Utilizing Prior Learning Portfolios to Rebundle Formal and Informal Learning

Diane M. Treis Rusk, Lauren Smith

Source Title: New Models of Higher Education: Unbundled, Rebundled, Customized, and DIY

ISBN13: 9781668438091|ISBN10: 1668438097|ISBN13 Softcover: 9781668438107|EISBN13: 9781668438114

DOI: 10.4018/978-1-6684-3809-1.ch007

MLA

Rusk, Diane M. Treis, and Lauren Smith. "Utilizing Prior Learning Portfolios to Rebundle Formal and Informal Learning." New Models of Higher Education: Unbundled, Rebundled, Customized, and DIY, edited by Aaron M. Brower and Ryan J. Specht-Boardman, IGI Global, 2022, pp. 136-156. https://doi.org/10.4018/978-1-6684-3809-1.ch007

APA

Rusk, D. M. & Smith, L. (2022). Utilizing Prior Learning Portfolios to Rebundle Formal and Informal Learning. In A. Brower & R. Specht-Boardman (Eds.), New Models of Higher Education: Unbundled, Rebundled, Customized, and DIY (pp. 136-156). IGI Global. https://doi.org/10.4018/978-1-6684-3809-1.ch007

Chicago

Rusk, Diane M. Treis, and Lauren Smith. "Utilizing Prior Learning Portfolios to Rebundle Formal and Informal Learning." In New Models of Higher Education: Unbundled, Rebundled, Customized, and DIY, edited by Aaron M. Brower and Ryan J. Specht-Boardman, 136-156. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3809-1.ch007

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Abstract

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.