Welcome!

Preparing to deliver P4HE

Training the Trainers / CPD Module

27 May 2011

Nice to see you to see you …

Hilary Thomas – Higher EducationeLearning Adviser for JISC (JointInformation Systems Committee)

What do you want to get outof this workshop?

Today’s programme

• Academic context of P4HE module - how it can be delivered accredited and not accredited

• Assessment and marking – what if not accredited?

• Planning delivery – content, relevancy, games/exercises, HE visits, materials

• On-line resources and practitioner support (Hilary)

• Moving forward

Refreshment breaks around11am and 2.30 pm Lunch around 12.15 – 1pm

Critical thinking exerciseto get grey matter moving!

This is a good picture – true or false?

Exercise devised after reading paper by Dr Jenny Moon,

University of Bournmouth (see wiki site)

History of the module

Hull University – Faculty of Education, Centre for

Lifelong Learning http://www2.hull.ac.uk/ifl/cll.aspx

Short courses University Foundation Award

60 credits – mix and match modules/courses

NB this is a closed course – not part of open

programme

Partnership – development funding:

Part of a wider project:

Vocational Progression Support Programme

for Apprenticeship Progression

1. Progression needs analysis

2. Careers advice and planning

3. Student and personal Finance

4. Masterclasses – subject specific

5. HEI visit

6. Preparation to HE Module

7. Resource pack

Hull University

In Lancashire:

Partnership of:

Lancashire Lifelong Learning Network Includes 5 universities, 12 FE colleges and members of Lancashire Work-based Learning ForumTony Donajgrodzki - APDonajgrodzki@uclan.ac.uk

AimHigher Lancashire Kate Dunbavan - KDunbavan@uclan.ac.uk

More recently, Work-based Learning ForumRaeleen Duthoit - raeleen@btconnect.com

Same aim as Hull module – to encourage and support apprentices to progress from FE to HE

Course aims to:

• Prepare apprentices for further study at HE level 4 and above

• Develop a range of HE study skills

• Provide an initial experience of HE

• Provide opportunity to reflect on own learning and think about future study

Aims are stated on the course validation form

As a CPD course in Lancashire also aim to:

• Experience the module as an apprentice would

• Identify where could brush up own skills and knowledge of HE study skills

• Identify sources of information, advice and guidance for HE progression for apprentices

• Share experience and good practice

• Consider how the module content can be used in your own work and own institution

• Prepare to deliver accredited module ornon-accredited elements of it yourself

Options for delivery - ONE

Accredited 10 credit module:• 20 contact hours (or more) excl.

breaks• Core curriculum must be covered• Learning outcomes must be achieved

in order to pass• Assessment portfolio• Marking – verified by Hull, credit

awarded by Hull

• Payment to Hull £89 pp, may increase

• Registered tutor status (RTS) required

• Nb Hull don’t pay tutor in this arrangement

Delivery format flexible but must have time between sessions e.g.

• 3 days (4 with HEI visits)• 10 weeks x 2 or 2.5 hr sessions• 7 weeks x 3 hr sessions

Options for delivery - TWO

Non-accredited model

Advantages – Not tied to core syllabus – can use any of curriculum topicsDon’t have to liaise with HullCan still use Hull and LLN materials (with due credits)No need for RTSLower cost

Disadvantages – Role of assessment portfolio?Lose status of HE courseCourse credit could enhance an HE applicationSupport from Hull staffQuality assurance?

Other?

Staying with Hull Uni - admin

Contact is Andrew Holmes – extremely helpfulhttp://www2.hull.ac.uk/ifl/cll/staff/andrew_holmes.aspx

First step – RTS application• CV – to include academic qualifications &

teaching experience, plus personal statement

• Application form from Andrew• Possibly informal phone interview with

Andrew• Will take into account course work on

P4HE• Is this right step for you?

Next step – organise course• Arrange dates etc and discuss with

Andrew• Complete course proposal form and

safety form – see wiki site STAFF ROOM – send to Andrew

• Receive tutor pack (see next slide)• Arrange payment to Hull (via LLLN?)

Tutor pack contents

• Syllabus – module validation form

• Register and instructions

• Student registration forms

• Assessment portfolio cover sheets

• Tutor marking sheets – blue

• End of course evaluation forms (your own evaluation during course also?)

