Individual Learning Plans (ILPs): from paper to online
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H818 Conference 2016 presentation
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Individual Learning Plans (ILPs): from paper to online
- 1. Individual Learning Plans: from paper to online
- 2. Background to Project – Ofsted 2014
- 3. RARPA – an overview Recognising And Recording Progress & Achievement • Stage 1 – Aims: can be individual or for the whole group • Stage 2 – Initial assessment: to establish the learner’s starting point • Stage 3 – Learning objectives: setting of challenging individualised targets • Stage 4 – On-course reviews: tutor feedback & learner reflection • Stage 5 – End-of-course review: bringing together evidence of progress
- 4. Background to Project – Paper ILPs
- 9. Background to Project – Ofsted 2015
- 10. Plan for an e-ILP
- 11. Innovation The act of making changes in something established, especially by introducing new methods, ideas or products. • ILPs are established but going electronic/online is new for my organisation • Most learners currently have paper-based portfolios; making these electronic would also be new • VLE (in its current form) is brand new and would provide an ideal platform for an e-ILP • I’ve done web building (html, css, php, mysql) but developing an e-ILP website would stretch and challenge these skills
- 12. Project Artefact Multimedia presentation (Microsoft Sway): •Explanation of ILPs and the wider RARPA process •Podcast of learner giving feedback about current ILPs •Screencast to show how to create an e-ILP in Moodle •Podcast of trial learner group giving feedback on e-ILP
- 13. e-ILP - overview
- 14. e-ILP – RARPA Stage 1
- 15. e-ILP – RARPA Stage 2
- 16. e-ILP – RARPA Stage 3
- 17. e-ILP – RARPA Stage 4
- 19. e-ILP v e-Portfolio e-ILP e-Portfolio Documents the whole learning journey Collection of evidence Addresses the whole RARPA process Addresses RARPA stages 4 & 5 Setting challenging SMART targets Uploading pieces of work Reviewing progress through discussion Evidence of progress
- 20. Next Steps • Finish the project artefact (H818) • Further develop the look and feel of the e-ILP (work) • Develop an e-Portfolio to sit alongside the e-ILP (work) • Develop an e-CPD tool in an open platform (personal enjoyment)
Notas del editor
- Good afternoon everyone and as I’m kicking off the student presentations, I’d like to welcome you to the H818 conference and thank you all for coming.
- I work in further education within a local authority’s Employment Education and Skills team. We offer a range of provision. Our largest is adult education for 19+ learners. I joined the service 15 months ago, when the service had just had its 2nd grade 3 inspection. One of the main criticisms, spanning all centres and subjects, was that we were not recognising and recording progress and achievement very well. This process is called by the acronym, RARPA.
- RARPA is a 5 staged process, which documents the learner journey from start to finish. The document that most providers use for this is the Individual Learning Plan (ILP). Different providers may have slightly different names for this but they should cover the 5 stages of RARPA. A significant theme on the ILP is the setting and reviewing of challenging SMART targets.
- Our first priority was to implement an ILP that was consistent in its format and could be implemented quickly and the quality monitored. These screenshots show the different sections of our current ILP, which is made available to tutors as a Word document.
- Currently, stages 1 & 2, the aims of the course and initial assessment, are combined into one section. Generally, the tutor fills in this section either during or immediately after a discussion with the learner.
- The learner’s goals and intial assessment results are recorded and inital advice and guidance should be given, especially if the learner’s level of English and/or maths is below the required standard for the course.
- Targets are set at or near to the beginning of the course. PLT is a personal learning target. This can be quite broad and long-term. It will then be broken into smaller stepped targets below. SST is a subject specific target. So, for example, a learner might attend an employability course and their personal target might be to start applying for work. Subject specific targets might then be to get up and arrive for class on time, to know how to use 3 online job search sites, and to create a CV.
- At regular intervals, the tutor and learner will discuss progress and record their reflections and feedback. At the end of the course, feedback should also refer to next steps.
- We were re-inspected last September and as well as achieving the overall goal of a grade 2 across all areas, we were also pleased that our RARPA progress was highlighted. However, we always aim higher still and would like to reach outstanding in at least some areas by our next inspection. The main theme that was identified for further improvement was regarding online learning, so this is now a key focus.
