Welcome! Preparing to deliver P4HE Training the Trainers / CPD Module 27 May 2011

1. Welcome! Preparing to deliver P4HE Training the Trainers / CPD Module 27 May 2011

2. Nice to see you to see you … • Hilary Thomas – Higher Education • eLearning Adviser for JISC (Joint • Information Systems Committee)

3. What do you want to get out of this workshop?

4. Today’s programme • Academic context of P4HE module - • how it can be delivered accredited • and not accredited • Assessment and marking – what if not accredited? • Planning delivery – content, relevancy, games/exercises, HE visits, materials • On-line resources and practitioner support (Hilary) • Moving forward • Refreshment breaks around • 11am and 2.30 pm • Lunch around 12.15 – 1pm

5. Critical thinking exercise to get grey matter moving! This is a good picture – true or false? Exercise devised after reading paper by Dr Jenny Moon, University of Bournmouth (see wiki site)

6. History of the module Hull University – Faculty of Education, Centre for Lifelong Learning http://www2.hull.ac.uk/ifl/cll.aspx Short courses University Foundation Award 60 credits – mix and match modules/courses NB this is a closed course – not part of open programme Partnership – development funding:

7. Part of a wider project: • Vocational Progression Support Programme • for Apprenticeship Progression • Progression needs analysis • Careers advice and planning • Student and personal Finance • Masterclasses – subject specific • HEI visit • Preparation to HE Module • Resource pack Hull University

8. In Lancashire: Partnership of: Lancashire Lifelong Learning Network Includes 5 universities, 12 FE colleges and members of Lancashire Work-based Learning Forum Tony Donajgrodzki - APDonajgrodzki@uclan.ac.uk AimHigher Lancashire Kate Dunbavan - KDunbavan@uclan.ac.uk More recently, Work-based Learning Forum Raeleen Duthoit - raeleen@btconnect.com Same aim as Hull module – to encourage and support apprentices to progress from FE to HE

9. Course aims to: • Prepare apprentices for further • study at HE level 4 and above • Develop a range of HE study skills • Provide an initial experience of HE • Provide opportunity to reflect on own • learning and think about future study • Aims are stated on the course validation form

10. As a CPD course in • Lancashire also aim to: • Experience the module as an apprentice would • Identify where could brush up own skills • and knowledge of HE study skills • Identify sources of information, advice and guidance for HE progression for apprentices • Share experience and good practice • Consider how the module content can be used in your own work and own institution • Prepare to deliver accredited module or non-accredited elements of it yourself

11. Options for delivery -ONE • Accredited 10 credit module: • 20 contact hours (or more) excl. breaks • Core curriculum must be covered • Learning outcomes must be achieved in order to pass • Assessment portfolio • Marking – verified by Hull, credit awarded • by Hull • Payment to Hull £89 pp, may increase • Registered tutor status (RTS) required • Nb Hull don’t pay tutor in this arrangement • Delivery format flexible but must have time between sessions e.g. • 3 days (4 with HEI visits) • 10 weeks x 2 or 2.5 hr sessions • 7 weeks x 3 hr sessions

12. Options for delivery -TWO Non-accredited model Advantages – Not tied to core syllabus – can use any of curriculum topics Don’t have to liaise with Hull Can still use Hull and LLN materials (with due credits) No need for RTS Lower cost Disadvantages – Role of assessment portfolio? Lose status of HE course Course credit could enhance an HE application Support from Hull staff Quality assurance? Other?

13. Staying with Hull Uni - admin • Contact is Andrew Holmes – extremely helpful • http://www2.hull.ac.uk/ifl/cll/staff/andrew_holmes.aspx • First step – RTS application • CV – to include academic qualifications & teaching experience, plus personal statement • Application form from Andrew • Possibly informal phone interview with Andrew • Will take into account course work on P4HE • Is this right step for you? • Next step – organise course • Arrange dates etc and discuss with Andrew • Complete course proposal form and safety form – see wiki site STAFF ROOM– send to Andrew • Receive tutor pack (see next slide) • Arrange payment to Hull (via LLLN?)

