Introduction to PLPP

Personal Learning Portal Pilot

Shared resources: a challenge for ownership

(Kent) Personal Learning Portal Pilot (PLPP)

The partners

Canterbury Christ Church UniversityAimhigher University of KentOxford Brookes UniversitySouth Kent College(University of Greenwich)

Supporting transition: A student perspective

Those significantly more likely to leave said that they were concerned about:

• a lack of staff support• their ability to learn independently • problems with the academic level of their

studies (more than indicating problems with workload)

Cooke, A (2004) Heading them off at the pass: predicting retention problems University of Ulster

Supporting transition: An HE perspective

• Incoming students are extremely ill-informed about what they are about to experience. This does not relate to the curriculum so much as to how they are expected to work and interact, particularly with staff.

• We should all aspire to produce students who think and learn independently, we can no longer assume that they will arrive already able to do so.

Cooke, A (2004)Heading them off at the pass: predicting retention problems University of Ulster

Personal Learning Portal

• Portal technical development• Portal interface and content • Learning resources• E-Portfolio technical development• E-Portfolio pedagogic development

Personal Learning Portal Programme (PLPP)

Bonnie Ferguson: Technical Developer, University of Kent

Personal Learning Portal Programme (PLPP)

• Identified FE partners• Learning resources development• Identified groups of students• Worked with tutors to embedded Portal

resources into their Access to HE Programme

• Supported student induction• Monitored progress• Evaluation of experience

Personal Learning Portal Programme (PLPP)

PLPP Study Skills

Personal Learning Portal Programme (PLPP)

Personal Learning Portal Programme (PLPP)

What should have happened?(Activity)

Lessons learned: supporting ownership

• Shared resources used in context by tutors (active selection)

• Deliver shared resources through local technology• Share in creation of resources for lifelong learning

through federated partnerships• FE – HE partnership in support of transition

transcend the technology - a blended learning approach is required. (e.g. Orientation Days)

Lessons learned

• Technical expertise benefits the provider but can be shared by partners if resources and relationships allow

• Pedagogic opportunities need to be owned by tutors• Tutors need to promote opportunities through embedding

resources in their pedagogy• Students need to have ownership of portal and e-portfolio

content and output• Initial point of contact for (user) support should reside with the

tutor• Shared resources and e-portfolios are challenging

pedagogically and demand time to embed

PLPP Extension 2006-07

• Track students into HE to evaluate the impact of the project on transition

• Complete the development of an illustrative, searchable repository of learning objects (to support a range of academic skills), which exploits emerging technologies to provide a portable, flexible resource for FE and HE institutions across the region

• Ownership of a change takes time and is the outcome of a successful change management strategy