HEAR and ePortfolios

1. HEAR and ePortfolios Phil Gravestock pgravestock@glos.ac.uk

2. Higher Education Achievement Report (HEAR) “The HEAR is a concise, electronic document produced by a higher education institution which provides a record of a student’s achievement during their time in higher education.”

3. Higher Education Achievement Report (HEAR) “The HEAR: • measures and records achievement, providing students with a much broader picture than hitherto • ensures that employers have better information about the distinguishing qualities of different graduates • fits into, and promotes, a culture of lifelong learning by appearing to be less of an abrupt educational ‘end point’.”

4. Higher Education Achievement Report (HEAR) “The HEAR: • begins in the first year of study and is accessible by the student at any time during their career with the institution. It is updated and validated at regular intervals by the institution – at least annually – and, as such, has the capacity to be used as a formative tool.”

5. Higher Education Achievement Report (HEAR) Section 6.1. Additional information recorded under one of three category headings: • Additional awards – accredited performance in non-academic contexts and individual units/modules studied (e.g. credit-bearing volunteering) • Additional recognised activities – roles and activities undertaken by students which demonstrate achievement but for which no recognition is provided in terms of academic credit • University, professional and departmental prizes

6. Student Learning Experience • Curriculum:accredited and formal • Co-curriculum:not accredited, but verified, can involve application of knowledge and understanding from the formal curriculum, or development of graduate attributes which are part of broad programme outcomes • Extra-curriculum:not accredited, not verified, but achievement may still contribute to development of graduate attributes

7. HEAR and ePortfolios Combining a student-driven e-portfolio with an electronic HEAR will enable students to present themselves and their achievements from volunteering, work experience, or life more fully and effectively to potential employers

8. HEAR and ePortfolios

9. The Glos Philosophy • Inclusive • Students’ Union involvement • Bottom-up approach • Consideration of achievement, rather than activity

10. The Glos Approach • Employable Gloucestershire Graduate Scheme (EGGS) • Students submit Personal Statements of Achievement for verification • Based on achievement resulting from one or more activities • Verification panel consists of staff (and students) from across the institution • Achievement resulting from University- or SU-initiated activities can be included on a student’s HEAR

11. PSA PSA PSA PSA Experience gained through... Communication & Literacy Award =

12. PSA PSA PSA PSA Experience gained through... Employment Award =

13. PSA PSA PSA PSA Experience gained through... GenericAward =

14. PSA PSA PSA PSA PSA PSA PSA PSA Experience gained through... EnterpriseAward Business/Social Awareness Award = =

15. Degreeplus

16. ACCREDITED FORMAL STRATEGIC Professional qualification Named HE Award TRADITIONAL Certificate Diploma Degree ASSESSMENT and PDP Accreditation of Prior Learning for advanced standing or exemption EBTA Skills/ employability award APL Shell Framework FLEXIBLE Bite-sized chunks ASSESSMENT and IAG RPL EGGS HEAR §6.1 Learning from training experience Demonstration of employability skills Recognition of Prior Learning for admission VERIFIED PERSONAL STATEMENT OF LEARNING Unrecorded or certificate of attendance life volunteering sport In-house training EXTRA or CO-CURRICULAR work conference culture UNACCREDITED INFORMAL UNSTRATEGIC

18. Refining EGGS • Name changed: UoG Employability Award • Separated out Culture/Sport • Redefined ‘Domains’ • Added a new award for internships • Internship Award verification to include an interview • Employers joining the Verification Panel

21. Formal curriculum Graduate attributes Work Life

22. Learning and Teaching Strategy • LEARNING AND TEACHING PRIORITIES • Independent and collaborative learning • Learning for life and employment • Learning for the future • Research/practice-informed learning and teaching • THE GLOUCESTERSHIRE ACADEMIC • Members of staff will • betransformational educators • support students to develop their employability and real-world learning • be adaptable and critical in their academic practice • be reflective and informed by research and practice • THE GLOUCESTERSHIRE GRADUATE • Successful graduates will be • independent and collaborative learners • prepared for life and work • adaptable and critical thinkers • reflective in planning and taking actions

23. 63%of students have taken part in formal volunteering since starting university Bursting the Bubble: students, volunteering and the community - Research Summary, Brewiset al., 2010

24. 38%of student volunteers are introduced to volunteering through their university or students’ union Bursting the Bubble: students, volunteering and the community - Research Summary, Brewiset al., 2010

25. 51%of recent graduates under 30 years old who are in paid work say that volunteering helped them to secure employment Bursting the Bubble: students, volunteering and the community - Research Summary, Brewiset al., 2010

26. Students who receive support or their volunteering from their university are more satisfied with the experience of volunteering and derive greater personal development benefits Bursting the Bubble: students, volunteering and the community - Research Summary, Brewiset al., 2010

27. intrinsic implicit competence knowledge disposition STUDENTS extrinsic explicit higher skill understanding attribute spectrum of development STAFF work-related teaching theory vocational received work-based mentoring application professional transformational spectrum of aspiration