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Helping non-traditional learners bloom: a preliminary review of the JISC DeL eTools PETAL project

Helping non-traditional learners bloom: a preliminary review of the JISC DeL eTools PETAL project. George Roberts Development Director Off-campus e-Learning Oxford Brookes University University of Wolverhampton e-Portfolio Conference 13/12/2004. Helping Non Traditional Learners Bloom.

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Helping non-traditional learners bloom: a preliminary review of the JISC DeL eTools PETAL project

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  1. Helping non-traditional learners bloom: a preliminary review of the JISC DeL eTools PETAL project George Roberts Development Director Off-campus e-Learning Oxford Brookes University University of Wolverhampton e-Portfolio Conference 13/12/2004

  2. Helping Non Traditional Learners Bloom Contents • Policy context • personal identity technologies 2. Definitions • Traditional non-traditional / Non-traditional non-traditional • repository, reflective tool, presentation • artefacts, facts, values, reflection/annotation, evidence • Not: PDP, UCAS, LLR but impinges on all • personal identity technology 3. Petal • Requirements • Use case 1 • Beta release • Multiple use cases: FE, HE, LL, CPD Wolves Portfolio 2 13/12/2004

  3. Policy: the Big Picture • Globalisation • Liberalisation • Participation • Innovation • Education and training policy replaces industrial policy as the means by which governments seek to make regions economically competitive Wolves Portfolio 3 13/12/2004

  4. A 21st century education system Flexible Provision Professional Workforce Learners Empowered Better Value for Learners Creativity & Innovation Objectives of Current DfES Strategies Raising Standards Improving quality Removing Barriers Preparing for employment skills Widening Participation early years Primary Secondary 14-19 Skills Post-16 HE Contributions from e-Learning Personalised support, Online communities, Flexible Study Virtual Environments, Individualised Study, Collaborative Learning, Tools for Innovation, Quality at Scale Strategic Actions Leading Sustainable e-Learning, Supporting pedagogical innovation, Staff development, Unifying Learner support, Aligning assessment, Building a better market, Assuring tech and quality standards Wolves Portfolio 4 13/12/2004

  5. Negotiating Learning • Individual Identity Technologies • Individual • Identity • Technologies • Organisational • Culture • Standards • Personal, Team, Collaboration, Collegiality • Organisational Culture and Standards • Hierarchy (Estate), Network or Market • Pedagogies, orthodoxies Wolves Portfolio 5 13/12/2004

  6. Strategic definitions e-Portfolio Is it • Repository of artefacts • Presentation for rhetorical purpose • Process of reflective learning • Personal Development Planning • all the above Stages • Collection • Reflection • Projection Evidence • fact • value • artefact • annotation - ascribing value to the artefact attesting to the fact Not • UCAS application • PDP record • Life-long Learning Record • Personal Identity Card • But it impinges on all these Wolves Portfolio 6 13/12/2004

  7. Non-Traditional/Non-Traditional Much attention focused on the needs of traditional learners • First cycle tertiary (Undergraduate/College) and traditional non traditionallearners • part time and mature students following award bearing courses (traditional non-traditional) Less attention to 'non traditional non traditional’ learners. • students who do not engage with the learning process • who are often workplace based • For these students, quality is more aligned to the ‘fitness for purpose’ model than supply side notions of quality as excellence • workplace learning, requires approaches where the benefits of education and training are obvious and immediately applicable (Beresford & Roberts, 2003) Wolves Portfolio 7 13/12/2004

  8. Petal Work Packages • WP 1 - CMALT Inception • WP2 - Initial Requirements • WP3 - Project Website • WP4 - CMALT Use Case 1 • WP5 - Alpha S/W release • WP6 - IMS LD UML description of Use Case 1 • WP7 - Produce use-case template • WP8 - Interim Report • WP9 - Beta Software Release • WP 10 - LTPG complete CMALT • WP 11- Develop use cases • WP 12 - Release 1.0 • WP13 - Final Report Wolves Portfolio 8 13/12/2004

  9. WP2 - Initial Requirements Wolves Portfolio 9 13/12/2004

  10. Considerations: Task v. Process The strength of OSP is support for mediation of processes between people • But, OSP and any one use-case (e.g. CMALT) might lead to a task oriented approach. • a task is only one iteration of what should be seen as a longer process. • Process orientation allows building in different focuses and commentaries for purposes not yet known. Principles • work happens in context with people • structured reduction of complexity inevitably involves selection and direction • data view directs input • in all cases annotation is crucial • use cases (profiles) should be more modular • the user should be able to do something to the repository in the context of a goal, but goals can change. • How to overlay another profile on existing data? • must process exist before the user starts building it? Wolves Portfolio 10 13/12/2004

  11. WP2 Workflow Wolves Portfolio 11 13/12/2004

  12. Initial Evaluation 1. How user-friendly is the OSP tool? What are your first impressions? 2. Is it preferable to enter your information using the generic e-portfolio fields or the CMALT subset? 3. How easy is it to choose the most appropriate field in which to record information for your CMALT application? 4. Are any relevant fields missing? If so, which? 5. Are the CMALT data entry fields organised in the best way? What are your suggestions to improve organisation? 6. Will you use the comments area within the data entry view? If so, how? Wolves Portfolio 12 13/12/2004

