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Griffiths, Dave (2014) The “T” Process: triangulating personal learning. Investigations in university teaching and learning, 9. pp. 75-83. ISSN 1740-5106
A novel method for engaging in learning-focused dialogues is proposed - a method that not only allows learners to construct their own conceptions of learning, but also - where and if appropriate – allows them then to use those constructions to practice articulating and using learning acquired as the result of working and personal life experiences.
The specific technique, it is suggested, may be usefully employed in a wide variety of contexts where individuals are required – formally or informally – to articulate experiential learning in oral or written form and when employed in an assessment context, for example as a precursor to RPL (“Recognition of Prior Learning) applications, the technique becomes assessment ‘as learning’ (Earl, 2003)
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