Problems remain when this question enters the institution. Is experience (informal and nonformal learning) automatically of lesser value and quality that formal learning? Or is it simply different? Can experience be theorised by the person in the experience. Schon would argue "yes" - it is the whole point of the reflective practitioner. If experience can be reflected, reflective and informed, then what assessment mechanisms do institutions need to embrace this learning within a formal program of study?
Universities in Australia have remained remarkable resistant to valuing experiential, informal and nonformal learning designed by learners themselves, despite many debates of theoretical and practical work in this area. The growth of Open Education Resources, and high quality learning experiences on the web mean that adults now have increasing access to self-directed, student-centred learning, designed by the adult - yet Universities contrinue to struggle to develop a pedagogy responsive to this learning.