Welcome to CAPLA’s FREE
Universities and RPL Fall program
September 25 & October 7 at 12 noon (ET)
The Canadian Association for Prior Learning Assessment (CAPLA) is inviting you to participate in two, free ZOOM sessions this fall, hosted by the Universities and RPL Working Group.
The purpose of these meetings is to share activities, research, innovative approaches, and challenges associated with supporting non-traditional adult learners looking for recognition by the academy, to facilitate their degree completion. These individuals may have older degrees, partial university credits, a combination of work experience and international credentials, or advanced knowledge, skills, and abilities in specialty fields relevant to university courses and programs.
More about CAPLA
Registration is free
To register for these free sessions, click on the Eventbrite link above. If you would prefer not to use Eventbrite to register, here is the Zoom link for both meetings.
To join by phone, select from these access numbers:
+1 780 666 0144
+1 204 272 7920
+1 438 809 7799
+1 587 328 1099
+1 647 374 4685
+1 647 558 0588
+1 778 907 2071
Meeting ID: 865 8401 9784
Passcode: 656575
For more information, please contact CAPLA at or email Shahrzad at or by phone at 613-820-7962.
Session 1 Topic:
Current state of knowledge on RPL in higher education: selected findings to support discussion in the Canadian context
Thursday, September 25, 2025 | 12:00 noon (Eastern)
This webinar will highlight key findings from a literature review on the recognition of prior learning (RPL) in higher education (Bélisle, Supeno, Breton et Mottais, 2024). The report was prepared for the Bureau de coopération interuniversitaire (BCI) in Québec. Specifically, it will present selected research results on the benefits of RPL, both for individuals and for universities.
Presenter: Évelyne Mottais is an Assistant Professor in the Department of Career Counseling at the Faculty of Education and a regular member of the Centre for studies and research on transition and learning (Centre d’études et de recherches sur la transition et l’apprentissage ou CÉRTA). Her research focuses on information practices related to education and work, as well as the recognition of prior learning (RPL) in vocational education, from a social justice perspective.
Session 2 Topic:
‘Sitting beside’ – reflections on assessment for a PLAR/RPL context: what do relationships, AI, assessments, and grading have in common as we rethink assessments of learning?
Tuesday, October 7, 2025 | 12:00 noon (Eastern)
The root word of assessment is ‘assidere’ which means to ‘sit beside’; not judge, not evaluate, but to sit with. For me, this root definition has reinforced my thoughts about the role of the educator and the role of assessment in learning in the time of AI. GenAI is changing the way we assess learning and is opening conversations around authentic assessment of learning, alternative grading, and the role of the educator. Using personal experiences and evidence-based approaches, Claire will explore the big topics of assessing and evaluating learning in an AI-world, and the role of relationships in supporting the learning process. This presentation will discuss these broad themes and provide time to connect them to an PLAR/RPL context.
Presenter: Claire Hay, MSc. is a Learning Specialist in Curriculum and Assessment at the University of the Fraser Valley. Bringing her experiences in student-centred, active, and co-constructed learning in geography classrooms, Claire supports faculty in designing curriculum that supports student learning through intentional course design. Her work is grounded in a pedagogy of kindness (Denial 2024) and challenges colonial educational practices through place-based and Indigenized teaching and learning. Claire engages faculty in the stories of their teaching practice to explore evidence-based approaches that support learning. Claire’s research focuses on alternative grading and authentic assessment design that decentres grades and advocates for student agency in the assessment of learning.