Optimized Training - Innovative Methods and tools for Acceptance of prior Learning in qualifications and workplace training

Context/background:The recognition of prior learning (RPL) is of great interest within the European Vocational Education and Training sector. If applied effectively, supported by appropriate technology, it has the potential to reveal what the learners already know and understand, to inform and improve the teaching and learning process.The Optimal project aimed to develop, pilot and evaluate processes to support the recognition and accreditation of prior learning (RPL/APL) for classroom and work-based learning, in mid Norway and Scotland, respectively. The learners involved were all experienced fish farm aquaculture operatives employed by salmon farming companies and working towards the completion of a recognised National Qualification (NQ).The concept underpinning the Optimal project originated in Norway and was based on their experience with using Response Technology (RT) to provide learners access to multiple choice questions via their mobile phone, leading to the ‘recognition of their prior learning’. Based on the results, the group’s strengths and weaknesses were used to determine where teaching inputs and learning activities were focussed during the next class.ObjectivesThe mission was to develop improved RPL and APL processes and resources to support classroom and work-based learning by mature learners with previous aquaculture experience who were employed in industry. The RPL concept and RT was demonstrated to the Scottish partners and piloted with work-based learners, helping to inform the ‘Individual Learning Plans’ that are the foundation of the apprenticeship system.More specifically, the Optimal project:1. Develop multiple choice question banks that could be shared and used to support RPL for classroom and work-based learning and APL for work-based learning.2. Develop and pilot the use of RPL to improve the efficiency and effectiveness of group learning in a classroom environment, including peer learning3. To devise processes for the accreditation of prior learning (APL) based on multiple-choice questioning endorsed by the Scottish Qualifications Awarding Authority4. To pilot learning resources that supported independent study by work-based learners and targeted the specific gaps in knowledge and understanding revealed by RPL5. Develop teachers in their use of the Response Technology and RPL in a classroom and work-based learning situations6. To pilot RPL and APL with classroom and work-based learners and to gather feedback to inform project evaluation and the development of improved RPL/APL specificationsNumber and profile of participating organisations;There were four core partners and one Associated partner involved in the development and delivery of the Optimal resources and pilots.1) The Blue Competence Centre - coordinator, developer of methodologies and multimedia2) The Guri Kunna (GK) VET School - a leading provider of NQs in Aquaculture for young students and unqualified mature learners from industry3) Pisces Learning Innovations Ltd - A Scottish education consultancy specialising in the development of qualifications and learning resources for the water and land-based industries4) Inverness College - A provider of Aquaculture Modern Apprenticeship for the Scottish industry on the mainland5) Teachers Union of Ireland – Social partner representing teachers in Ireland and responsible for their terms, conditions and personal developmentDescription of main activities undertaken:1. Demonstration of Response Technology (RT) to Optimal partners, leading to review and selection of RT systems 2. The provision of specialised RT training and ongoing support for teachers in Norway and Scotland3. Development and application of RT to RPL to classroom-based learning in Norway, to develop, pilot and evaluate th4e impact of RPL on the teaching effectiveness and NQ results of learners4. The development of multiple choice for use by the classroom and work-based learners and learning materials to support the work-based learners individualised learning plans5. Piloting or RPL and APL with learners, leading to evaluation of results and the formulation of improved RT specifications and associated pedagogyResults and impact:1. A marked improvement of the GK mature learners quanitative and qualitative results in their Aquacuture NQ theory examination, whereby all learners entered passed2. GK learners gave positive feedback on the application of multiple-choice questions within RPL the classroom pedagogy and peer learning in particular3. The work-based learners gave positive feedback that the use of multiple choice, RT and discrete learning episodes improved their overall learning experience Longer-term benefits.1. The Optimal results were used to inform the development an improved future specification for RPL/APL technology and pedagogy within classroom and work-based VET delivery systems2. The learning resources and pedagogy are being adopted within Scotland and Iceland