Welcome! Preparing to deliver P4he training the Trainers / cpd module
Preparing to deliver P4HE
Training the Trainers /
27 May 2011
Nice to see you to see you …
Hilary Thomas – Higher Education
eLearning Adviser for JISC (Joint
Information Systems Committee)
What do you want to get out
of this workshop?
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)
Refreshment breaks around
11am and 2.30 pm
Lunch around 12.15 – 1pm
Critical thinking exercise
to get grey matter moving!
This is a good
picture – true or
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
Partnership – development funding:
Part of a wider project:
Vocational Progression Support Programme
for Apprenticeship Progression
Progression needs analysis
Careers advice and planning
Student and personal Finance
Masterclasses – subject specific
to HE Module
Lancashire Lifelong Learning Network
Includes 5 universities, 12 FE colleges and members
of Lancashire Work-based Learning Forum
Tony Donajgrodzki - APDonajgrodzki@uclan.ac.uk
Kate Dunbavan - KDunbavan@uclan.ac.uk
More recently, Work-based Learning Forum
Raeleen Duthoit - email@example.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
deliver accredited module or
non-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
Marking – verified by Hull, credit awarded
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
Not tied to core syllabus – can use any of
Don’t have to liaise with Hull
Can still use Hull and LLN materials (with due credits)
No need for RTS
Role of assessment portfolio?
Lose status of HE course
Course credit could enhance an HE application
Support from Hull staff
Staying with Hull Uni - admin
Contact is Andrew Holmes – extremely helpful
First step – RTS application
CV – to include academic qualifications &
teaching experience, plus personal statement
Application form from Andrew
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
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?
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:
Support from Lucy
Possibly other delivery costs – transport, refreshments, room hire
Two or more tutors:
These are fixed. Course must cover all of these.
as much as
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
conventions and the importance of
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.
upon own learning and academic strengths and weaknesses, educational aspirations and
for future development.
Learning outcomes (2)
3. Practical / Professional Skills:
3i. Operate successfully at level 4 and above by using a range of appropriate
(including referencing conventions, proof reading, research skills)
4. Transferable Skills
4i. Communicate information effectively via a
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
demonstrate 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
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?
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?
NB marking against a range of criteria
Has student answered the question/s?
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
instructions re length
, format, submission
Formative not summative – starting point of HE
See LU marking guidelines
Blue form –
Marking & Feedback Sheet
Constructive and honest feedback
Guidance and suggestions for improvement
Encouragement – highlight what has been
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
Study skills – referencing, note taking, report writing, essay writing, research skills, English grammar, proof reading, revision, exam techniques
Communication skills –
, presenting yourself positively, written communication skills
Self study visit or virtual visit to HEI
Benefits of studying HE
Research skills using web and library, evidence based research
Visit university library, study support services, computer resources
HE entrance requirements
P4HE wiki site
Hull course wiki site
Hull Uni study skills
Including 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
How to embed learning and
Ditch the powerpoint!
Start with a game then reflect?
Set some background reading –
ask learners to present
their 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!
Independent Learning in HE
Knowledge and skills audit
Intelligence & learning styles
Critical thinking in HE
Note-taking and mind maps
Plagiarism and referencing
Writing a report
Writing an essay
HE awareness raising
HE information tools
Revision and exam techniques
Web & library research skills
How to present yourself
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
Blackpool and the Fylde College
Debra Swift – LLLN progression champion
Nick Hall N.Hall@blackburn.ac.uk
Bernard Davies – Progression Champion
Tour Julie Holgate – Advancement JLHolgate@uclan.ac.uk
Admissions Jo Afrin-Black JAfrinfirstname.lastname@example.org
Library Juliet Ibbotson JCIbbotson@uclan.ac.uk
LLLN Progression Champions listed on LLLN website
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?
Supporting a network of practitioners – “community of practice” – good practice, ideas, developments, news, joining up strategy across Lancashire … and more
On-line space for practitioners to access and share resources – Phil’s “One Stop Shop”
Front end interactive on-line site for apprentices during course (currently wiki spaces)
Over to Hilary …
Have we covered everything you wanted?
What are your plans?
Any resources needed – can Lucy, Hilary or LLLN help?
Recap any action points
email@example.com (email best initially)
Mobile 07508 015 838
Goodnight from me and
goodnight from her
view -> Shanna Lehman Cultural Identity Reflection Paper
view -> The pursuit of romantic love is painful and ultimately futile
view -> Quality of Education
view -> Quoting and Paraphrasing (apa format)
view -> Literary Analysis Essays
view -> Reflection Paper 1 &2 Denise Eberhart
view -> Memories can be helpful to some and hinder others. I believe that memories from different aspects of ones life have different consequences. One memory may be bad and it may be best forgotten about, when trying to succeed
view -> Memories can be helpful to some and hinder others
view -> Example entry requirements
view -> 2004 ap english Literature Sample Essays Scores Essay #1-Night Poems Sample f 4
Share with your friends:
The database is protected by copyright ©sckool.org 2022