Recognition and Accreditation of Learning (RAL)
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Susan Jones
Overall aims and purpose
• To enable the student to compile a claim for academic credit based on prior learning – to be submitted to the UWTSD/Bangor RPL Panel • To enable the student to evaluate and reflect critically upon their own learning experience– to be submitted to the Leadership Programmes Exam Board.
• The student will explore the concepts of learning through the use of discussion and personal examples, and will be introduced to the vocabulary that is used to define learning outcomes at different levels.
• The student will explore a range of academic concepts, theories and models that reflect on and underpin practice in their workplace setting.
• The student will receive guidance on how to evaluate and reflect upon their own learning experiences.
• The student will be allocated an academic adviser who will provide the appropriate academic framework within which the student can identify the learning that has already taken place. This will enable the student to define a set of associated learning outcomes. The academic advisor will also provide advice and practical guidance on how to: - identify and evaluate the possible learning outcomes that exist within the CV and job description; - relate experience and working practice to the learning outcomes;
- develop a portfolio of evidence of accredited and experiential learning. and source the evidence required to demonstrate achievement of the learning outcomes; - identify the academic level and likely credit value of the learning experience.
40-49%, Fail: Some consideration given to planning and structure, limited in depth of analysis and use of research, but demonstrating some understanding of the subject matter.
30-39%, Fail: Below the threshold level for Masters’, despite showing a little evidence of relevant study and knowledge.
0-30%, Fail: Seriously deficient, lacking any real evidence of subject knowledge or understanding.
60-69%, Merit: Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.
50-59%, Pass: Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.
85-100%, Distinction: Outstanding work which demonstrates exceptional scholarship and is worthy of publication, or instrumental in developing professional practice.
70-84%, Distinction: Demonstrates excellence in power of analysis, argument, originality, range of research, organisation and stylistic quality.
reflect on a portfolio of evidence that supports a claim for academic credit, accurately reflecting on their learning experience;
develop a vocabulary to define their own learning, and relate this learning to the University’s assessment criteria;
critically analyse, evaluate and justify their higher level learning experience;
critically evaluate a range of concepts, models and theories that underpin their own working practices and principles.
Teaching and Learning Strategy
Scheduled learning - tutorial.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Essential RAL Handbook
Further Argyris, C. and Schön, D. (1992). Theory and Practice: Increasing Professional Effectiveness. San Francisco: Jossey Bass.
Further Boud, D., Cressy, P. and Docherty, P. (Eds). (2006). Productive Reflection at Work. London: Routledge.
Further Per-Erik Ellsrom (Chapter 4: The meaning and role of reflection in informal learning at work). In: Boud, D., Cressy, P. and Docherty, P. (Eds). (2006). Productive Reflection at Work
Further Kolb, D. A. (1984) Experiential Learning London: Prentice Hall.
Further Moon, J. A. (2004) A Handbook of Reflective and Experiential Learning:
Further Moon, J. A. (2006) Learning Journals London: Routledge, 2006
Further Moon, J.A. (1999). Reflection in Learning and Professional Development: Theory and Practice. London: Kogan Page.
Theory and Practice London: Routledge Falmer.
Further Raelin, J. A. (2008) Work-based Learning: Bridging Knowledge and Action in the Workplace San Francisco: Jossey Bass Wiley.
Further Schön, D. (1991) The Reflective Practitioner San Francisco: Jossey Bass.
Further Simosko, S. and Cook, C. (1996) Applying APL Principles in Flexible Assessment: a practical guide London: Kogan Page.
Further A Guide to Learning Styles, , http://vark-learn.com/the-varkquestionnaire/
Further Credit and Qualifications Framework for Wales, http://wales.gov.uk/topics/educationandskills/qualificationsinw ales/creditqualificationsframework/?lang=en
Further National Occupational Standards, http://www.ukstandards.org.uk/Pages/index.aspx
Further Peter Honey and Alan Mumford (1986), http://resources.eln.io/honey-mumford-learner-types-1986questionnaire-online/
Further Whitney, D., and Trosten-Bloom, A., (2010). The Power of Appreciative Inquiry (2nd Edition). San Francisco: BerrettKoehler.
Further Wilson, E and Bedford, D (2009) Study Skills for Part-time Students, Harlow: Longman Further Wolf, J. (1980). Experiential Learning in Professional Education: Concepts and Tools. New Directions for Experimental Learning, 8, p.17..