Australian Journal of Adult Learning - Volume 54 - Number 1 - Case studies in e-RPL and e-PR

Oct 15, 2026

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Paper examines the use of ePortfolios for recognition of prior learning (e-RPL) and professional recognition (e-PR) across VET, noting sporadic adoption and varied purposes. Building on Cameron’s 2012 conceptual framework, it provides case studies for four eRecognition types and analyzes them through two continuums: process versus product, and formal contexts with low learner control versus informal contexts with high learner control. The study refines the framework and considers theoretical and practical applications.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Introduction

Case studies in e-RPL and e-PR

Recognition of prior learning and credit terminology framework

eRecognition framework and key definitions

Methodology and selected case studies

Conclusion and recommendations

Australian Journal of Adult Learning Volume 54, Number 1, April 2014 Case studies in e-RPL and e-PR Roslyn Cameron Curtin University Allison Miller Vanguard Visions Consulting Pty Ltd The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining in popularity in the VET sector however their use is sporadic across educational sectors, disciplines, educational institutions and professions. Added to this is an array of purposes and types of e-RPL and e-PR models and practice. The aim of this paper is to build on the conceptual framework developed by Cameron (2012) for e-RPL and e-PR and to provide case studies for each of the four types developed within this framework: e-PR for Professional Accreditation; e-RPL for Workplace Recognition; e-RPL for Access and; e-RPL for Self Recognition. We use the case studies to explore the four types and the two dimensions or continuums central to the framework. The vertical dimension is a continuum between RPL as process andRPLas product and the second horizontal dimension is a continuum 90 Roslyn Cameron & Allison Miller between formal learning contexts and low learner control as opposed to informal learning contexts and high levels of learner control. The case studies have aided the further development of the framework and its theoretical and practical applications. Keywords: e-RPL, e-PR, recognition of prior learning, professional accreditation, eRecognition, VET, ACE Introduction Recognition of prior learning (RPL) has been a mainstay of the national qualifications framework since its inception in the late 1990’s. All vocational education and training (VET) providers offering accredited training must also offer RPL. In 2009 RPL became subsumed into the Credit terminology framework as one of three types of processes for credit (AQFC, 2009) .‘Credit’ becomes the principal overarching concept for recognising learning, supported by ‘credit inputs’,‘forms of credit’ and ‘credit processes’.‘Credit inputs’ provide the basis for credit through the different forms of learning that can be recognised.‘Forms of credit’ are the different credit options and outcomes.‘Credit processes’ are used by training providers to determine credit decisions (AQFC, 2009:9) . Figure 1: Credit terminology framework Case studies in e-RPL and e-PR 91 Source: Adapted from AQFC (2009) The AQF (2011:97) defines RPL as follows: Recognition of prior learning is an assessment process that involves assessment of an individual’s relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual application for credit. Increasingly ePortfolios have been used to assist learners undertake RPL processes (Cameron, 2011). This has now spread to professional recognition (PR) with ePortfolios becoming the tool used by many tertiary education providers to map professional competencies acquired during professional education for professions such as engineering, teaching and nursing. As a result, the use of eRPL and ePR is an emerging field of practice which deserves greater scrutiny and analysis. In relation to the use of ePortfolios for recognition, we note a lack of critical engagement within the literature thus far, and a preoccupation with descriptive accounts of adoption issues, operability and barriers to implementation. We wish to examine these eRecognition practices using a recently developed eRecognition framework, which assists the analysis of these practices along several dimensions (product versus process; formality versus informality; learner control and voluntary or mandated use) . We also argue that RPL is not only another form of assessment or credit process but can be utilised for several other purposes such as workplace recognition and self-recognition or personal development. Due to the emergent nature of this practice and associate pedagogies this study has adopted

FAQs

What are e-RPL and e-PR, and why are they important in the VET sector?

e-RPL and e-PR use electronic and web-connected tools to collect and record evidence of prior learning. They are important because they support recognition and professional accreditation, though adoption is uneven across sectors and institutions.

What conceptual framework does the paper build on?

The paper builds on Cameron’s 2012 eRecognition framework for e-RPL and e-PR. It applies authentic cases to test the four types within the framework.

How are the case studies analyzed in the framework?

The analysis uses two core continuums: a vertical continuum from RPL as process to RPL as product, and a horizontal continuum contrasting formal learning with low learner control versus informal learning with high learner control.

Oct 15, 2026

Uploaded by McGucket