Experiential Learning
MDDE 612 introduces students to experiential learning (EL). EL is examined and critiqued in terms of its gaps in considering race, class, gender and indigenization. Students practice the use of reflective journals.
Instructor: Deb Bartlette
PLAR in CPA
Acquired Competencies
4 Communication & Interpersonal Skills
4.1 Write clearly and in a style appropriate to purpose (e.g. assignments, essays, published documents, and theses)
4.2 Construct coherent arguments and articulate ideas clearly to a range of audiences, formally and informally, through a variety of techniques and media
4.3 Justify and defend your ideas orally and in writing in meetings, forums, seminars, exams and other contexts
4.7 Work cooperatively with diverse groups and individuals both within the university and/or in the workplace
4.8 Organize and convey your ideas effectively through a range of communication skills and work collaboratively and in teams
5 Research
5.1 Frame effective and meaningful research question
5.2 Identify, discuss and apply theoretical considerations to proposed research
5.4 Critically review literature both broadly and in-depth
5.5 Formulate questions and reasoned arguments, leading to rational conclusions
5.6 Summarize and synthesize information with a view to pursuing deeper understanding
5.7 Effectively communicate information, arguments, and analyses in the discipline of Distance Education, in a variety of forms, to suit different contexts and audiences
5.8 Critically analyze the issues and discuss the wider implications affecting the use of information
5.9 Conduct effective interviews for research purposes
Introduction
My second artefact is theoretical research in one of the areas of experiential learning – Prior Learning Assessment and Recognition (PLAR). In this assignment I outlined the current PLAR approaches and their application in the Canadian Chartered Professional Accounting designation (CPA). It appears that PLAR is especially relevant for professional designations, provided the number of internationally-educated professionals immigrating to Canada. In this context, the recognition of prior learning experience becomes increasingly important. As I work in professional education, PLAR and experiential learning issues are especially relevant for my area, so this assignment let me demonstrate my previously acquired skills, and also showed the new directions of professional development (5.1). I believe that the research questions I raised address important issues in the Canadian CPA designation.
The analysis assesses the present PLAR situation and summarises the institutional issues related to the development of prior learning recognition concepts. The theoretical part was predominantly based on the review of the Canadian research articles. In the critique section, I looked deeper into the Experiential Learning Theory controversies, and identified 15 most prominent (in my opinion) ELT criticism sources, to provide a summary of my theoretical findings (4.1). I also noticed a number of terminological differences and inconsistencies, and suggested solutions to address the variability of PLAR/PLA/APEL/RPL definitions and abbreviations.
In the practical part of this assignment I was describing the Canadian CPA PLAR policies, which let me determine some procedural directions for future development. I also outlined the functional issues, both existing and potential, that impair a wider application of prior experience recognition for CPA Canada (4.2, 5.5), which led to outlining some critical arguments in the PLAR field.
Summary
Several years ago, I was part of the CPA Alberta accreditation team who would assess applicants’ transcripts and grant exemptions for their previous coursework. Although I am quite familiar with CPA Canada policies and procedures in terms of prior learning and experience recognition, the theoretical part of the research let me look at them from a different angle and structurize my perspectives. In the CPA world, two major PLAR directions can be identified: the educational component and the work experience. A transcript assessment grants exemptions only in the academic program. The assessment of the previous experience (based on the CPA Competency Map) is only conducted when a student does not have a recognized degree and chooses the Mature Student path. If this evaluation is successful, the 120-credit degree requirement gets waived, but the student still must complete all of the academic courses.
Before working on this research, I differentiated between the two applications, the way CPA does. I can now see these two approaches as part of one problem which, I believe, has to be addressed as a whole. Now, seeing all of the nuances, I can critically assess the procedure and question some of the CPA approaches (5.8).
Within the frames of this assignment, I was not supposed to provide a very detailed description of all of the issues that I could see, based on the theoretical research conducted in the first part. Limited by a certain number of pages, I felt like I just touched the surface of the problem. However, this let me to critically evaluate the policies and see what directions the prior learning assessment and recognition should be taking in the CPA world (5.2, 5.7).
Having studied numerous theoretical sources for this research, I disagree with some of the Canadian PLAR researchers who believe that highly educated immigrant professionals typically experience “deskilling and devaluation of their prior learning and work experience after immigrating to Canada” (Guo, 2013). In fact, I am very critical of this statement, and, being an internationally-educated professional myself, I am convinced that this comment is extremely provocative. Currently, CPA Canada assess international overseas accounting experience based on portfolios and resumes. The experience standards are very high, and internationally-educated professionals might not get the same advanced standing in the CPA programs compared to domestic applicants.
