Excellence and Enjoyment – For Vygotksy learning is not always fun, where the government is legitimising continued accumulation through global competitiveness (‘excellence’) in a knowledge-based (‘creative’) society through an appeal to consumerism (‘personalisation’) and the nice emotions (‘enjoyment’) derived from it;Marketisation and Equity - values such as self-motivation, self-regulation, and educational progress, are not equally distributed among different classes and cultures in English society. Personalisation and Choice - choice of institution and learning experience may be mutually contradictory – those that need most help are least likely to seek it.
For Vygotsky an independent learner is the result of learning rather than a premise for it.
ULCC e-ILP Focus Group
ULCC E-ILP2 focus group: What drives e-ILPs? ULCC 25th November 2011
Improving Quality: Inspection Ensure each learner has: o Initial assessments o An individual learning plan o Mapped route for achievement of goals QIA – Excellence Gateway ‘Encourage all organisations to support a personal online learning space for learners.’ DFES – Harnessing Technology, e-Strategy
Personalised Learning Plans• Provides support for the process of learning through mapped routes from a starting point to the achievement of individual goals, for example completing frameworks, or gaining sustainable employment.
What Drives e-ILPs? For learners? For staff? For organisations?
Impact of e-ILPsWithin the 1st year retention grew from 62% to 92% and achievement from 69% to 73%For students, the most popular and motivating tool has been the instantaneous access to their timetables, attendance and punctuality reports. This has also resulted in significant cost savings.Lewisham College (Link to report)
Impact of e-ILPs"It works for me because it focuses on my individual needs and is delivered on my terms rather than forcing me into a classroom to do something Im not interested in.“ http://www.foyer.net/level2.asp?level2id=15Foyer Federation
Interest in ILPs ‘ILPs remain a central nexus of practice – , are highly contentious among practitioners, and rhetorically support personalised learning opportunities’. - Hamilton (2009)
Pupil Management • Micro-targets Focus • Behavioural Change • Improve learner success Goals • Progress towards curricula goalsEvaluation • Often judged in relation to achievement and retention • Curricula/funding goals may be different to learners’ goals Issues • Learners perceive them as irrelevant and refrain from reflection on identity and goals
Transition Guidance • Macro-targets Focus • Transition stages Goals • Support learner progressionEvaluation • Assessed retrospectively through progression routes Issues • Learners often see the process as career planning rather than action planning
Learning Skills • Lifelong learning skills Focus • Reflection on learning • Planning itself is seen as a valuable exercise to Goals teach, with complex skills and qualities developed by learners • Qualitative improvements of the learners’ Evaluation perception of self where effort is rewarded as well as ability • Learners may not value literacies of lifelong Issues learning and so we are influencing behaviour rather than developing skills
Learning Management There’s probably a long way to go with learners generally ... I think it’s simply that we haven’t got far enough down the line yet with the whole situation.
ILPs & e-Learning‘e-learning isideally centred onthe set of studenttasks’ Learning activities can be classified by who is principally- Carr-Chellman & Duchastel, 2000 directing the activity: Self-directed Peer-directed Teacher-directed - Biggs, 2003
OwnershipDeveloping empowering cultures requiresskill, thought and a commitment to valuingand exploring processes,not just focusing onthe ‘product’- Haigh, 1999
Individual Learning Plan (ILP) Formative assessment tool providing scaffolding to heighten learner awareness. Dialogue creates shared vision for future development which can only be judged in relation to that vision. Adaptive customisation affords learners standard tools (e.g. target setting, progress review, etc.) to create a unique learning path.