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Individualised Support for Learning through ePortfolios (ISLE)

Individualised Support for Learning through ePortfolios (ISLE). Dr Paul Rodaway University of Paisley. Structure of Presentation. The partnership Aims & Objectives of ISLE PDP and ePortfolio The Concept & Vision Outline Plan Transformational Changes. The partnership.

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Individualised Support for Learning through ePortfolios (ISLE)

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  1. Individualised Support for Learning through ePortfolios (ISLE) Dr Paul Rodaway University of Paisley

  2. Structure of Presentation • The partnership • Aims & Objectives of ISLE • PDP and ePortfolio • The Concept & Vision • Outline Plan • Transformational Changes

  3. The partnership • University of Paisley • University of Abertay, Dundee • Angus College • Ayr College • Bell College of HE • Dumfries & Galloway College • Glenrothes College • Fife College of Further & Higher Education • James Watt College of Further & Higher Education • Motherwell College • Queen Margaret University College

  4. Aims • Significantly improve progression, retention & achievement, and support lifelong learning & wider participation • Develop a shared concept of PDP flexibly supported through blended learning • Transform staff perceptions of PDP • Enable FE & HE to meet the diverse and individual needs of learners in a radically more efficient & effective manner

  5. Objectives • Establish & demonstrate effectiveness of a common pedagogical framework grounded in a shared concept of PDP • Identify & exploit opportunities to sharing learning support expertise & resources (esp electronic) • Demonstrate & evaluate the application of shared ePortfolio platforms (effectiveness & efficiency) & inform strategic developments • Realise tangible benefits for learners in terms of effective learning, increased skills, self-awareness & employability • Identify, develop & deliver support & training for staff & students collaboratively • Disseminate results of project across the sector.

  6. PDP & ePortfolio PDP - ‘a structured and supported process undertaken by an individual to reflect upon their own learning and/or achievement and to plan for their personal education and career development’ (Dearing, also adopted by ELF) ePortfolio – ‘an electronic tool to support PDP, including an electronic archive, opportunities for diagnostic testing & interactive learning, feedback & support, and facilities to manipulate & present outputs, such as a CV’ (ISLE definition)

  7. Linking learners, support and tutors through a common eLearning framework FE Tutor HE Tutor Diagnostic Tools & Feedback Links to on-line learning resources (external & from within consortium) ‘ePortfolio’ framework (VLE/ePDP/eP tools) PDP in FE (SQA HN?) PDP in HE (QAA ELF) common model? Utilising a dedicated ePDP/ ePortfolio tool FAQ software -potential to give an initial feedback & signposting tool? Learner Communication & Signposting Utilising exisitng VLE resources (Bb.WebCT etc) Utilising diagnostic software tools & integrating them to other systems HE Support Links to other on-lineresources & f2f processes FE Support The Vision

  8. Outline Plan • Project Launch – internal/external (April-June) • Establishing institutional benchmarks (May-June) • Common Framework Development (June - Oct 2005) • Evaluation of common ePortfolio Platforms (June-Nov 05 with ongoing refinement through project) • Embedding Common eLearning Framework (Oct 05- June 07) 4 locally configured models: • Implementation Cluster 1 (Paisley, Ayr, JWatt, D&G) • Implementation Cluster 2 (Abertay, Angus, Fife, Glenrothes) • Implementation Cluster 3 (Motherwell, QMCU, Bell) • Implementation Cluster 4(Fife, Abertay, Angus, Glenrothes) • Support, Training & Development (staff /students)(Sept 05 – Feb 07) • Evaluation & Dissemination (throughout project)

  9. Transformational changes… • Embedding of an FE/HE ‘learning model’ based around the principles of personal development planning delivered/supported through blended learning strategies • A qualitative change in the nature of face to face interactions between staff & students, with an overall reduction; AND a changes in the balance of roles between teaching and support staff in and between FE/HE • More individualised, relevant and timely support to learners at each stage of learning, and the removal of duplication… a more seamless and enhanced experience for learners and a smarter use of resources to support learning • Significant improvements in student achievement, progression and retention – and ultimately gains to lifelong learning and employability

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