I admit that this approach has imperfections that need to be addressed; however, the paradox of self-assessment, described by Kruger & Dunning, should also be considered. It is a cognitive distortion which makes people reach erroneous conclusions and make unfortunate choices. Resultatively, the person is incapable of knowing that they are incompetent. Although I had been familiar with the Kruger-Dunning effect before, I had to research more into it to develop my arguments against Guo's statement (4.3, 5.4).
As result of this criticism, I was able to summarise some of the practical examples I encountered during my work in student accreditation that prove the Kruger-Dunning issue in accounting, specifically when it comes to the international specialists. This led me to form the conclusions about the PLAR-related issues we have been encountering in the CPA world. On a side note, working on another assignment in this course, I encountered one of the best citations that I keep referring to ever since: “speech does not merely serve as the expression of developed thought. Thought is not expressed but completed in the word” (Vygotsky, 1934). Researching into PLAR critical materials and suggesting counter arguments stimulated me to construct the meanings and formulate additional connotations (5.6). This resulted in better understanding of the PLAR context, being able to see the possible patterns of PLAR applications and their future development in the practical CPA approaches (5.8).
The importance of PLAR cannot be overestimated, but having to work on this research convinced me that it must also consider cultural, economical and legal differences which would not let some international experiences be applied. This is especially critical for Canada, provided the extended number of internationally-educated specialists here. And, even though I am one of those myself, this assignment demonstrated the importance being objective in evaluating previous experience and education (5.6, 5.9).
Application
This research was closely related to my experiences, both personal and professional.
Writing about the Kruger-Dunning effect also let me reconsider my own experience from this perspective. I started reflecting on my professional competencies much more critical after the MDDE 612 course, as I want to avoid having misconceptions and cognitive distortions about my own expertise.
As an internationally-educated professional, I had my credentials assessed by the International Qualifications Assessment Service (IQAS) when I was a newcomer to Canada. Later, I started my job at the CPA Western School of Business, and I encountered the complexity of accreditation issues from the assessment side. Working on this assignment aligned those convolutions and let me look at them from the structural perspective.
Even though at this point in my career I am not part of the team evaluating the previous education and experience, being in the admission services, I work in direct contact with Transcript Assessments, since student’s program application that I look at is based on the results of their transcript evaluation. The comments I forward to the Transcript Assessments is always based on the matters I encounter. Conducting thorough theoretical research in the area of prior learning and experience recognition provided me with a broader perspective and the ability to look at the requirements strategically, so I was able to provide more constructive and substantial feedback to my peers (4.7, 4.8). My company continues to enhance our policies and procedures, and the involvement of other departments is always welcomed. During the brainstorming sessions we conduct for the LEAN/Kaizen projects (aimed at continuous improvements and waste reduction) I was able to suggest some solutions to eliminate PLAR transcript assessment steps that were unnecessary and just extended the processing times, which in the end improved the overall customer experience.
References
Guo, S. (2013). Citizenship, immigration and lifelong learning: toward recognitive justice. In Nesbit, T., Brigham, S., Taber, N., & Gibb, T. (Eds.). Building on Critical Traditions: Adult Education and Learning in Canada. Toronto, ON: Thompson Educational Publishing, 319-329.
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. Retrieved from https://pdfs.semanticscholar.org/e320/9ca64cbed9a441e55568797cbd3683cf7f8c.pdf
Vygotsky, L.S. (1934). Thinking and speech. Retrieved from https://www.marxists.org/archive/vygotsky/works/words/ch07.htm
Comments
Alisha Neumann
26 October 2019, 3:17 PM
Hi Kat!
I did not even know that you could do PLAR for a CPA! We encounter PLAR a lot in Early Childhood Education because many people would like pervious experience to count over taking the time off and doing a practicum or work experience under s supervisor. Having completed PLAR in my field because not only did I have experience I also had a practicum that was not given transfer credit because there was not enough hours worked in comparison to the requirements of the other college.
What is considered that the inconsistencies in language or terminologies used may have been due to differing fields?
Kat Hansen
31 October 2019, 9:51 AM
Thank you Alisha!
The CPA terminology is very different, e.g., there is no such thing as "PLAR", but these students are referred to as "mature students" or "workforce", as opposed to recent accounting grads. But these types of assessments evaluate their previous education (might be international) and the practical experience.
The most vivid example of the inconsistencies (which causes a lot of student dissatisfaction) is related to international vs Canadian content. For instance, an overseas taxation accountant with 20+ years of experience will still have to take all Tax courses and won't receive any exemptions, just because taxation laws are different in different countries. Same with Business Law and such.
Kat
Rita Zuba Prokopetz
26 October 2019, 3:30 PM
Hi Kat,
Your hard work is evident – thank you so much!
I see that Ranveer has provided additional feedback on some of your passages under Reflection, so I will focus on the last three paragraphs instead.
