Welcome! Preparing to deliver P4he training the Trainers / cpd module



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  • Welcome!
  • Preparing to deliver P4HE
  • Training the Trainers / CPD Module
  • 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?
  • 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 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
  • 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
  • Progression needs analysis
  • Careers advice and planning
  • Student and personal Finance
  • Masterclasses – subject specific
  • HEI visit
  • Preparation to HE Module
  • 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 Forum
  • Tony Donajgrodzki - APDonajgrodzki@uclan.ac.uk
  • AimHigher Lancashire
  • Kate Dunbavan - KDunbavan@uclan.ac.uk
  • More recently, Work-based Learning Forum
  • Raeleen 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 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
    • 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 topics
  • Don’t have to liaise with Hull
  • Can still use Hull and LLN materials (with due credits)
  • No need for RTS
  • Lower cost
  • Disadvantages –
  • Role of assessment portfolio?
  • Lose status of HE course
  • Course credit could enhance an HE application
  • Support from Hull staff
  • Quality assurance?
  • Other?
  • Staying with Hull Uni - admin
  • Contact is Andrew Holmes – extremely helpful
  • http://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 outcomes
  • These 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 tasks
  • 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
  • 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 HE
  • See 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 site
  • http://p4he.wikispaces.com/ (Lucy)
  • Hull course wiki site
  • http://preparationforhecourseclluniversityofhull.wikispaces.com/ (Andrew)
  • Hull Uni study skills
  • www.hull.ac.uk/studyadvice
  • 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
  • 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 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!
  • Topics
  • Independent Learning in HE
  • Knowledge and skills audit
  • Intelligence & learning styles
  • Reflection
  • Learning logs
  • Critical thinking in HE
  • Self-motivation
  • Time management
  • Reading
  • Note-taking and mind maps
  • Plagiarism and referencing
  • Preparing assignments
  • Writing a report
  • Writing an essay
  • Presentations
  • HE visits
  • HE awareness raising
  • HE information tools
  • English grammar
  • Revision and exam techniques
  • Web & library research skills
  • How 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 College
  • Debra Swift – LLLN progression champion
  • DSWI@blackpool.ac.uk
  • Blackburn College
  • Nick Hall N.Hall@blackburn.ac.uk
  • Bernard Davies – Progression Champion
  • B.Davies@blackburn.ac.uk
  • UCLan
  • Tour Julie Holgate – Advancement JLHolgate@uclan.ac.uk
  • Admissions Jo Afrin-Black JAfrin-black@uclan.ac.uk
  • Library 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?
  • 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 …
  • 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 support
  • lucy@lloydconsultancy.co.uk (email best initially)
  • Mobile 07508 015 838
  • Goodnight from me and
  • goodnight from her


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