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Student PDP – FE to HE. MLEs for Lifelong Learning Birmingham 2005-02-22 Janet Strivens & Simon Grant TransPortALL, Liverpool CRA - CETIS - LIPSIG. TransPortALL. Transfer of Portfolios Assisting Lifelong Learning FEI: Wirral Met HEI: University of Liverpool

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Student PDP – FE to HE


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student pdp fe to he

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

transportall
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

first set of recommendations
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

baseline for pdp provision
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

student involvement
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

staff motivation
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

second set of recommendations
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

discuss facts of change
Discuss facts of change
  • Discuss the fact of change of level of support with learners

Student PDP - FE to HE

design assessment criteria
Design assessment criteria
  • Design clear, explicit and appropriate assessment criteria for use in feedback about assignments

Student PDP - FE to HE

communicate criteria to learners
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

arrange for peer assessment
Arrange for peer assessment
  • Arrange for learners to assess each other’s assignments, using these criteria

Student PDP - FE to HE

introduce self assessment
Introduce self-assessment
  • Introduce routine self-assessment of assignments (prior to submission)

Student PDP - FE to HE

build criteria into periodic review
Build criteria into periodic review
  • Build these criteria into periodic review of overall performance and progression

Student PDP - FE to HE

third set of recommendations
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

reflect on learning
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

construct skills framework
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