1. Gwerthfawrogi Dysgu trwy Brofiad: Grymuso Taith y Dysgwr Valuing Experiential Learning: Empowering the Learner Journey
Introduction: Liz
Introduction to us – and roles and responsibilities.
Background – Project? Mainstream? Ideology? Philosophy?
Intention of the discussion – including the fact that there is not enough time to discuss all the range – public, private and voluntary sector; full time, part time, temporary and Welsh and English.

2. Uwch Ddarlithydd / Senior Lecturer Lowri M Harris
Athrofa Cymru ar gyfer Dysgu Seiledig ar Waith Wales Institute for Work-based Learning
Dr Elsie C Reynolds
Uwch Ddarlithydd / Senior Lecturer
Lowri M Harris
Darlithydd / Lecturer
Dr Elizabeth (Liz) Wilson
Athro Cysylltiol a Phennaeth / Associate Professor and Head
LIZ – possibly group to introduce selves

3. Dysgwyr Learners Cefndir Background Addysg Education Sector Sector
Oedran
Gwaith
Cytundeb
Profiadau amrywiol
Background
Education
Sector
Age
Work
Contract
Diverse Experiences
LOWRI
Background – return to work/education, career breaks, change direction, found direction.
Education – ranging from nothing to GCSE / O Level, A Level, HNC, HND, first degree and higher degree (BA and MA) OR work related. Professional qualifications (e.g. Solicitors)
Sector – Public, Private, voluntary. Large / small businesses.
Local, National, International.
Age – usually Need at least five years work experience.
Work – Must be employed.
Contract - Full time, part time, contract, voluntary
Experiences - personal, educational and work – no need to specify.

4. PwyntiauTrafod Discussion Points
Adnabod, gwerthfawrogi ac achredu dysgu drwy brofiad
Safbwynt y dysgwr a’r cyflogwr
Llais y dysgwr yn ganolog i’r adolygiad ac adnabod y dysgu
Gwerthfawrogwyd, yn bersonol ac yn broffesiynol, y cyfle i achredu dysgu a gyflawnwyd tra’n gweithio
Recognising, valuing and accrediting experiential learning
The perspective of both learner and employer.
The learner voice is central in the review and identification of learning.
Given the opportunity to gain accreditation for learning achieved whilst working has been valued personally and professionally
The different learners:
Rhian Nelson – Occupational Therapist , Private Sector (Graduate)
Paula Lewis – Employer (Graduate)
Lee Hind – Voluntary Sector (No HE qualifications)
Caroline White – Voluntary Sector (No HE qualifications)
Louise Wilkinson – Voluntary Sector (BA and MA)
Meleri Cray – Retired professional. Voluntary Sector. No HE qualifications. Welsh medium.

5. Ac i orffen ... And finally ...
Achredu dysgu a datblygiad ar lefel prifysgol
Gwahanol sectorau a meysydd
Tystiolaethu profiad
Effaith – bersonol a phroffesiynol
O fewn cyd-destun
Cyfrwng y Gymraeg a’r Saesneg
Accrediting learning and development at university level
Different sectors and subjects
Evidencing practice
Impact – personal and professional
In context
Welsh and English medium
Impact: Learner centred widening access provision with specific relevance to those in work who, although they have progressed through their careers, many have not acquired formal qualifications at higher levels.
Implication: The integration of vocational relevance underpins the curriculum for these student portfolio submissions. This is enabling students to strategically use their work-based learning to develop the academic rigour expected of study in HE.
Innovation/originality: The creation of a bilingual online resource which supports learners in making a claim for work-based experiential learning.