1 / 8

TransPortALL: Transfer of Portfolios Assisting Lifelong Learning

Explore strategies for preparing learners for transitions between educational institutions and varying levels of support. Recommendations and suggestions are provided on developing PDP processes, assessment criteria, and fostering learner ownership. Lessons learned highlight the importance of research, planning, and understanding cultural differences in education.

carolynlopez
Download Presentation

TransPortALL: Transfer of Portfolios Assisting Lifelong Learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TransPortALL: Transfer of Portfolios Assisting Lifelong Learning Janet Strivens Centre for Lifelong Learning The University of Liverpool Simon Grant Project worker

  2. Imagine the personal challenge… • When were you least confident in your academic ability? • A particular subject; or non-academic area? • This is to be learned in a new context • But there is little support available • What would prepare you? • How would you cope?

  3. Challenges • How can learners be prepared for the transition between institutions? • high support to low support context • other cultural differences • How can a common overarching PDP process be designed? • activities • information content

  4. Recommendations - baseline • Design review structures and instruments (documentation etc.) so that the student has the greatest appropriate sense of involvement in making PDP-related decisions • Develop and motivate staff so that they have the skills and attitudes to foster a sense of learner ownership of the decisions

  5. Recommendations for transition • Discuss the fact of change of level of support with learners • Design clear, explicit and appropriate assessment criteria for use in feedback about assignments • Communicate these criteria to the learners, and allow for dialogue about their meaning with tutors and/or peers

  6. (continued) • Arrange for learners to assess each other’s assignments, using these criteria • Introduce routine self-assessment of assignments (prior to submission) • Build these criteria into periodic review of overall performance and progression

  7. Suggestions • Include activities which are designed to help the learner understand better how she learns • Construct an explicit framework for the skills which are relevant to the educational context

  8. Lessons learned • Realism • Find out more before the start • Less change of plan during execution • Longer, thinner project • Time to understand different cultures and learners’ experiences with new technology • Time to investigate effects properly

More Related