14. Tutor pack contents • Syllabus – module validation form • Register and instructions • Student registration forms • Assessment portfolio cover sheets • Tutor marking sheets – blue • End of course evaluation forms (your own evaluation during course also?) • Tutor evaluation form • Change to course dates notification • And more! • Read the instructions and make a diary note • of what you need to do when!

15. When and where to run the course? Pretty much up to you! You recruit to the course – information sheet/flyer is useful Introductory session may be useful Students complete Hull registration forms at first session if accredited Run it at an HEI?

16. Costs/fees • Will you charge students the £89? • Or will your institution be paying? • Will tutor/s be paid – who by? • Are you including refreshments/lunches? • Cost of photocopying materials • Transport for HEI visit/s LLLN funding until Dec 2011 to pay for: • Learner places • Support from Lucy • Possibly other delivery costs – transport, refreshments, room hire

17. Co-delivery Model Two or more tutors: Advantages? Disadvantages?

18. Learning outcomes These are fixed. Course must cover all of these. NB about skills as much as knowledge On completion of this module students will show that with support and guidance they are able to demonstrate the following learning outcomes: 1. Knowledge and Understanding: 1i. Of HE study techniques, referencing conventions and the importance of evidence based research 2. Intellectual / Thinking Skills: 2i. Build on their own research and communicate their results effectively in writing using academic conventions through the Research and production of written academic work appropriate for HE level 4. 2ii Reflect upon own learning and academic strengths and weaknesses, educational aspirations and action plan for future development.

19. Learning outcomes (2) 3. Practical / Professional Skills: 3i. Operate successfully at level 4 and above by using a range of appropriate study skills (including referencing conventions, proof reading, research skills) 4. Transferable Skills 4i. Communicate information effectively via a presentation to a specified audience Assessment is the means of demonstrating that all the learning outcomes have been met. Is it useful to have fixed learning outcomes even if course (or topics) are delivered non-accredited?

20. Relate learning outcomes to assessment • portfolio tasks • demonstrate learning that has taken place • 1. Knowledge and Understanding: • 1i. HE study techniques, referencing conventions, • evidence based researchREPORT AND ESSAY • 2. Intellectual / Thinking Skills: • 2i. Communicate results of research in writing, use academic conventions, produce written academic • Work at HE level 4REPORT AND ESSAY • 2ii Reflect on own learning, action plan for future development LEARNING LOG • 3. Practical / Professional Skills: • 3i. Use range of study skillsREPORT AND ESSAY • 4. Transferable Skills • 4i. Communicate via presentationPRESENTATION

21. Credit and Assessment • 1 UG year = 120 credits • This course = 10 credits • First year UG level = NQF level 4 • Weight (amount) of assessment fixed – pro rata • 10 credits = 1 x 2000 word assignment • Portfolio approach – several elements • Independent study (4 hours per 1 hour in class) = 80 hours for 20 hour course • PORTFOLIO CONTENTS – can be varied • Essay – 1000 words • Presentation – 500 words (5 – 7 mins) • Report – 400-600 words • Plus learning log – no fixed word count • Total roughly equivalent to 2000 words • Mini presentation – not assessed?

22. Assignment topics • Freedom for tutor to set topics, or set in agreement with class • Must be agreed with Hull before confirming to class • Useful exercise to involve class in agreeing topics and/or criteria for success • Give opportunity to demonstrate have achieved all learning outcomes • Include opportunity for analysis and reflection – compare and contrast, critique, assess, to what extent, what/why/how?

23. Marking • NB marking against a range of criteria • Has student answered the question/s? • Also: • Demonstrated background reading and research • Shown understanding of the subject • Shown awareness of wider issues • Critical analysis, sound reasoning and reflection • Good use of English • Used standard structure for type of assignment • Correct use of referencing conventions • Arguments and discussion follows logical sequence • Presented well • Followed instructions re length, format, submission Formative not summative – starting point of HE See LU marking guidelines

24. Blue form – Marking & Feedback Sheet Constructive and honest feedback Guidance and suggestions for improvement (Nicola’s PCP) Encouragement – highlight what has been done well Don’t forget to link assessment tasks to learning outcomes

