InStePPStudent e-Pioneer Partnerships

Moving towards accreditation

Why? 20 mins

With whom? 20 mins

How? 40 mins

Nicola LangtonProject Manager

Richard FrancisProject Director

Cluster MeetingExeter 27/03/2012

Possible Recognition Pathways

Partnership 1

Partnership 2

Partnership 3

ILM-endorsed

Course

Independent Study Module (work-based

learning)

Certified membership of ALT / Full ILM accreditation

courses

• Engage in one or more partnerships over 18 – 24 months• Keep a reflective record of activities, experiences, lessons learned etc. • Use all records and reflections accumulated over time to gain academic

credit and / or professional body recognition as and when you are ready to

Issues with full accreditation from professional bodies

• Not able to tailor to local needs• Prescribed units, content and assessment measures• Prescribed order of learning and accreditation

Alternatives to full accreditation

Seeking endorsed recognition from professional bodies

Advantages

• Offer alternative routes to full accreditation at a later date

• Work with partners to mimic accreditation processes and frameworks

• Tailor content, level, order to suit own needs

• Set up own moderation processes, standards, assignments etc

• Decide own learning outcomes • Offer flexible deliver options • Can assess participation in situ +

reflection online

No.1 in UK + Europe for leadership & management, coaching & mentoring qualifications

Part of the City & Guilds Group An awarding body with options and pathways Offer consultation on options, pathways and delivery Offer access to online resources relevant to options chosen

InStePP Recognition Partner

1 2 3 4Attendance Certificate

Delegates leave with an Oxford Brookes branded certificate

ILM Development Programmes where ILM as the Awarding Body gives recognition to your programme.

No Assessment

ILM Endorsed Recognition Programme

Same as Development Recognition but has formal assessment and possibility of pass or fail

National Framework Qualifications NVQ or VRQ

Only available if content fully matches programme specs and assessment

3

Option 3: Endorsed Recognition

Min 10 hrs input to students

Pass / fail measure

Tailored content and delivery so good return on investment Correct for students as rewards learning development (what they do)

Content can be selected from Option 4 (see handouts) e.g. Effective team leadership Exploring business enterprise (Award level 2) Preparing business enterprise (Award + Certificate – 30 hours + 6hrs input) Mentoring

£66pp registration

6 months ILM membership

access to ILM learning zone

Brookes Future Leaders Award

InStePP Recognition Partner?

What currently offer

Certified Membership to learning technologists via a portfolio based professional accreditation scheme (CMALT)

Assessment and support from peers

Access to a community of professionals and peers to aid ongoing development, reflection and engagement

Reduced ordinary membership rate for students including access to community and events

What we would like them to develop and offer via InStePP project

An endorsed pre-CMALT programme designed around aspects of the CMALT framework developed and piloted via the InStePP project

CMALT Framework

1. Operational issues …demonstrate understanding and use of learning technology. + Evidence of:a) an understanding of the constraints and benefits of different technology;b) technical knowledge and ability in the use of learning technology;c) supporting the deployment of learning technologies.

2. Teaching, learning and / or assessment processes …demonstrate understanding of and engagement with teaching, learning and assessment processes. + Evidence of:a) an understanding of teaching, learning and/or assessment processes;b) an understanding of the target learners.

3. The wider context …demonstrate awareness of and engagement with wider issues that inform practice. + Evidence of:a) understanding and engaging with legislation, policies and standards.

4. Communication …demonstrate knowledge and skills in communication either through working with others or through interface design. + Evidence of either (a) or (b).a) Working with others.b) Interface between human and technical systems.

See p 2 prospectus

The InStePP approach

How student ePioneers will gain

professional body recognition

Induct (similar to Future Leaders)

Train via the local partnership

leads

Develop via further building blocks

endorsed by ILM

Reflect and portfolio-build via

ALT-style tracking, and pen-pal

[Greg Benfield]

Feedback / Feedforward  via

special evaluation processes that

are being developed

3-way partnership agreement

Student ePioneer Role cards

ALT framework for CMALT

ILM-endorsed course development that has at its core:

Effective teamworking (being a member, communicating, handling conflict, reviewing own performance

Innovation within the workplace (what it is, what forms it takes, drivers and how to apply /promote it, role of creative etc.)

Mentoring (role of a mentor, effective listening and questioning, agreeing outcomes, reviewing and amending processes etc.)

Informed by

Mapping professional body recognition requirements to student ePioneer roles

Select a role card to use

Create a template for a portfolio of evidence around these categories (e.g. a mini CMALT)

Operational issues

Teaching, learning and/ or assessment processes

The wider context

Communication

Independent practice

Resources Student Researcher Role card

(partially blank) + Worksheet Moodle Supporter Role card Moodle Supporter recruitment flyer

3 -way contract CMALT prospectus ILM Option 4 descriptors CILIP descriptors etc

How well and with what would students in the role be able to address these categories?