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(Kent) Personal Learning Portal Pilot (PLPP)
The partners
Canterbury Christ Church UniversityAimhigher University of KentOxford Brookes UniversitySouth Kent College(University of Greenwich)
Supporting transition: A student perspective
Those significantly more likely to leave said that they were concerned about:
• a lack of staff support• their ability to learn independently • problems with the academic level of their
studies (more than indicating problems with workload)
Cooke, A (2004) Heading them off at the pass: predicting retention problems University of Ulster
Supporting transition: An HE perspective
• Incoming students are extremely ill-informed about what they are about to experience. This does not relate to the curriculum so much as to how they are expected to work and interact, particularly with staff.
• We should all aspire to produce students who think and learn independently, we can no longer assume that they will arrive already able to do so.
Cooke, A (2004)Heading them off at the pass: predicting retention problems University of Ulster
Personal Learning Portal
• Portal technical development• Portal interface and content • Learning resources• E-Portfolio technical development• E-Portfolio pedagogic development
Personal Learning Portal Programme (PLPP)
• Identified FE partners• Learning resources development• Identified groups of students• Worked with tutors to embedded Portal
resources into their Access to HE Programme
• Supported student induction• Monitored progress• Evaluation of experience
Lessons learned: supporting ownership
• Shared resources used in context by tutors (active selection)
• Deliver shared resources through local technology• Share in creation of resources for lifelong learning
through federated partnerships• FE – HE partnership in support of transition
transcend the technology - a blended learning approach is required. (e.g. Orientation Days)
Lessons learned
• Technical expertise benefits the provider but can be shared by partners if resources and relationships allow
• Pedagogic opportunities need to be owned by tutors• Tutors need to promote opportunities through embedding
resources in their pedagogy• Students need to have ownership of portal and e-portfolio
content and output• Initial point of contact for (user) support should reside with the
tutor• Shared resources and e-portfolios are challenging
pedagogically and demand time to embed
PLPP Extension 2006-07
• Track students into HE to evaluate the impact of the project on transition
• Complete the development of an illustrative, searchable repository of learning objects (to support a range of academic skills), which exploits emerging technologies to provide a portable, flexible resource for FE and HE institutions across the region
• Ownership of a change takes time and is the outcome of a successful change management strategy