As Carole said, my name is Rae Perkins and I am using the ILP in my role as a learning advisor for the business students at NMIT. A business student
THE APPLIED BUSINESS STUDENT IS EITHER A STUDENT DOING THE NEW ZEALAND DIPLOMA OF BUSINESS OR THE BACHELOR OF COMMERCE, SO RANGING FROM LEVEL 5 TO LEVEL 7. IN 2013 I HAVE 224 STUDENTS THAT HAVE ACTIVE ILP’S
I AM GOING TO DESCRIBE HOW MY MODEL WORKS AND THEN SHARE THE FEEDBACK I GOT WHEN EVALUATING IT.
ORIENTATION THESE STUDENTS ARE INTRODUCED TO ME AS THEIR LEARNING ADVISOR AT ORIENTATION. MY ROLE IS A LEARNING ADVISOR IS EXPLAINED. I WILL MEET THEM EACH SEMESTER TO ENSURE THAT THEIR QUALIFICATIONS AND COURSES ARE IN LINE WITH THEIR CAREER ASPIRATIONS – MONITOR THEIR PROGRESS – AND CHECK ON THEIR WELL BEING.
I SHOW THEM AROUND THE ILP ONLINE TOOL THAT WE WILL BE USING TOGETHER & WE HAVE A BRAINSTORMING SESSION AND START TO RECORD THEIR LEARNING COMMITMENTS - AND SET TARGETS TO ACHIEVE THEIR GOALS & MAKE AN APPOINTMENT TIME IN THE NEXT FEW WEEKS TO SIT DOWN ONE ON ONE.
INITIAL MEETING WE COVER THREE AREAS:
THE GOAL WHAT IS YOUR CAREER ASPIRATION – IS THE QUALIFICATION IYOU ARE ENROLLED IN N LINE WITH THIS. E.G. I WISH TO HAVE CAREER IN MARKETING AND IDEALLY WORK FOR GOOGLE – SO WILL DO THE BCOM IN MARKETING WITH IT PAPERS AS MY ELECTIVES. THE MOTIVATION TO SUCCEED IS GREATER IF THEY HAVE REALISTIC TRUTHFUL GOALS TO WORK TOWARDS
SET UP A STUDYPLAN AND UPLOAD ONTO ILP EVALUTE ACADEMIC STRENGTHS & WEAKNESSES LITERACY AND NUMERACY ASSESSMENT RESULTS - WEAKENESSES – GUIDE TO LST ARE THEY ON THE CORRECT QUALIFCIAOTN FOR THEIR ENTRY LEVEL. .E.G A STUDENT WHO DID VERY POORLY ON BOTH LITERACY AND NUMEARCY MAY BENEFIT FROM BEING ON THE NZDB RAND GETT THE EXTRA SUPPORT FROM THE ADDITIONAL TUTORIAL THAN THE DEGREE FROM THE START
I LISTEN TO TUTOR FEEDBACK FROM STAFF MEETINGS & PASS THIS ON TO STUDENTS – IE. COULD IMPROVE ASSIGNMENTS IF APA REFERNEINCE WAS BETTER – DIRECT TO LST
ASK THE STUDENT WHERE THEY FEEL THEIR WEAKNESSES ARE -I.E EXAM STRESS – DIRECT TO LST EXAM STRESS SEMINARS
LIFE SKILLS & BALANCE DOES THE STUDENT HAVE A GOOD SYSTEM FOR ACHIEVING GOALS ? ARE THEY REALISTIC WITH THEIR TIME? E.G. DO THEY EXPECT TO BE THE ENLIGHTENED SIZE 10 EARTH MOTHER WITH PERFECT CHILDREN, A SPOTLESS LOUNGE AND GET STRAIGHT A’S ? ?? TIME MANAGEMENT IF PROCRASTINATION COMES UP AND ATTENDANCE ISSUES, WE WILL TRY TO GUARD AGAINST THESE DESTRUCTUIVE BEHAVIOUR BY PUTITING STRATEGIES IN PLACE. ENCOURAGE STUDENTS IF THEY LACK CONFIDENCE IF HAVENT STUDIED FOR MANY YEARS. ENSURE THEY HAVE SUPPORT – ENCOURAGE STUDETNS TO SHARE THEIR EDUCATIONAL GOALS WITH PEERS AND FAMILY SO THEY CAN CELEBRATE IN THEIR SUCCESS.
