ULCC e-ILP Focus Group


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This presentation was given at the ULCC e-ILP Focus Group on Friday 25th November at Senate House.

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  • 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

    1. 1. ULCC E-ILP2 focus group: What drives e-ILPs? ULCC 25th November 2011
    2. 2. 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
    3. 3. 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.
    4. 4. What Drives e-ILPs? For learners? For staff? For organisations?
    5. 5. 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)
    6. 6. 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
    7. 7. Interest in ILPs ‘ILPs remain a central nexus of practice – , are highly contentious among practitioners, and rhetorically support personalised learning opportunities’. - Hamilton (2009)
    8. 8. Focus of ILPs Pupil Management Transition Guidance Learning Skills Learning Management
    9. 9. 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
    10. 10. 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
    11. 11. 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
    12. 12. 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.
    13. 13. 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
    14. 14. OwnershipDeveloping empowering cultures requiresskill, thought and a commitment to valuingand exploring processes,not just focusing onthe ‘product’- Haigh, 1999
    15. 15. 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.
    16. 16. Why new ILP?
    17. 17. Moodle 2.0 • Not compatible with Moodle 2.0 Issue • Rewrite module - display, database, integrationSolution • Github source control • Forward compatibilityFuture
    18. 18. Functional Programming • Inconsistent behaviour Issue • Expensive developments • Object-oriented programmingSolution • Extensible plug-ins • Unlimited possibilitiesFuture
    19. 19. Hard-coded form designs • Impossible to change Issue • Hard limit of 4 reports • Form design GUISolution • Optional field types • Customise forms forFuture individuals
    20. 20. HTML Templates • Poor accessibility • Not supported on all Issue platforms • Standards based forms • Cross-browserSolution compatibility • Cross-platform compatibilityFuture
    21. 21. ILP View • Single hierarchical view Issue • Hard-coded templates • Dashboard templateSolution • Configurable page areas • Cross-platform compatibilityFuture • User designed page
    22. 22. Textual display • ILP is text Issue dominated • New form field typesSolution • Display plug-ins • Multiple viewsFuture • Visualisations
    23. 23. Reporting • Reporting is Issue limited • Field filtersSolution • Tutor Dashboard • Advanced reportFuture options
    24. 24. Fixed this week • Deadlines added to calendarLatest Updates • Visual indicator of states • Super-user capability • Overdue targets flagged • Targets send email reminders
    25. 25. Summary Redesign Entirely new ILP Do we need new practice? Features New feature set Did all features migrate? Roadmap New opportunities How to manage development?