The following are definitions for the key terms (e-RPL and e-PR) embedded in the eRecognition framework taken directly from Cameron (2012:99):
e-PR: Professional Accreditation is defined as the unique practice of utilising electronic, digital and mobile web connectivity technology to collect and record evidence of prior learning and continuing professional development against the professional standards of a specified profession as determined by that profession's accrediting body.
The study aims to test the eRecognition framework against authentic case studies of e-RPL and e-PR practice.
RQ1: What authentic e-PR and e-RPL practices can be applied to the eRecognition framework?
RQ2: How can the eRecognition framework be utilised by practitioners to assist them in e-PR and e-RPL approaches and associated pedagogy?
Snowball sampling has been used to select the cases as one of the authors has detailed knowledge of e-PR and e-RPL practices across the Australian VET sector due to her previous and current professional roles and employment.
This case study was considered an example of e-PR as the OTTs already had prior teaching experience but needed to demonstrate to the NSW Education Department that they had the English proficiency to be registered as a teacher in NSW.
This case demonstrated the elements of the e-PR type as the activities involved professional registration, and the learners would be judged on the evidence provided in the end product (the ePortfolio).
The small but increasing popularity of e-RPL and e-PR across educational sectors, disciplines, educational institutions and professions requires closer examination in terms of purposes, practices and pedagogic implications.
Case Study 1 in e-PR was linked to professional registration and did hold true to the typology however there was a degree of flexibility within the program that allowed learners to engage with more user-friendly software without compromising the product oriented focus.