Pathfinder Programme Project Plan
Pathfinder Programme Project Plan
University pf Wolverhampton - Embedding ePortfolio at Level 1
1. Project Overview
1.1 Background
The outcomes of this project, namely models for strategic change to embed the blended use of e-PDP tasks within the learning curriculum, directly supports one of HEFCE’s strategic aims (2005) for e-Learning[1] - 3.4 Encourage e-based systems of describing learning achievement and personal development planning ( PDP)for both staff and students
In addition, the outcomes of this project will also make a contribution to the following other strategic aims in HEFCE’s strategy;
1.1 Reward excellence and promote and encourage innovation in e-learning
2.3 Promote the sharing of learning technology and resources across the HE sector and between sectors
4.4 Address skills, knowledge and competencies for e-learning in training and continuing professional development for learning and teaching staff, including learning technologists
4.5 Review the human capacity in the HE sector to deliver future e-learning growth
This proposal arises from two areas of effective innovative practice which emerged from our reflections in the Benchmarking exercise and aims to carry forward a combination of the two, The first is an innovative and proven effective approach to our support for e-Learning in terms of staff development through technology retreats. The second is successful implementation and take up of student use of ePortfolio for personal development planning (PDP). The ‘technology retreats’ are two day, one evening, staff development sessions which are held in a hotel, and themed around a specific aspect of e-Learning, e.g., collaborative learning through the VLE, summative CAA, or e-Portfolio application. They provide intensive support by experienced e-Learning practitioners, together with the space and time for staff to develop their understanding of, and to create integrated and readily deployable e-Learning tasks into their curricula. Follow-up individual meetings with the 80+ staff who undertook this process in 2005/6 provided evidence of high levels of use of e-Learning and sustained, change practice. This method of enhancing staff understanding and integrated use of e-Learning seems an effective approach to curriculum design aimed at extending students’ opportunities to engage with appropriate, embedded e-Learning activities.
The second area of successful practice which emerged is staff and learner use of the ePortfolio for personal development planning. The University made an ePortfolio available institution-wide in September 2005 and this currently has 8,000+ active users. By engaging our learners in personal development planning, we aim to increase reflection on learning to develop learners better equipped to be successful in HE. All ten of our academic schools now have identifiable ePortfolio use within some areas of their subject curriculum. The project will harness the expertise of our experienced ePortfolio staff. The University of Wolverhampton’s successful experience with uses of ePortfolio, together with the diverse nature of its learners, provides an ideal context in which to situate a strategic intervention aimed at embedding learner use of ePortfolio for PDP processes.
The project is important to the institution because it may provide the opportunity to embed enhanced capacity for, and improved quality of, our students’ learning across the Level 1 curriculum, through the design and implementation of module-based ePortfolio mediated PDP tasks. These tasks will facilitate reflection on a variety of learning related issues to enable learners to better meet the challenges of HE. These activities are seen as being especially useful to the diverse student body at University of Wolverhampton, which has the highest percentage of students historically under-represented in HE in the UK. The University has over 22,000 students of which 66% are mature. Over quarter of the mature students and about half of the 18 year olds are first generation learners; over 50% enter the University from regional partner colleges and local schools; and over 10,000 students study part-time. Some of these learners have lacked confidence in their study skills, have not recently been in study situations, have unrealistic expectations of the nature of study in Higher Education, and are unaware of the need to plan, manage and assume responsibility for their learning. Systematic engagement of our learners in some of the reflective processes enabled by e-Portfolio activities aims to address issues such as these, and improve student learning as found by Peters (2006)[2]. The project focuses on Level 1 learners so as to provide those at the start of their University career with a range of appropriate opportunities to think about their learning, to develop their own learner identity and provide strategies for reflection on learning which will remain in their following years of study. In the longer term, through an electronic collection of evidence of their learner journey and attainment, students may be able to demonstrate more easily their employability.
1.2 Aims and Objectives
List the broad aim or purpose of the project, and the specific objectives you intend to achieve.
The overarching aim of the project is to improve the quality and the capacity of our students’ learning, through the design and implementation of integrated ePDP tasks in core Level 1 modules. Thus with Level 1 learners who are reflective, self-aware and effective learners, they should be more able to realise their potential in Higher Education. Our starting point is that student improvement will come from staff engagement, as the QAA Guideline for HE Progress files states "Students are more likely to value PDP if they see that academic staff themselves are involved in PDP processes" QAA et al (2000)
The specific aims of the project are:
i. a changed and enhanced Level 1 curriculum across the institution which has embedded and appropriate opportunities for learners to reflect upon their learning using electronic tools;
ii. core Level 1 teaching staff who have a deep understanding of the rationale for blended use of electronic PDP activities;
iii. core Level 1 staff who are able to use this understanding to develop relevant, integrated e-learning activities which enable students to reflect upon their learning and achievement.
The specific objectives of this Pathfinder project are:
· to strategically affect improvement in the quality of student learning through integrating the processes of PDP using ePortfolio.
