eRPL and ePR in higher education contexts

Roslyn Cameron, Linda Pfeiffer

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter focuses on the use of ePortfolios in the recognition of prior learning (RPL) and professional recognition (PR) within higher education contexts. The term eRPL refers to the recognition practice of utilising ePortfolios for RPL and similarly, ePR refers to the use of ePortfolios for PR. Both are relatively new phenomenon and a developing field of practice and utility. The eRecognition framework developed by Cameron (2012) is built upon to explore the utility of ePortfolios across higher education through a content analysis of papers presented at the ePortfolio and Identity Conference (ePIC) from 2008 to 2012 (n=307) and articles published in the newly established International Journal of ePortfolios from 2011 to 2013 (n=31). Harris's (2000) boundaries and boundary-work framework is applied to position eRecognition practices within the contemporary educational context and the challenges and changes being brought upon educational practices and structures through the open learning movement.

Original languageEnglish
Title of host publicationOpen Learning and Formal Credentialing in Higher Education
Subtitle of host publicationCurriculum Models and Institutional Policies
PublisherIGI Global Publishing
Pages168-196
Number of pages29
ISBN (Electronic)9781466688575
ISBN (Print)1466688564, 9781466688568
DOIs
Publication statusPublished - 17 Aug 2015
Externally publishedYes

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Cameron, R., & Pfeiffer, L. (2015). eRPL and ePR in higher education contexts. In Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies (pp. 168-196). IGI Global Publishing. https://doi.org/10.4018/978-1-4666-8856-8.ch009