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Liverpool JMU

Liverpool JMU. School of the Built Environment PDP Experience 2000-2005. The SOBE Experience. SOBE Experience. School implementation staff training and involvement student registrations assessment feedback operational issues applications future. School implementation.

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Liverpool JMU

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  1. Liverpool JMU School of the Built Environment PDP Experience 2000-2005

  2. The SOBE Experience

  3. SOBE Experience • School implementation • staff training and involvement • student registrations • assessment • feedback • operational issues • applications • future

  4. School implementation • School policy was to incorporate RAPID into each programme before end 2001/02 • Target - one module at each level within each programme • Module focus - RAPID element 15% total module mark

  5. Staff Training and Involvement • T&L Group • T&L Awayday • all SOBE staff attended demonstrations • Initial presentations by LTC • Module leaders now present package

  6. Undergraduate Programmes Building Surveying Civil Engineering Construction Management Housing Planning Quantity Surveying Real Estate Management Academic Year 2001-2005 :c.800 student registrations per academic year HNC/HND Programmes • Building Surveying • Building Technology • Housing • Civil Engineering • Urban Planning

  7. Assessment • Within module • Formal • 500 word report • Marked as D,P,M or Fail • Worth 15% of module assessment • Informal • Used as 'aide memoire' to assist in preparation of learning journal

  8. Feedback • positive experience- staff and students • ease of use • facilitates production of report and learning journal • links to professional bodies • enhanced awareness of professional body requirements • contextualisation of key skill development • ability to progress at own rate • enhanced evidence linkages • staff generally convinced of benefits

  9. Operational issues • initial software installation • remote access • external & P/T students • quality of reports • some excellent • some just completed package • guidance on reflection • good on future planning • evidence issues

  10. Initial application: • All skills related to CIOB PDP, RICS APC etc. • Skills directly relevant to students • Skills inherent taught programmes

  11. Further application: • Problem - BTEC key skills • part time students • different competence levels • diverse experience of students • management key skills

  12. Customisation in the School-Housing programmes • adapted version of RAPID • key skills element • outcome driven • student specifies processes • student benefits • inter active • remote access • framework • clarity for staff and students • supports current portfolio

  13. Conclusions-School based • project launch : successful • project aims and objectives : on target • construction based programmes : appropriate • broader application : strong potential

  14. Future… • register all SOBE students • make linkages • progress file • industrial placement reports • support alternative modes of delivery • work based learning • web based learning • integrate key skill portfolio • customise and extend to other schools

  15. RAPID in the Wider University Context • RAPID was initially chosen as the PDP Tool for use across the University • Problems: • Scaleability • Unsupportable by CIS • Timescale for customising • University wants OSS to develop system that will ‘speak’ to exisitng system

  16. PDP • Have to have system available for student use by September 2005 • Development of paper based exercise based on PACE and SPEED key skills section(RAPID) • Uploadable in WORD to Virtual Learning Environment (Blackboard)

  17. PDP • Each programme has its own Blackboard site for PDP • Use either examined or not, depends on the School

  18. Advantages of this approach • Staff and students will not have to learn different electronic versions • We know that Blackboard works and that students like it! • Quick and easy to develop • Ultimately, OSS will develop their own version and it will take data from the main database, which will ease the task for students • OSS can produce the transcript which is part of the PDP requirement

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