THE ONLINE ILP IS USED TO RECORD THE MEETING AND SET TARGETS TOGETHER. I ENCOURAGE THE STUDENT TO USE THE ILP TO SET UP THEIR OWN GOALS AND TARGETS DURING TERM TIME, AND REMIND THEM OF THE PURPOSE AND BENEFITS OF USING AN ILP. MONITORING MEETINGS – ASK QUESTIONS
HOW IS YOUR LEARNING & LIFE GOING? PRAISE FOR PASSING AND TRY AND GET THEM TO KICK THEIR OWN BUTT IF THEY ARE NOT ON TRACK. WORK TOGETHER TO MAKE TARGETS TO GET BACK ON TRACK
PLAN THEIR STUDIES WE DISCUSS WHAT SUBJECTS THEY ENJOY AND ARE A GOOD AT AND PLAN COURSES BASED ON PREREQUISTIES, TIMETABLES ETC… UPLOAD THE UPDATED STUDYPLAN ONTO ILP.
THE ONLINE ILP IS AGAIN USED TO RECORD THIS MEETING, ANY INPUT THE STUDENT HAS ENTERED DURING THE TERM IS DISCUSSED AND STUDENT ARE ENOURAGED TO USE IT TO REFLECT OVER THE SEMESTER
FINAL MEETING –CELEBRATE SUCCESS & REFELCT OVER THEIR LEARNER JOURNEY AND ASK THEM ABOUT THEIR NEXT STEPS INTO THEIR CAREERS…
SUCCESSFUL MEETINGS NEED TO BE RELEVANT – VARY THE CONTENT AND FOUCS TO SUIT THE INDIVITUAL NEEDS IE. FOR EXAMPLE AN 18 YEAR OLD WHO CAN NOT GET OF HIS XBOX MAY NEED T O SPEND THE WHOLE MEETING DISCUSSING STRATERGIES TO OVERCOME THIS. OR A MOTHER OF 4 UNDER 5 WHO IS GETTING STRAIGHT A’S MAY WANT TO SPEND THE WHOLE MEETING DISCUSSING THE TIMETABLE WHEN CHOOSING HER COURSES. SUPPORTIVE
WE USED FOCUS GROUPS, WORKSHOPS AND SURVEYS TO LST TUTORS AND STUDENTS TO ASK QUESTIONS ABOUT THE ILPS PURPOSE FORMAT AND ACCESSIBLITY HOW THEY ENGAGED IN IT AND WHAT COULD BE IMPROVED.
STRENGTHS OF THIS MODEL UNDERSTOOD THE PURPOSE Most (90%) student LST and Tutor comments reflected that the purpose was to set goals, monitor goals, keeping on track and as a reflective tool. APPRECIATE TUTOR COMMENTS All students that had had comments put on by their learning coach had appreciated it this.. Some said it had kind of electrified them to do something about their study situation. They could share their comments with family and support people. Liked the assurance they were on track. VALUE STUDY PLANNING SUPPORT – can use knowledge of students strengths and weaknesses to plan for future courses, timetabling, online studies and qualification. STRENGTHS OF THIS MODEL
UNDERSTOOD THE PURPOSE Most (90%) student LST and Tutor comments reflected that the purpose was to set goals, monitor goals, keeping on track and as a reflective tool.
APPRECIATE TUTOR COMMENTS All students that had had comments put on by their learning coach had appreciated it this. Some said it had kind of electrified them to do something about their study situation. They could share their comments with family and support people. Liked the assurance they were on track.
VALUE STUDY PLANNING SUPPORT – can use knowledge of students strengths and weaknesses to plan for future elective courses and help shape their qualifications. Looking at what order to do courses, following prerequisite limitations etc.
VALUE NEUTRALITY OF LEARNING ADVISOR They open up and speak freely about how they are going with courses and tutors which I can relay with their permission later on.