  13. WP4 - CMALT Personal Information Wolves Portfolio 13 13/12/2004

  14. WP4 - CMALT Objects for Reflection Wolves Portfolio 14 13/12/2004

  15. WP4 - CMALT Annotate Object: Text Wolves Portfolio 15 13/12/2004

  16. WP4 - CMALT Annotate Object: Image Wolves Portfolio 16 13/12/2004

  17. WP4 Share Portfolio Wolves Portfolio 17 13/12/2004

  18. CMALT Mentor Wolves Portfolio 18 13/12/2004

  19. WP9 - Beta Software Release Wolves Portfolio 19 13/12/2004

  20. WP 11- Develop use cases • Petal is producing a general e-portfolio tool for lifelong learning based on the Open Source Portfolio Initiative (OSPI - http://www.theospi.org/). • The Petal project is implementing one use-case (Certified Membership of ALT -CMALT). • Petal will develop up to 8 use-cases for the application of the Petal General e-Portfolio Tool in four post compulsory education sectors: FE, HE, ACE and professional institutes. Wolves Portfolio 20 13/12/2004

  21. Use Cases: Aims • How ePortfolio systems, tools and resources can be used to: • facilitate personal development planning across disparate community groups and learning providers • facilitate progression between institutions • support the independent lifelong learner • personalise the learning experience • demonstrate the sharing of learning resources and services across institutions • deliver tools and information from a range of sources to the learner at home or in the workplace. • Examine issues relating to accessability Wolves Portfolio 21 13/12/2004

  22. FE Use Cases Provisional Induction tool for Access to HE students to start their return to education • Often such learners do not value what they have done previously and can only see that they failed some previous academic situation. Using an ePortfolio would enable us to begin the year on a positive note. The ePortfolio will be used to complete a tutorial credit which is gained at the end of the course. HND Multimedia course run in conjunction with Brighton University • Online portfolios have formed a part of the work of students in previous years but we are enthusiastic about trailing a high quality web-based tool as proposed in this project. HN Wine Studies course • Plumpton College’s main wine course, the Higher National Diploma (HND) in Wine Studies, in 1996. It's a two-year full-time program that covers all aspects of wine, from the soil to the glass, and is run in association with the University of Brighton and the Wine and Spirit Education Trust. Wolves Portfolio 22 13/12/2004

  23. Community Learning Use Cases Provisional The Refugees into Higher Education project • This use case study will focus on the specific requirements of refugee groups to create and maintain ePortfolio records that both support the personal development planning process and transfer between a variety of local education providers including community-based education provision and HE-based provision for community projects. Access to Art • an integrated Further Education based (pre-foundation) art course for students with learning disabilities, piloting new pathways for access to further and higher education in the Arts. The students use video diaries and other reflective processes to support and record their personal development. Oxfordshire Community Learning Support Unit (CLSU) • Together with the Oxfordshire Community Learning Support Unit (CLSU) we will pilot the ePortfolio software with returners to learning at Blackbird Leys UKonline Centre Wolves Portfolio 23 13/12/2004

  24. Higher Education Use Cases: Education Provisional A Foundation Degrees for Teaching Assistants • supporting learners in primary, secondary and further education settings The Postgraduate Certificate in Teaching in Higher Education • a one year part time course designed for new academic staff. The course is assessed by portfolio where participants present, discuss, review and organise evidence of their practice as a HE teacher into a portfolio document. This use case study will focus on the specific requirements of professional development courses in terms of how well the Petal Portfolio tool supports participants to engage in and document the processes of reflective practice. Wolves Portfolio 24 13/12/2004

  25. Higher Education: Health & Social Care Provisional In healthcare portfolios are being used as tools for learning and also for the assessment of learning and competence in almost all its fields. Social Work: Fit for Practice • This double module prepares first year students to engage in the social work practice-learning component of their training. Students have a framework for reflection prior to placement • Written Reflections of Shadowing Experience(s) • An Agency Assessment • A Client Profile (drawn from simulated agency files) • An example of evidencing competency in Key Units demonstrating the use of reflective practice and embedded theoretical constructs Facilitating and Assessing Workplace/Placement Learning • an e-Portfolio system would be a means for students to help structuring and monitoring the learning experience • for the three-way-communication between prospective mentor – learner – tutor. Wolves Portfolio 25 13/12/2004

  26. Professional Institute Use Cases Provisional Chartered Institute of Personnel Development (CIPD) Thames Valley branch • a tool to enable CIPD Certificate programme students to put together the portfolio of work required as part of their CIPD course. This use would be undertaken in collaboration with a local provider, e.g. Abingdon and Witney College, with a cohort of approximately 15 students. The Chartered Institute of Library and Information Professionals (CILIP) • introducing revalidation process for its Chartered membership: a voluntary, portfolio form of application including: The Petal e portfolio tool would be well suited for adaptation to be used by the professional body of CILIP, for the purposes of the new revalidation scheme with the ultimate aim of contributing to work force development Thames Valley Professional Institutes Partnership • 10 members of Thames Valley Branch pilot the Petal ePortfolio system as a tool for gathering together their CPD evidence for the relevant period i.e. two years past, one year's future intentions Wolves Portfolio 26 13/12/2004

  27. Thank you! George Roberts Development Director, Off-campus E-learning Oxford Brookes University groberts@brookes.ac.uk +44 (0) 1865 484871 +44 (0) 7711 698465 http://www.brookes.ac.uk/virtual/ http://www.alt.ac.uk/altc2004/ Wolves Portfolio 27 13/12/2004

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