Student PDP – FE to HE

1. Student PDP – FE to HE MLEs for Lifelong Learning Birmingham 2005-02-22 Janet Strivens & Simon Grant TransPortALL, Liverpool CRA - CETIS - LIPSIG Student PDP - FE to HE

2. TransPortALL • Transfer of Portfolios Assisting Lifelong Learning • FEI: Wirral Met • HEI: University of Liverpool • 2+2 psychology degree mature students • How to support students across transition? Student PDP - FE to HE

3. First set of recommendations • Here, there is already substantial knowledge and experience, but it may not be widely adopted • Baseline for PDP provision • Student involvement • Staff motivation Student PDP - FE to HE

4. Baseline for PDP provision • “Establish or verify that PDP provision in their context or environment covers the established baseline” • Learner • Competent tutor/mentor/advisor/… • Periodic review Student PDP - FE to HE

5. Student involvement • Design review structures and instruments (documentation etc.) so that the student has the greatest appropriate sense of involvement in making PDP-related decisions Student PDP - FE to HE

6. Staff motivation • Develop and motivate staff so that they have the skills and attitudes to foster a sense of learner ownership of the decisions Student PDP - FE to HE

7. Second set of recommendations • Connected to situations where a reduction of level of support is in prospect • Discuss facts of change • Design assessment criteria • Communicate criteria to learners • Arrange for peer assessment • Introduce self-assessment • Build criteria into periodic review Student PDP - FE to HE

8. Discuss facts of change • Discuss the fact of change of level of support with learners Student PDP - FE to HE

9. Design assessment criteria • Design clear, explicit and appropriate assessment criteria for use in feedback about assignments Student PDP - FE to HE

10. Communicate criteria to learners • Communicate these criteria to the learners, and allow for dialogue about their meaning with tutors and/or peers Student PDP - FE to HE

11. Arrange for peer assessment • Arrange for learners to assess each other’s assignments, using these criteria Student PDP - FE to HE

12. Introduce self-assessment • Introduce routine self-assessment of assignments (prior to submission) Student PDP - FE to HE

13. Build criteria into periodic review • Build these criteria into periodic review of overall performance and progression Student PDP - FE to HE

14. Third set of recommendations • The following recommendations we see as potentially desirable, though we do not have positive evidence to prove their value • Reflect on learning • Construct skills framework Student PDP - FE to HE

15. Reflect on learning • Include in PDP programme activities which are designed to help the learner understand better how she learns – ideally one which focuses on the individual’s improvement in ability to learn rather than less significant preferences Student PDP - FE to HE

16. Construct skills framework • Construct an explicit framework for the skills which are relevant to the educational context, and ensure that this is explicitly related to any available commonly-recognised definitions of the relevant skills • SPWS Student PDP - FE to HE