- For my H818 project, following discussions with our management team, I decided to create an online ILP. I looked at various platforms, and I’m not convinced that Moodle is the best platform, but we use Moodle for our Virtual Learning Environment (VLE) and that is the central place where tutors and learners are expected to conduct the bulk of their online learning. The mindmap shows my initial plans for this eILP. The red boxes show things that were particularly important to me in terms of what an online ILP could offer, over and above the paper ILP. CT is a tutor (his initials). So far, access rights are in place and have been tested. The tutor and area manager can see all learners’ ILPs but each learner can only see their own. The collecting of evidence in an ePortfolio is also being built in to the eILP and in time, the two may be seen as one complete item... But I’ll come back to this later, as it has been the subject of much discussion. So far, linking the ILP to a calendar and to a Guided Learning Hours calculator, has not been possible. In time, however, that may still happen.
- I realise that there is nothing particularly innovative, in a broader sense, of taking a paper document and providing an online version of it. However, in the context of the council and more specifically, our service, it is hugely innovative. In many ways the council and county have lagged behind the rest of the UK in terms of online availability. They have been, until recently, averse to the use of social media and there are still some areas that don’t have gas or a choice of utility providers.
- My project artefact is still in production and can be viewed by following the link from Cloudworks. Whilst I haven’t been able to make the eILP openly available, the multimedia presentation that shows how to create this kind of eILP in Moodle, is openly available, under a Creative Commons licence. Please take a look at this, if you haven’t already, and feel free to ask any questions or engage in discussion on the Cloudworks thread.
- The next few slides show screenshots of the 5 stages of the eILP. You can see that it is still in quite a simple form. The first priority was to replicate the current ILP in an online format. Later, the look and feel will be worked on and additional tools added, such as progress bars and subject specific target suggestions.
- The eILP has just rolled out for learner testing. I had hoped for this to begin earlier but our January courses only started during the last week in January and the trial group didn’t have anything ready for me to capture in time for this presentation. So I started filling out an eILP as an example of what it will look like.
- Rather than combine RARPA stages, I have separated them out. I think this may be more helpful to tutors in knowing what to do, when. Whereas the tutor almost always filled in this section for the learner, I expect that there will now be a shift and the learner will begin to take more ownership of their ILP, right from the beginning.
- This target setting form and remaining slides show what the learner actually fills in. Again, this should be in discussion with their tutor. One of the minor but significant problems that the paper ILPs have is that learners and tutors often forget to date the targets. Maybe it isn’t seen as that important but when we are audited, this gets picked up. An advantage of the eILP is that the date fields are compulsory, so the page cannot be saved until the start and target dates are completed.
- This section of the ILP is usually filled in during a review discussion. That mostly works okay but often, if a learner is absent during the session set aside for this, the reviews get forgotten. Now, learners can be asked to reflect and fill in their part at home and the tutor can then give feedback, without the need for a face-to-face discussion. Of course, we do not want or intend to move right away from face-to-face discussions but this gives us more options.
- At the end of the course, a similar review takes place and the learner’s achievement status is shown. For most accredited courses, the first ’completion’ box applies. The learner has taken the exam or submitted their portfolio but results will come later. This is now easier to change, when the final results come. Whereas the paper ILP has been filed by the time the results come in, the eILP will always be available to the learner and the tutor and management, so it should provide a more accurate ongoing record.
- There has been some lively discussion in our tutor group forum and on Cloudworks about the difference between an eILP and an ePortfolio. For some of my colleagues, in their organisation’s context, it is all the same thing. I can only answer for my own organisation, where they are distinctly different but closely connected. I think it is unlikely that the ePortfolio would become absorbed into the eILP but for some organisations, it would appear that the eILP is a part of the ePortfolio. We have discussed this at work and for now, at least, we intend to keep them separate. Some of our courses have both but some courses don’t have a portfolio requirement and enforcing that is not a priority at this stage.
- So this is where I am currently up to with my project. The eILP is in testing and following learner and tutor feedback, adjustments will be made. This is really just part of the finishing off process but then nothing is ever truly finished. We review all our documentation regularly and changes are made when needed. Personally, I have been challenged by the idea that a colleague put out in one of the discussions, regarding possible use of an eILP-style online platform for recording Continuing Professional Development. This would have to be in a more open environment than Moodle, for it to be useful. I am definitely interested in developing this idea, perhaps after completing my Masters or maybe in conjunction with another module. Thank you for listening to my presentation. Does anybody have any questions?