The first two paragraphs reveal to your readers your thoughts about the Kruger-Dunning effect and briefly describes it (what) – thank you! Since this is a reflective passage (and not an academic paper), you may wish to remove the two quotes and the in-text citation. You may, instead, wish to personalize the information by expressing how the learning of the concept contributed to your overall experience in 612.
For instance, you may add that although you “had been familiar with the Kruger-Dunning effect before,” you felt the need to conduct additional research ”into it to develop” your “arguments against Guo's statement” which states that … (you may consider including a brief explanation in your own words here). You may then continue stating that as a result of the additional knowledge, you found it critical to outline (rather than … the critical part of the assignment…) examples you encountered in your work (how). As such, you were able to align real-life work experiences with your current knowledge of the Kruger-Dunning effect; this theory-practice association has helped you make informed decisions that concern international specialists in your filed of accounting (why). You may then add the competencies that you feel are aligned with this meaningful learning experience, Kat. I welcome your thoughts!
The third paragraph under Reflection lets your readers know how important PLAR is – which I tend to agree. You may now consider personalizing the passage by stating that you recognize that “the importance of PLAR cannot be … “ (what) You may then add that it was while working on this research project that you became convinced that “PLAR should always consider …” (how). You may conclude by stating the rationale (why) before you add your competencies.
This concept is quite complex, Kat, and we are here to assist you as you attempt to articulate your (personalized) experiences to your readers.
Thank you so much for all your hard work, Kat!
Pamela Walsh
28 October 2019, 10:39 AM
Hello Kat,
You have received great feedback to date. I will focus my comments on the last paragraph under Application; I note that within this block, you have included reflective passages. Consider if this section (Application) is better placed as a sub-header under Reflection.
Your passage:
Even though at this point in my career I am not part of the transcript assessment team evaluating the previous education and experience, being in the admission services I work in direct contact with Transcript Assessments, as a student’s program application that I look at is based on the results of their transcript evaluation. Therefore, the feedback that my team provides to the Transcript Assessments, is always based on the matters that we encounter. Conducting a (delete "a") thorough theoretical research in the area of prior learning and experience recognition provided me with a broader perspective and the ability to look at the requirements strategically. This way I was able to provide more constructive and substantial feedback to my peers (4.7, 4.8). Kat, this is a good reflective passage. Perhaps you can elaborate on why this is important for your peers and how your feedback has been received. You could consider providing an excerpt from the feedback that you have provided.
Great work so far, Kat!
Pamela
Kat Hansen
31 October 2019, 10:36 AM
Thank you Dr Walsh, Rita and Ranveer,
I believe I have addressed all the comments now, nd edited the page. Let me know if you can see anything else.
Thank you so much!
Kat
Pamela Walsh
15 November 2019, 12:39 PM
Hello Kat,
-I see that you have strengthened the following passage; well done!
Conducting thorough theoretical research in the area of prior learning and experience recognition provided me with a broader perspective and the ability to look at the requirements strategically, so I was able to provide more constructive and substantial feedback to my peers (4.7, 4.8).
Rita and Ranveer may have other comments.
Thank you,
Pamela
Rita Zuba Prokopetz
15 November 2019, 3:55 PM
Hi Kat
Your hard work is evident – thank you!
Dr. Walsh and Ranveer have provided you with feedback on specific areas of Artefact 2, and I will add a few more comments to help you in your final editing of this page.
As mentioned before, for each artefact page, you are required to provide an introduction to the artefact (description of the assignment) and the rationale for your choice (reason why you chose it). Because this section includes descriptive passages, Kat, you may not align the content with a competency.
My suggestion is for you to remove the competencies posted under the block Introduction and insert them in their respective reflective passages under the block Summary. For example, the last sentences in paragraph one under Introduction state that: “It appears that … As I work in professional education, … and also showed the new directions of professional development (5.1). I believe that the research questions I raised address important issues in the Canadian CPA designation.”
Since the above passages neither describe the assignment nor provide the rationale for your choice, Kat, you may consider placing them under Summary. You may then reword the information to better align your learning with the competencies. Here is a suggestion:
It was while taking 612 that I realized how relevant PLAR is for professional designations based on the number of internationally-educated professionals immigrating to Canada. While completing this assignment, I recognized that prior learning experiences become increasingly important. This recognition was the result of this assignment, since it let me demonstrate my previously acquired skills. The learning experience also enabled me to see the new directions of professional development. This aspect was particularly important, as I work in professional education; therefore, PLAR and experiential learning issues are especially relevant for my area. As I continued my research, I was able to raise research questions to address important issues in the Canadian CPA designation (5.1). I welcome your thoughts, Kat!
You may now proceed in a similar way with the remaining two paragraphs under Introduction.
Thank you for your hard work, Kat!