and emancipatory learningtransformative and emancipatory learning. San . San Francisco: Jossey-Bass.Francisco: Jossey-Bass.

Vygotsky, L. S. (1978. Vygotsky, L. S. (1978. Mind in society.Mind in society. Cambridge, Cambridge, MA: Harvard University Press.MA: Harvard University Press.