• Tutor evaluation form

• Change to course dates notification

And more!

Read the instructions and make a diary

note of what you need to do when!

When and where to run the course?

Pretty much up to you!

You recruit to the course – information sheet/flyer is useful

Introductory session may be useful

Students complete Hull registration forms at first session if accredited

Run it at an HEI?

Costs/fees

• Will you charge students the £89?• Or will your institution be paying?• Will tutor/s be paid – who by?• Are you including

refreshments/lunches?• Cost of photocopying materials• Transport for HEI visit/s

LLLN funding until Dec 2011 to pay for:• Learner places• Support from Lucy• Possibly other delivery costs –

transport, refreshments, room hire

Co-delivery Model

Two or more tutors:

Advantages?

Disadvantages?

Learning outcomesThese are fixed. Course must cover all of these.NB about skills as much as knowledge

On completion of this module students will show that with support and guidance they are able to demonstrate the following learning outcomes:

1. Knowledge and Understanding:1i. Of HE study techniques, referencing conventions and the importance of evidence based research

2. Intellectual / Thinking Skills:2i. Build on their own research and communicate their results effectively in writing using academic conventions through the Research and production of written academic work appropriate for HE level 4.

2ii Reflect upon own learning and academic strengths and weaknesses, educational aspirations and action plan for future development.

Learning outcomes (2)

3. Practical / Professional Skills:3i. Operate successfully at level 4 and above by using a range of appropriate study skills (including referencing conventions, proof reading, research skills)

4. Transferable Skills 4i. Communicate information effectively via a presentation to a specified audience

Assessment is the means of demonstrating that all the learning outcomes have been met.

Is it useful to have fixed learning outcomes even if course (or topics) are delivered non-accredited?

Relate learning outcomes to assessment

portfolio tasksdemonstrate learning that has taken place

1. Knowledge and Understanding:1i. HE study techniques, referencing conventions, evidence based research REPORT AND ESSAY

2. Intellectual / Thinking Skills:2i. Communicate results of research in writing,

use academic conventions, produce written academic

Work at HE level 4 REPORT AND ESSAY

2ii Reflect on own learning, action plan for future development LEARNING LOG

3. Practical / Professional Skills:3i. Use range of study skills REPORT AND ESSAY

4. Transferable Skills 4i. Communicate via presentation

PRESENTATION

Credit and Assessment

• 1 UG year = 120 credits• This course = 10 credits• First year UG level = NQF level 4• Weight (amount) of assessment fixed

– pro rata• 10 credits = 1 x 2000 word

assignment• Portfolio approach – several elements• Independent study (4 hours per 1

hour in class) = 80 hours for 20 hour course

PORTFOLIO CONTENTS – can be varied• Essay – 1000 words• Presentation – 500 words (5 – 7 mins)• Report – 400-600 words• Plus learning log – no fixed word

count• Total roughly equivalent to 2000

words

Mini presentation – not assessed?

Assignment topics

• Freedom for tutor to set topics, or set in agreement with class

• Must be agreed with Hull before confirming to class

• Useful exercise to involve class in agreeing topics and/or criteria for success

• Give opportunity to demonstrate have achieved all learning outcomes

• Include opportunity for analysis and reflection – compare and contrast, critique, assess, to what extent, what/why/how?

Marking

NB marking against a range of criteria

Has student answered the question/s?

Also:• Demonstrated background reading and

research• Shown understanding of the subject• Shown awareness of wider issues• Critical analysis, sound reasoning and

reflection• Good use of English• Used standard structure for type of

assignment• Correct use of referencing conventions• Arguments and discussion follows logical

sequence• Presented well• Followed instructions re length, format,

submission

Formative not summative – starting point of HESee LU marking guidelines

Blue form – Marking & Feedback Sheet

Constructive and honest feedback

Guidance and suggestions for improvement(Nicola’s PCP)

Encouragement – highlight what has been done well

Don’t forget to link assessment tasks to learning outcomes

Submission, marking and moderation

• Deadline usually 6 weeks after last face to face session – agree with Hull

• Hard copies of portfolios to you

• You mark and complete blue sheets

• Return work and blue sheets to students

• Send blue sheets to Hull

NB check re moderation – Andrew will probably want to see at least a sample if not all course work from first course

