e-ILP
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Introduction to the tensions and challenges surrounding individual learning plans and why unlike other tools so many stakeholders make a claim to it.
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e-ILP
- 2. What Drives e-ILPs? Learner? Staff? Organisation?
- 3. What Drives e-ILPs? Learner – Organised, targets, mapped route? Staff – Diagnostic, Progress, Support, Pastoral care? Organisation – Reports, Tracking, monitoring?
- 4. Interest in ILPs ‘ILPs remain a central nexus of practice – , are highly contentious among practitioners, and rhetorically support personalised learning opportunities’. - Hamilton (2009)
- 5. Focus of ILPs Pupil Management Transition Guidance Learning Skills Learning Management
- 6. Pupil Management • Micro-targets Focus • Behavioural Change • Improve learner success Goals • Progress towards curricula goals Evaluation • Often judged in relation to achievement and retention • Curricula/funding goals may be different to learners’ goals Issues • Learners perceive them as irrelevant and refrain from reflection on identity and goals
- 7. Transition Guidance • Macro-targets Focus • Transition stages Goals • Support learner progression Evaluation • Assessed retrospectively through progression routes Issues • Learners often see the process as career planning rather than action planning
- 8. Learning Skills • Lifelong learning skills Focus • Reflection on learning • Planning itself is seen as a valuable exercise to Goals teach, with complex skills and qualities developed by learners • Qualitative improvements of the learners’ Evaluation perception of self where effort is rewarded as well as ability • Learners may not value literacies of lifelong Issues learning and so we are influencing behaviour rather than developing skills
- 9. Learning Management There’s probably a long way to go with learners generally ... I think it’s simply that we haven’t got far enough down the line yet with the whole situation.
- 10. ILPs & e-Learning ‘e-learning is ideally centred on the set of student tasks’ Learning activities can be classified by who is principally - Carr-Chellman & Duchastel, 2000 directing the activity: Self-directed Peer-directed Teacher-directed - Biggs, 2003
- 11. Ownership Developing empowering cultures requires skill, thought and a commitment to valuing and exploring processes, not just focusing on the ‘product’ - Haigh, 1999
- 12. 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.
- 13. Why new ILP?
- 14. Summary Redesign Entirely new ILP Do we need new practice? Features New feature set Did all features migrate? Roadmap New opportunities How to manage development?
Editor's Notes
- Excellence and Enjoyment – For Vygotksy learning is not always fun, where the government is legitimising continued accumulation through global competitiveness (‘excellence’) in a knowledge-based (‘creative’) society through an appeal to consumerism (‘personalisation’) and the nice emotions (‘enjoyment’) derived from it;Marketisation and Equity - values such as self-motivation, self-regulation, and educational progress, are not equally distributed among different classes and cultures in English society. Personalisation and Choice - choice of institution and learning experience may be mutually contradictory – those that need most help are least likely to seek it.
- For Vygotsky an independent learner is the result of learning rather than a premise for it.