
Contents
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Introduction Introduction
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PLA: Historical Context PLA: Historical Context
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Research Research
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“Side Benefits” of PLA “Side Benefits” of PLA
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Development and Transformation Related to PLA Development and Transformation Related to PLA
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Theory Theory
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Experiential Learning Experiential Learning
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Transformative Learning Theory Transformative Learning Theory
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Adult Development Theory Adult Development Theory
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Practice Practice
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A Model for Reflecting on and Articulating Learning from Experience A Model for Reflecting on and Articulating Learning from Experience
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Surfacing Tacit Knowledge Surfacing Tacit Knowledge
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Questioning Assumptions Questioning Assumptions
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Trying on multiple perspectives Trying on multiple perspectives
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A Narrative (Draft, Redraft) Process that Fosters Objectification of Experience A Narrative (Draft, Redraft) Process that Fosters Objectification of Experience
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Exposure to Other Perspectives, Especially One’s Peers Exposure to Other Perspectives, Especially One’s Peers
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A Mentor Who Provides Encouragement and Challenge A Mentor Who Provides Encouragement and Challenge
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Summary Summary
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Future Directions Future Directions
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Notes Notes
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References References
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5 Prior Learning Assessment and the Developmental Journey: From “Mapless” to Cartographer
Get accessAnnalee J. Lamoreaux, School of Liberal Arts, Saint Mary’s College of California.
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Published:18 September 2012
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Abstract
Prior learning assessment (PLA), once primarily a process to earn academic credit for extramural learning, has been recognized as a meaningful learning experience in its own right. This chapter, which includes sections on history, research, theory, and practice, examines PLA-related outcomes consistent with transformative learning and constructive-developmental theories. Using the metaphor of “map maker” to describe changes in adult learners’ ways of knowing, the authors illustrate movement from mapless to multiple map users to cartographers—the latter being those who can reconstruct, redefine, and recreate the maps they use to make meaning of an increasingly complex world. Educational practices shown to support these changes include reflecting critically on experience, writing-to-learn, exposure to multiple perspectives, and mentoring. These discoveries may inform adult educators’ approaches to teaching and learning beyond the boundaries of a PLA course.
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