25. Submission, marking and moderation • Deadline usually 6 weeks after last face to face session – agree with Hull • Hard copies of portfolios to you • You mark and complete blue sheets • Return work and blue sheets to students • Send blue sheets to Hull • NB check re moderation – Andrew will probably want to see at least a sample if not all course work from first course

26. Curriculum • Study skills – referencing, note taking, report writing, essay writing, research skills, English grammar, proof reading, revision, exam techniques • Communication skills – presentation, presenting yourself positively, written communication skills • Time management • Self study visit or virtual visit to HEI • Benefits of studying HE • Research skills using web and library, evidence based research • Referencing conventions • Optionally: • Visit university library, study support services, computer resources • HE entrance requirements

27. Resources P4HE wiki site http://p4he.wikispaces.com/ (Lucy) Hull course wiki site http://preparationforhecourseclluniversityofhull.wikispaces.com/ (Andrew) Hull Uni study skills www.hull.ac.uk/studyadvice Including quizzes, study guides and a handy tips booklet

28. Use of resources Let Andrew (Hull) or Lucy know if using their resources – even if not running accredited course Indicate source of handouts, powerpoint etc on all materials (whether hard copy or on-line) Note the IPR statement on the wiki site and abide by it! If you develop new materials – please share them!

29. Delivering these topics How to make them interesting for apprentices? How to embed learning and develop skills?

30. Ditch the powerpoint! • Start with a game then reflect? • Set some background reading – ask learners to present • their ideas and key points in next class? • Find some on-line resources for some guided independent study • Link into the learning log with some specific questions • Arrange an on-line discussion? • Set a challenge – prize for whoever finds the best • resources for learning about X • Split the group in two – each group covers a mini topic and then teaches the other group about it • Ask learners why this topic is relevant • Use pictures and colours • Set activities to embed the learning – exercises, games, quizzes e.g. • Learners put the key points about topic onto a mindmap • Learners write a 6 question multiple choice quiz on the topic • Use a multi-pronged approach!

31. Develop a plan for • delivering a topic • Work alone or in pairs • Pick a topic - what are the key points for this topic? • Identify materials you have or would like to have – PowerPoint, study guides & handouts, exercises – invent something new! • Plan how to integrate classroom input with these materials, plus on-line activity and home study • Think of an assignment topic for this subject • Present your teaching plan for discussion Topics Independent Learning in HE Knowledge and skills audit Intelligence & learning styles Reflection Learning logs Critical thinking in HE Self-motivation Time management Reading Note-taking and mind maps Plagiarism and referencing Preparing assignments Writing a report Writing an essay Presentations HE visits HE awareness raising HE information tools English grammar Revision and exam techniques Web & library research skills How to present yourself Working in groups in HE

32. HEI visits My contacts: Blackpool and the Fylde College Debra Swift – LLLN progression champion DSWI@blackpool.ac.uk Blackburn College Nick Hall N.Hall@blackburn.ac.uk Bernard Davies – Progression Champion B.Davies@blackburn.ac.uk UCLan Tour Julie Holgate – Advancement JLHolgate@uclan.ac.uk Admissions Jo Afrin-Black JAfrin-black@uclan.ac.uk Library Juliet Ibbotson JCIbbotson@uclan.ac.uk LLLN Progression Champions listed on LLLN website

33. HEI visits • Be specific about what you want – what • will interest apprentices? • focus on particular departments? • meet some students? • include student support services? • Put the schedule together yourself • Try to avoid the HEI doing too much self-promotion! • Keep it simple – travel, locations etc

34. On-line resources and support • for practitioners – what is needed? • Supporting a network of practitioners – “community of practice” – good practice, ideas, developments, news, joining up strategy across Lancashire … and more • On-line space for practitioners to access and share resources – Phil’s “One Stop Shop” • Front end interactive on-line site for apprentices during course (currently wiki spaces) • Over to Hilary …

35. Moving forward Have we covered everything you wanted? What are your plans? Any resources needed – can Lucy, Hilary or LLLN help? Recap any action points Telephone/email support lucy@lloydconsultancy.co.uk (email best initially) Mobile 07508 015 838

36. Goodnight from me and goodnight from her