What does it take to link VPL effectively to personalised learning?

Photo

Dr. Jim Rickabaugh, USA and Dr. Ruud Duvekot, EC-VPL, the Netherlands

Dr. Jim Rickabaugh (USA) and dr. Ruud Duvekot (NL) will take you on a grand tour in the world of linking the concepts of validation of prior learning (VPL) and personalised learning.

Validation of Prior Learning (VPL) and Personalised Learning Strategies both concern processes that allow adult learners to reach out to an active learning attitude for achieving personal, civil and/or social impact. In this session dr. Jim Rickabaugh (USA) and dr. Ruud Duvekot (NL) wil explain both concepts in theory and practice for integrative purposes in the participant's own context.

 

In this session, dr. Jim Rickabaugh (USA) and dr. Ruud Duvekot (NL) will take you on a grand tour in the world of linking the concepts of validation of prior learning (VPL) and personalised learning. VPL and personalised learning concern learning processes which allow citizens or individual learners to allocate themselves an active role within the 'learning society' when it comes to achieving personal, civil and/or social effects. Civil effect means achieving a learning outcome in the context of a particular qualification standard within the education system.

Social effect is focused on results which are relevant to job profiles, targets, participation goals, or assignments. Personal impact may mean achieving empowerment, career and  study orientation or personal development. While the concept of VPL identifies the potential value of a person's learning experiences, the  concept of personalised learning presupposes that VPL can strengthen somebody’s contribution to the dialogue with other actors on the meaning, form and content of learning. As a result, an important distinction between these two phenomena arises from the management of learning and the links which can be made between actors during learning processes:

  • VPL mainly functions as a context-driven process, and is geared to connecting actors during learning (acquisition), and formulating the contributions of the actors involved in this process (participation). Acquisition in participation is key to VPL.
  • Personalised learning can be better viewed as a process driven by an individual. It focuses on making a personal contribution to achieve development goals. Participating in acquisition is key to personalised learning.

In this session both concepts are explicated in theory and practice and discussed for integrative purpose in the participant's own context.

Moderator and presentations by dr. Jim Rickabaugh, USA and dr. Ruud Duvekot, EC-VPL, the Netherlands


Program