AN EXPLORATION OF STUDENT FOCUSED INITIATIVES TO SUPPORT RECOGNITION OF PRIOR LEARNING CASE PREPARATION P. O'Leary, S. O'Sullivan Cork Institute of Technology (IRELAND) Cork Institute of Technology (IRELAND) phil.oleary@cit.ie, siobhan.osullivan@cit.ie Abstract Recognition of Prior Learning (RPL) is where recognition is given for relevant learning, regardless of how it was gained, prior to starting on a programme or module. This research explores a number of student focused initiatives to support RPL case preparation. An action research methodology was used where existing procedures in our institute were examined and evaluated, new procedures introduced to students, followed by further evaluation and reflection. The aim of the research was to create a positive environment for RPL case preparation. The initial survey captured the initial picture of RPL in 2011. This was followed with an exploration of reflection using focus groups. Changes to the existing processes include development and evaluation of website after which an additional page was added to the site, that of ‘Valuing Learning’. The Valuing Learning space was added to encourage documentation of competencies and this was followed with a trial of e portfolios using Google sites. The last element in the research was an evaluation of the e portfolio trial. The findings contribute valuable insight to a complex field in education. This research was supported by the REAP project and the HEA in Ireland. Keywords: Recognition of Prior Learning, Lifelong learning, e-Portfolio,Valuing Learning. 1 INTRODUCTION Recognition of Prior Learning (RPL) allows for relevant learning from life, work or previous studies be formally recognised by an education provider on entry to a programme of study. RPL is an increasingly significant aspect of provision for Higher Education. Economic recession and demand for reskilling and upskilling of the workforce, along with the knowledge economy have resulted in RPL being sought by a diverse body of students. This research focused on improving the experience of the student with their RPL case preparation. Seven enactments were completed taking an action research approach. 2 METHOD An action research methodology allowed for a number of interventions to the existing RPL service in an Institute of Technology setting, namely Cork Institute of Technology in Ireland. The interventions are as follows: 2.1 Questionnaire establishing picture of existing process for RPL case preparation in 2011 A broad range of students from multiple disciplines, who had prepared an experiential learning case in 2010-2011 were invited to partake in this study. Thirty students from a range of backgrounds and