This document discusses redesigning an individual learning plan (ILP) system. It notes the need to entirely redesign the ILP to be compatible with new software, use improved programming practices, and include new features like customizable forms, configurable dashboards, and additional field types and display options. The redesign aims to provide new opportunities and a flexible system while ensuring all critical existing features are migrated. It raises questions about how to manage ongoing development to realize the new system's full potential.

1. ULCC E-ILP2 focus group:
What drives e-ILPs?
ULCC 25th November 2011

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. 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. What Drives e-ILPs?
For learners?
For staff?
For organisations?

5. Impact of e-ILPs
Within 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. 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 I'm not interested in.“
http://www.foyer.net/level2.asp?level2id=15
Foyer Federation

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. Focus of ILPs
Pupil
Management
Transition
Guidance
Learning
Skills
Learning Management

9. Pupil Management
• Micro-targets
Focus
• Behavioural Change
• Improve learner success
Goals
• Progress towards curricula goals
Evaluation • 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. Transition Guidance
• Macro-targets
Focus
• Transition stages
Goals • Support learner progression
Evaluation
• Assessed retrospectively through
progression routes
Issues
• Learners often see the process as career
planning rather than action planning

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. 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. ILPs & e-Learning
‘e-learning is
ideally centred on
the set of student
tasks’ 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. Ownership
Developing empowering cultures requires
skill, thought and a commitment to valuing
and exploring processes,
not just focusing on
the ‘product’
- Haigh, 1999

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. Why new ILP?

17. Moodle 2.0
• Not compatible with Moodle 2.0
Issue
• Rewrite module - display, database, integration
Solution • Github source control
• Forward compatibility
Future

18. Functional Programming
• Inconsistent behaviour
Issue • Expensive developments
• Object-oriented
programming
Solution • Extensible plug-ins
• Unlimited possibilities
Future

19. Hard-coded form designs
• Impossible to change
Issue • Hard limit of 4 reports
• Form design GUI
Solution • Optional field types
• Customise forms for
Future individuals

20. HTML Templates
• Poor accessibility
• Not supported on all
Issue platforms
• Standards based forms
• Cross-browser
Solution compatibility
• Cross-platform
compatibility
Future

21. ILP View
• Single hierarchical view
Issue • Hard-coded templates
• Dashboard template
Solution • Configurable page areas
• Cross-platform
compatibility
Future • User designed page

22. Textual display
• ILP is text
Issue dominated
• New form field types
Solution • Display plug-ins
• Multiple views
Future • Visualisations

23. Reporting
• Reporting is
Issue limited
• Field filters
Solution • Tutor Dashboard
• Advanced report
Future options

24. Fixed this week
• Deadlines added to calendar
Latest Updates
• Visual indicator of states
• Super-user capability
• Overdue targets flagged
• Targets send email reminders

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?