HEAR and ePortfolios
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Transcript of HEAR and ePortfolios
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Higher Education Achievement Report (HEAR)
“The HEAR is a concise, electronic document produced by a higher education institution which provides a record of a student’s achievement during their time in higher education.”
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Higher Education Achievement Report (HEAR)
“The HEAR:
• measures and records achievement, providing students with a much broader picture than hitherto
• ensures that employers have better information about the distinguishing qualities of different graduates
• fits into, and promotes, a culture of lifelong learning by appearing to be less of an abrupt educational ‘end point’.”
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Higher Education Achievement Report (HEAR)
“The HEAR:
• begins in the first year of study and is accessible by the student at any time during their career with the institution. It is updated and validated at regular intervals by the institution – at least annually – and, as such, has the capacity to be used as a formative tool.”
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Higher Education Achievement Report (HEAR)
Section 6.1. Additional information recorded under one of three category headings:
1. Additional awards – accredited performance in non-academic contexts and individual units/modules studied (e.g. credit-bearing volunteering)
2. Additional recognised activities – roles and activities undertaken by students which demonstrate achievement but for which no recognition is provided in terms of academic credit
3. University, professional and departmental prizes
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Student Learning Experience
• Curriculum:accredited and formal
• Co-curriculum:not accredited, but verified, can involve application of knowledge and understanding from the formal curriculum, or development of graduate attributes which are part of broad programme outcomes
• Extra-curriculum:not accredited, not verified, but achievement may still contribute to development of graduate attributes
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HEAR and ePortfolios
Combining a student-driven e-portfolio with an electronic HEAR will enable students to present themselves and their achievements from volunteering, work experience, or life more fully and effectively to potential employers
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HEAR and ePortfolios
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The Glos Philosophy
• Inclusive
• Students’ Union involvement
• Bottom-up approach
• Consideration of achievement, rather than activity
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The Glos Approach
• Employable Gloucestershire Graduate Scheme (EGGS)
• Students submit Personal Statements of Achievement for verification
– Based on achievement resulting from one or more activities
• Verification panel consists of staff (and students) from across the institution
• Achievement resulting from University- or SU-initiated activities can be included on a student’s HEAR
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Attributes / skills developed...Application of Numeracy &
ICT
Business / Social
Awareness
Communication & Literacy
Problem-solving & Creativity
Teamwork & Leadership
Community Engagement
Culture
Employment
Enterprise
Internship
Research
Sport
Sustainability
Expe
rienc
e ga
ined
thro
ugh.
.. PSA
PSA
PSA
PSA
Communication & Literacy Award
=
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Attributes / skills developed...Application of Numeracy &
ICT
Business / Social
Awareness
Communication & Literacy
Problem-solving & Creativity
Teamwork & Leadership
Community Engagement
Culture
Employment
Enterprise
Internship
Research
Sport
Sustainability
Expe
rienc
e ga
ined
thro
ugh.
..
Employment Award
=
PSAPSA PSA PSA
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Attributes / skills developed...Application of Numeracy &
ICT
Business / Social
Awareness
Communication & Literacy
Problem-solving & Creativity
Teamwork & Leadership
Community Engagement
Culture
Employment
Enterprise
Internship
Research
Sport
Sustainability
Expe
rienc
e ga
ined
thro
ugh.
..
GenericAward
=
PSA
PSA
PSA
PSA
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Attributes / skills developed...Application of Numeracy &
ICT
Business / Social
Awareness
Communication & Literacy
Problem-solving & Creativity
Teamwork & Leadership
Community Engagement
Culture
Employment
Enterprise
Internship
Research
Sport
Sustainability
Expe
rienc
e ga
ined
thro
ugh.
..
EnterpriseAward=
Business/Social Awareness Award=
PSA
PSA
PSA
PSA
PSA PSA PSAPSA
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• Degreeplus
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PERSONAL STATEMENT OF LEARNING
FORMAL
INFORMAL
work
VERIFIED
FLEXIBLE
ASSESSMENT and PDP
UNACCREDITED
Learning from training experience
conference
volunteeringlife sport
UNSTRATEGIC
STRATEGIC
Recognition of Prior Learning for admission
Demonstration of employability skills
ASSESSMENT and IAG
TRADITIONAL
EBTA Skills/employability award
RPL EGGS HEAR
§6.1
APL Shell Framework
Named HE Award
Accreditation of Prior Learning for advanced standing or exemption
Degree
Bite-sized chunks
ACCREDITED
EXTRA or CO-CURRICULAR
Unrecorded or certificate of
attendance
Certificate DiplomaProfessional qualification
culture
In-house training
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Refining EGGS
• Name changed: UoG Employability Award
• Separated out Culture/Sport
• Redefined ‘Domains’
• Added a new award for internships– Internship Award verification to include an interview
• Employers joining the Verification Panel
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Formal curriculum
Work
Graduate attributes
Life
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LEARNING AND TEACHING PRIORITIES• Independent and collaborative learning• Learning for life and employment• Learning for the future• Research/practice-informed learning and teaching
Learning and Teaching Strategy
THE GLOUCESTERSHIRE GRADUATESuccessful graduates will be• independent and collaborative
learners• prepared for life and work• adaptable and critical thinkers• reflective in planning and taking
actions
THE GLOUCESTERSHIRE ACADEMICMembers of staff will• be transformational educators• support students to develop their
employability and real-world learning• be adaptable and critical in their
academic practice• be reflective and informed by research
and practice
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63% of students have taken part in formal volunteering since starting university
Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010
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38% of student volunteers are introduced to volunteering through their university or students’ union
Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010
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51% of recent graduates under 30 years old who are in paid work say that volunteering helped them to secure employment
Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010
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Students who receive support or their volunteering from their university are more satisfied with the experience of volunteering and derive greater personal development benefits
Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010
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intrinsic
implicit
competence
knowledge
disposition
extrinsic
explicit
higher skill
understanding
attribute
spectrum of development
work-related
teaching
theory
vocational
received
work-based
mentoring
application
professional
transformational
spectrum of aspiration
STUDENTS
STAFF
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Embryonic Developing Gripping Explicit
Mission
PurposeLeadership
Communications
Recording
ProcessSupport
L+T
Staff
PeopleStudents
Employers