What drives e-ILPs?

Learner?

Staff?

Organisation?

What Drives e-ILPs?

Learner – Organised, targets, mapped route?

Staff – Diagnostic, Progress, Support, Pastoral care?

Organisation – Reports, Tracking, monitoring?

What Drives e-ILPs?

Interest in ILPs

‘ILPs remain a central nexus of practice – they exist where a number of discourses and policy meet, are highly contentious among practitioners, and rhetorically support personalised learning opportunities’.

- Hamilton (2009)

Learning Management

Learning Skills

Transition Guidance

Pupil Management

Focus of ILPs

Pupil Management

• Micro-targets• Behavioural ChangeFocus

• Improve learner success• Progress towards curricula goalsGoals

• Often judged in relation to achievement and retentionEvaluation

• Curricula/funding goals may be different to learners’ goals• Learners perceive them as irrelevant and refrain from

reflection on identity and goals Issues

Transition Guidance

• Macro-targets• Transition stages

Focus

• Support learner progressionGoals

• Assessed retrospectively through progression routesEvaluation

• Learners often see the process as career planning rather than action planningIssues

Learning Skills

• Lifelong learning skills• Reflection on learningFocus

• Planning itself is seen as a valuable exercise to teach, with complex skills and qualities developed by learners

Goals

• Qualitative improvements of the learners’ perception of self where effort is rewarded as well as ability

Evaluation

• Learners may not value literacies of lifelong learning and so we are influencing behaviour rather than developing skills

Issues

Learning Management

There’s probably a long way to go with learners generally to get them to perceive education as something they’re participants in rather than recipients of ... I think it’s simply that we haven’t got far enough down the line yet with the whole situation.

ILPs & e-Learning

‘e-learning is ideally centred on the set of student tasks’- Carr-Chellman & Duchastel, 2000

Learning activities can be classified by who is principally

directing the activity:Self-directed

Peer-directedTeacher-directed

- Biggs, 2003

Ownership

Developing empowering cultures requires skill, thought and a commitment to valuing and exploring processes,not just focusing on the ‘product’- Haigh, 1999

Attachment (belonging)

Containment (safety)

Communication (openness)

Involvement (citizenship)

Agency (participation)

Individual Learning Plan (ILP)

Formative assessment tool providing scaffolding to heighten learner awareness. Dialogue creates shared vision for future development which can only be judged in relation to that vision. Adaptive customisation affords learners standard tools (e.g. target setting, progress review, etc.) to create a unique learning path.

Why new ILP?

Shared Service

Popular module

Improved success

Summary

Roadmap

New opportunities How to manage development?

FeaturesNew feature set Did all features migrate?

RedesignEntirely new ILP Do we need new practice?