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The PAL³ Project

The PAL³ Project. INSPIRE, London. March 2010 Sherry Jeary, Suzy Atfield-Cutts & Heather Mayes. Outline. An overview of PAL Classifying PAL PAL in Bournemouth University PAL on the Software Systems Framework The PAL ³ project Future work. Background to PAL. Introduced in the UK in 1990

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The PAL³ Project

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  1. The PAL³ Project INSPIRE, London. March 2010 Sherry Jeary, Suzy Atfield-Cutts & Heather Mayes

  2. Outline • An overview of PAL • Classifying PAL • PAL in Bournemouth University • PAL on the Software Systems Framework • The PAL³ project • Future work

  3. Background to PAL Introduced in the UK in 1990 Based on US model called Supplemental Instruction (SI) SI is an Exemplary Education Program in US Purpose in US is to target high risk, historically difficult courses Goals are to decrease attrition rates in target courses, to improve student grades and increase graduation rates

  4. What is PAL? A scheme run by students for students Active learning is encouraged Participatory, collaborative group work is facilitated by a student leader UK National Centre of Peer Assisted Study Sessions (PASS) at Manchester launched 2009

  5. Classification of types PAL To make PAL programs comparable. Necessary for creation of a searchable repository Do relationships exist between implementation factors and successful PAL programs? Several factors are identified, each has its own set of categories. Using the categories in a matrix makes programs comparable Measuring the level of program success makes it possible to identify the factors that make a program successful. We hope to contribute to the improvement and quality of retrieval NB:- Measuring success is not part of our work currently.

  6. The factors and categories PAL Leader status Course scope Rewards for PAL Leaders Staff involvement Session Integration Timetabling Subject

  7. Using the Factors and Categories Multiple programmes within a matrix enables easy comparison Other criteria under consideration for inclusion as factors include student to leader ratio group size whether attendance is optional training in terms of type and duration

  8. Using the Factors and Categories

  9. PAL in Bournemouth Peer Assisted Learning University wide Used in all schools in most frameworks in some form 2nd year students who have been selected via interview process, are employed to run timetabled session for 1st year students.

  10. PAL in Bournemouth (2) Requirement of employment that PAL Leaders undergo initial training Centrally provided for PAL Leaders from all over BU Initial and Follow-Up training Facilitates independent/peer learning NO TEACHING In period 2001-2007 - 700 PAL Leaders trained and 8000 students benefitted.

  11. PAL on Software Systems Framework Used informally in 1996 on BSc Business Information Technology (BIT) degree for two years Used on the BSc BIT degree in 2002 and on BSc Computing in 2004. The courses have since evolved Courses are now part of Software Systems Framework with 220+ students. Advertised to prospective students Employer buy-in PAL is fully integrated into the Framework

  12. More detail PAL Leaders work in pairs Each pair assigned to 2 seminar groups for the year Regular meetings between PAL Leaders and PAL Contacts 2 PAL Contacts are course based and are also 1st Year Tutors In 2008/2009 200+ 1st Year Students and 12 PAL Leaders

  13. The PAL³ Project Learn higher funded Provide useful support for PAL Leaders Provide a central repository to link all 3 aspects of PAL Give PAL Leaders autonomy over their own area

  14. Requirements A repository and communication systems for 3 levels of users. Students PAL Leaders PAL Contacts 3 areas for these distinct sets of people which can be identified as: Signposting Repository of knowledge Administration

  15. Student View

  16. Student View 2

  17. PAL Leader View

  18. PAL Leader View 2

  19. PAL Contact View

  20. Implementation PAL Leaders – 1st week of Autumn Term PAL Leaders then introduced the system to their students PAL Leaders then used BUPAL to plan for sessions Competition for facebook logo Poster – “Lessons Learned”

  21. Evaluation Interim questionnaire for PAL Leaders 55% response rate Overall PAL Leaders were positive about the project despite some teething issues Focus groups held at end of term with each seminar group Focus group with PAL Leaders

  22. Findings Initial findings, corroborated later by the Forums, indicate: A central storage point key An external system seen as an unwelcome, additional burden & a barrier to use Additional features were not used E-mail remained key tool

  23. Further work Categorisation important, we are working with Centre for PASS on this and forsee this as important for the future. BU is creating an additional PAL view on the VLE organised in the format of the PAL³project

  24. Questions

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