Curriculum• Study skills – referencing, note taking,

report writing, essay writing, research skills, English grammar, proof reading, revision, exam techniques

• Communication skills – presentation, presenting yourself positively, written communication skills

• Time management• Self study visit or virtual visit to HEI• Benefits of studying HE• Research skills using web and library,

evidence based research• Referencing conventions

Optionally:• Visit university library, study support

services, computer resources• HE entrance requirements

Resources

P4HE wiki sitehttp://p4he.wikispaces.com/ (Lucy)

Hull course wiki sitehttp://preparationforhecourseclluniversityofhull.wikispaces.com/ (Andrew)

Hull Uni study skillswww.hull.ac.uk/studyadviceIncluding quizzes, study guides and a handy tips booklet

Use of resources

Let Andrew (Hull) or Lucy know if using their resources – even if not running accredited

course

Indicate source of handouts, powerpoint etc on all materials (whether hard copy or on-line)

Note the IPR statement on the wiki site and abide by it!

If you develop new materials – please share them!

Delivering these topics

How to make them interesting for apprentices?

How to embed learning and develop skills?

Ditch the powerpoint!

• Start with a game then reflect?• Set some background reading – ask learners to

presenttheir ideas and key points in next class?

• Find some on-line resources for some guided independent study

• Link into the learning log with some specific questions

• Arrange an on-line discussion?• Set a challenge – prize for whoever finds the best

resources for learning about X• Split the group in two – each group covers a mini

topic and then teaches the other group about it• Ask learners why this topic is relevant• Use pictures and colours• Set activities to embed the learning – exercises,

games, quizzes e.g. Learners put the key points about topic onto a

mindmap Learners write a 6 question multiple choice

quiz on the topic

Use a multi-pronged approach!

TopicsIndependent Learning in HEKnowledge and skills auditIntelligence & learning stylesReflection Learning logsCritical thinking in HESelf-motivation Time managementReadingNote-taking and mind mapsPlagiarism and referencingPreparing assignmentsWriting a report Writing an essayPresentations HE visitsHE awareness raisingHE information tools

English grammarRevision and exam techniquesWeb & library research skillsHow to present yourself Working in groups in HE

Develop a plan for delivering a topic

• Work alone or in pairs

• Pick a topic - what are the key points for this topic?

• Identify materials you have or would like to have – PowerPoint, study guides & handouts, exercises – invent something new!

• Plan how to integrate classroom input with these materials, plus on-line activity and home study

• Think of an assignment topic for this subject

• Present your teaching plan for discussion

HEI visits

My contacts:

Blackpool and the Fylde CollegeDebra Swift – LLLN progression champion DSWI@blackpool.ac.uk Blackburn CollegeNick Hall N.Hall@blackburn.ac.ukBernard Davies – Progression Champion B.Davies@blackburn.ac.uk

UCLan Tour Julie Holgate – Advancement

JLHolgate@uclan.ac.ukAdmissions Jo Afrin-Black JAfrin-black@uclan.ac.ukLibrary Juliet Ibbotson JCIbbotson@uclan.ac.uk

LLLN Progression Champions listed on LLLN website

HEI visits

Be specific about what you want – what will interest apprentices?

• focus on particular departments?

• meet some students?

• include student support services?

Put the schedule together yourself

Try to avoid the HEI doing too much self-promotion!

Keep it simple – travel, locations etc

On-line resources and support for practitioners – what is

needed?

1. Supporting a network of practitioners – “community of practice” – good practice, ideas, developments, news, joining up strategy across Lancashire … and more

2. On-line space for practitioners to access and share resources – Phil’s “One Stop Shop”

3. Front end interactive on-line site for apprentices during course (currently wiki spaces)

Over to Hilary …

Moving forward

Have we covered everything you wanted?

What are your plans?

Any resources needed – can Lucy, Hilary or LLLN help?

Recap any action points

Telephone/email supportlucy@lloydconsultancy.co.uk (email best initially)Mobile 07508 015 838

Goodnight from me andgoodnight from her