Recognition of Prior Learning Translation and Transfer (RPLTT): using Actor-Network-Theory to develop a specialised pedagogy

Figures & data

Table 1. Participants’ RPL experiences.

Category A:	These participants were categorised as finding RPL a positive experience of articulating professional learning.
Category B:	These participants were categorised as finding RPL a positive experience of demonstrating professional practice.
Category C:	These participants were categorised as finding RPL a negative experience of authenticating professional competence.

Table 2. Recognition of prior learning translation and transfer: pedagogic features.

Pedagogic aims	Translation of learning		Transfer of learning
Strategies	A: Articulating	B: Demonstrating	C: Authenticating
Focus	Sharing a professional language	Sharing professional practice	Gathering evidence
Objective	Aligning professional and academic learning	Communicating professional practice	Certificating professional competence
Writing motivation	Generating a conceptual narrative	Generating an explanatory narrative	Linking evidence to learning outcomes
Nature of RPL practice	Conceptual sense-making	Interrogating practice	Inventory making
Drivers for RPL process	Concept driven	Question driven	Evidence driven
Purpose of Assessment	Articulating professional learning	Demonstrating practice	Evidencing competence
Primary role of evidence	Illustrating the relationship between theory and practice	Catalyst for writing about practice	Proof of practice
Impact on professional identity	Identity formation	Identity projection	Identity constraint
Effects	Learning a new language	Analysing professional practice	Demonstrating compliance
Nature of RPL dialogue	Joining a new community	Peer to peer dialogue	Assessing professional competence
Subjectivities	Affirmative	Confirmative	Surveillance

Figure 1. Recognition of prior learning translation and transfer (RPLTT).

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Table 3. RPLTT pedagogic aims and strategies.

	Recognition of Prior Learning Translation and Transfer (RPLTT)
Pedagogic aims	Translation of learning	Transfer of learning
	Articulating prior learning through mediating concepts	Authenticating prior learning through products and practices
Broad strategies	Demonstrating prior learning through mediating questions