Give examples of most significant changes.. i.e. Marketing tool – by word of mouth students tell other potential students how well they are looked after and supported. Having same learner coach over the length of qualification completion creates relationship of trust and familiarity. Students rarely cancel appointments nowadays and almost always turn up for meetings showing that more value is placed on the ILP meeting than in the early years.
earning coach is not a tutor – neutral person – They open up and speak freely about how they are going with courses and tutors which I can relay with their permission later on. Learning coach also gives student study plan advice so can use knowledge of students strengths and weaknesses to plan for future courses, timetabling, online studies and qualification. Good retention rates and completion rates. Stats Literacy and Numeracy results seem to be a good indicator of likely success and pin points areas that need to be supported. Raises learner achievement rates – learning coach challenges to move from B’s to A’s One on one interviews – feels very catered to students individual needs – Give examples of most significant changes.. i.e. Marketing tool – by word of mouth students tell other potential students how well they are looked after and supported. Having same learner coach over the length of qualification completion creates relationship of trust and familiarity. Students rarely cancel appointments nowadays and almost always turn up for meetings showing that more value is placed on the ILP meeting than in the early years.
VALUE NEUTRALITY OF LEARNING ADVISOR
They felt that they could open up and speak freely with their learning advisor as they are not their tutor. Having the same advisor over the length of their qualification created a relationship of trust and familiarity. I have noticed a marked increase in students making ILP meetings and actually attending them which makes me wonder if they are seeing and feeling an increased relevance in the process.
TUTORS CAN MAINTAIN PROFESSIONAL DISTANCE – Tutors felt that their roles were not confused with having a learning advisor to help deal with the process of difficult or at risk students.
STUDENTS FELT SUPPORTED Students knew there was someone to see if things were going pear shaped or needed study advice.
WEAKNESSES OF THE MODEL
LACK OF INDEPENDENT STUDENT ENGAGEMENT Apart from using it at orientation and to record the one on one discussion they had with their learning advisor not many students were independently using it during the semester.
Some prefer their own time management tools and some prefer to keep I t in their heads. Or it could be due to…
LACK OF TUTOR INPUT Students saw benefits in being able to refer back to tutors progress reviews and comments.
POOR FORMAT AND ACCESSBILITY It is hard to find, clunky to use… requires lots of clicks to get anywhere. Notifications and planning tools would be beneficial. An ILP app would be easy to access and prompt user to engage.
LACK OF ADDITIONAL INFORMATION GOODTO HAVE A ONE STOP SHOP WITH THEIR STUDYPLAN, ASSESSMENT PROGRESS – ATTENDANCE, TIME TABLE INFORMATION OR A TIMEPLANNING TOOL IN THE ONE PLACE.
DOESN’T ADDRESS GRADUATE PLACEMENT At the final ILP meeting close to graduation students could be given advice and guided more into their careers.
IN SUMMARY - If we can maintain the current strengths and address some of the weaknesses of this model and tool we can ensure students are seen and their learning planned, recorded and monitored enabling them to take increased ownership in their goals and future and achieve the best possible outcome from their time with NMIT both academically and personally.
How does this model work? my satisfaction comes from learners taking responsibility for their journey”
Apply principles of Inquiry learning – Learners encouraged to question …..
I see the ILP as a tool: to download thoughts and feelings from learner’s head and heart an online facility.
ILP is embedded in delivery, a tool to ensure continuous improvement in learning
supporters of the learning share in the journey, discuss goals &targets, make comments, provide written feedback, report progress, and respond to learner reflections.
Orientation week start on..
Learners map out their learner journey establish study and personal goals Discuss with peers-How they going to achieve their goals
Introduce ILP and encourage translation of thoughts to posts/words in their ILP.
Coach, Tutor, Learning Support, conversations - encouraged to post on ILP
Experiential learning-hear from employerRequires-targeted skill development to close gaps-ILP Former NMIT tourism students share their career paths-learners self-analyse against essential skills
Students apply new learning, get feedback, reflect on their skills through Industry Practice “Customer service & selling is where it is at”……employer feedback
So in my role as learner coach at close of semester 1 I asked learners what they think of the ILP???
Aim: To compare and evaluate two working models of using online ILPs for monitoring and reporting progress and as a support tool for effective learning leading to successful outcomes for learners.
In summary the feedback from the focus group interview, June 17; showed a correlation between quality and quantity of information in student’s ILP and their position on a spectrum of dependant to independent learner. This is not age or culture specific it is related to where the learners are at in their learning, placed on a spectrum from dependant to independent learning. Strong correlation between engagement in ILP (the quantity and quality of information in ILP) and place of learner on a spectrum from dependant to independant Consequently I found that dependant, strugglers (the definition of strugglers refers to baggage, gaps in education/learning, health and money issues) were not engaged with their ILP. These users required minimal introduction and direction to effectively utilise the tool. They were not necessarily satisfied however with the format, structure and accessibility of the online version and described it as impersonal and ‘clumsy’. As a result they are reluctant users, only putting information on it when directed by me. These users required clarity and instruction on the basics of setting goals, smart targets and actions particularly in response to progress reports from tutors, support teams and their own self-reflections. They expressed the considerable resistance to everything about the ILP and if I didn’t direct them to put something in it they would not. Feedback indicates an attitude of “what’s the point in writing goals down as I have them in my head and have always done things that way”.
An analysis of user feedback gathered in written survey & focus group interview from sample of learners in level 3 & 5 programmes inspired me to: Stop directing students to ILP, instead make time to: Frequently comment on every ILP not just to at risk learners Promote inquiry questions to encourage critical thinking, self-reflection, interaction Post weekly feedback on progress, set & review date Further encourage tutors, learning support, employers (multiple users) to communicate with learners through ILP Copy into relevant ILPs, emails & outcomes of conversations to facilitate problem solving Encourage learner self- reflection
3. LIFE SKILLS & BALANCE
1 THEIR GOAL &
2. ACADEMIC STRENGTHS &
INITIAL MEETING MONITORING
WHAT DO WE THINK ABOUT IT ?
• FEEDBACK SOURCES
• QUESTIONS ASKED
STRENGTHS OF THIS MODEL
“ The purpose is to clarify
your learning path and help
you make the right decisions
as to the best way to reach
your learning goals”
“ I think it is good having someone show you the
course you should take and align things with your
end goals in mind.
“one thing that I found was helpful was is I have got
my partner supporting me through this I have been
able to show him the comments from my tutors that
have all been positive and I can say see look I am doing
good and she actually wants me to go onto the BCOM
– hmm “ (she mimics her husband grunting).
VALUE STUDY PLANNING
VALUE NEUTRALITY OF
“it is great to have that independent person you can
go and talk to when you are really not happy but you
don’t want to offend the tutor.”
“Provides among other things a process so
students issues to be raised and progressed
with an appropriate and consistent mix of
information flow and confidentiality “
TUTORS CAN MAINTAIN
STUDENT FEEL SUPPORTED Rae Perkins guides me through it and made
difficult decision easier to make by giving me the
information I needed.
WEAKNESSES OF THIS MODEL
LACK OF TUTOR
“If the tutors were going to use it a
lot, then it would be much more
LACK OF STUDENT
“I don’t feel like the effort of documenting
challenges, strategies and successes is worth the
benefit it gives. Usually when I'm faced with a
challenge, I am more focused on working out how to
overcome it then spending time documenting them.”
POOR FORMAT AND
“Prompts reminders, flowcharts perhaps -
something a little less formal, being able to
add pictures , emoticons is there an ILP how
to guide, what ILPs intention is.”
“Make it more simplistic and accessible. Make
people embrace it more.”
“If it did have our study plan and
assignments and essays and a bit
more of a calendar sort of thing,
then we would be in there a lot
LACKING INCLUSION OF
“for instance if somebody is good at marketing and
doesn’t actually know how to get into the industry of it. It
would be good to have suggestions from a learner coach
as in how they could integrate into that business. Not
necessarily directly into it. But the starting blocks of being
able to go into a job. “
my life is so god-damn
busy… trying to
balance my kids, study
and house… setting
targets taking one bite
at a time I’m getting
ILP not a priority
I have more
my ILP is a road
map it keeps me
ILP place to recognise my learning, give
me direction-broken in to targets, goals
Easy to use
Teachers can know what is
going on in our lives, an
opportunity to talk to
sometimes it’s hard to talk
directly to them
Not an effective
use of time, don’t
have to write
down my goals
they are in my
there are too many
pages and we don’t
have time to go
our life is very busy
comment on it
but not much
to how much
we are asked
to use it
what we get out of it is
lacking - somehow it
needs to be integrated
connected to my
So what did I learn from this feedback?
This feedback inspired me to:
Stop directing students to ILP, instead make
• Frequently comment on every ILP
• Promote inquiry questions
• Encourage wider participation
• Facilitate problem solving
• Encourage learner self- reflection
Online Individual Learning Plans
A tool for effective learning & successful outcomes?
Thank you – enjoy your journey
Katrina Marwick email@example.com
Rae Perkins firstname.lastname@example.org
Carole Crawford email@example.com