· to create a model for the professional development of staff in best practice for curriculum design to ensure appropriate blended uses of e-Portfolio for PDP
· to embed appropriate uses of e-Portfolio tasks in at least 20 University core Level 1 modules, (for example as a tool for reflection on learning, personal and professional development, and / or for early formative assessment)
· to evaluate the (i) professional development model, and (ii) learners’ perceptions of the value of their situated use of ePortfolio based PDP tasks,
· to disseminate the outcomes of (iii) and (iv) above across partners and the sector.
1.3 Stakeholder Analysis
Identify key stakeholder groups and individuals who will be interested in the outputs and outcomes from this project.
Internal Stakeholders
· University Executive, Schools, Students
· The Pathfinders project team
· Centre for Excellence in Learning and Teaching
· Students Union
· Student Support co-ordinators
External Stakeholders
· HEFCE
· HE Academy and JISC
· UK Higher Education and Further Education sector
· Centre for Recording Achievement
· Associated CETLs
· ALT and HeLF
· The ePortfolio research community
· The Pathfinder community of projects
· The ‘F’ cluster of Pathfinder projects.
· Betty Collis – the project’s critical friend.
1.4 Outputs and Outcomes
List the tangible deliverables (including reports) that your project will create, and the less tangible knowledge and experience you hope to build and share.
i. An executive report drawing together the key messages for strategic change issues and approaches in using ePDP in the Level 1 curriculum
ii. A best practice guide on approaches to the design of blended electronic PDP activities
iii. Cases studies on the design of blended electronic PDP activities across the 10 Schools
iv. Pedagogic templates to guide design of integrated electronic PDP activities in different subject areas
v. A best practice guide on staff development for the design of blended electronic PDP activities
vi. National conference papers and publications, as and when, on strategic change in the Level 1 curriculum
vii. To contribute to private and public blogs as well as HELGA, as required by the Pathfinders project
The less tangible knowledge and experience that this project will generate may contribute to the Professional standards level 3 standard descriptor which is:
"3. Supports and promotes student learning in all areas of activity, core knowledge and professional values through mentoring and leading individuals and/or teams; incorporates research, scholarship and/or professional practice into those activities
The project will also contribute to the professional understanding of ePDP and the personal development of all involved.
1.5 Risk Analysis
Risk / Probability(1-5) / Severity
(1-5) / Score
(P x S) / Action to Prevent/Manage Risk
Staffing / 1 / 2 / 2 / Key staff are already identified and the team-based approach ensures no-one is irreplaceable.
Organisational - school buy in / 2 / 5 / 10 / PVC Academic to sponsor project
PVC Academic will liaise with Deans to secure participation of key staff.
Presentations made to Associate Deans Learning and Teaching away day.
Money to secure the freeing up of staff
Technical - server crashes / 1 / 5 / 5 / ITS have a daily back up process and restoration policy
Management of change / 3 / 5 / 15 / The involvement of Level 1 module leaders is key to the change process envisaged by the project. If they are reluctant to create and implement integrated e-PDP tasks the project fails. We will be able to pre-select staff eager to engage and replace those who do not participate fully.
Project leaders to be familiar with change management infokit from JISC Infonet
Student participation / 1 / 5 / 10 / Student use of the designed e-PDP tasks to enhance their proficiency as HE learners is the desired outcome of this proposal. If students did not use the produced tasks this would affect success. The use of stringent peer-review process of tasks at the retreats, as well the support of the School-based ePDP mentors who will be able to promote student use, should avoid this happening.
1.6 Project Management
Briefly describe the project management arrangements including project team organisation, decision-making processes, institutional oversight and reporting.
The project will be managed by Dr Paul Brett and Megan Lawton who are Senior staff developers based in CELT. Megan will oversee the areas of work concerned with the pedagogic implementation of the ePDP with staff and students. Paul will manage the project and is responsible for the outputs and liaison with HEA.
The steering group will consist of PVC Academic Sally Glen; Associate Dean Learning and Teaching, Helen Gale; Paul Brett; Megan Lawton; and Emma Purnell
The steering group will report on progress to Learning and Research Systems group - which is chaired by PVC Academic Prof Sally Glen.
2. Project Planning
2.1 Workpackages
Clearly indicate project deliverables and reports, when they are due, the phasing of workpackages, and explain any dependencies. You may want to attach a Gantt chart, diagram, or flowchart to illustrate phasing.
Workpackages / May /Jun
/ Jul / Aug / Sep / Oct / Nov / Dec / Jan / Feb / Mar / Apr1: Project Management
2: Dissemination
3: Project Personnel
4. Staff Dev design
5. Curriculum design
6. Use of new curriculum
7. Evaluation
8. Deliverables produced
Workpackage / Objectives /
Main Outputs
/ Who? / By When1: Project Management / Prepare and get sign off project def form
Project work-package plan submitted to HEA / Project definition form written
Project work-package plan
written
Project sponsor agreed
Key HEA reporting dates in diary
Steering group formed and meeting dates finalised
Lines of reporting established
Cost Centre established / RR / PB / PVC / May 31st
2: Dissemination / Liaise with EDSuT
Outcomes of project and its processes are available internally and externally / Internal and external blogs set up and HELGA being used
Dissemination of project and its aims to internal stakeholders
CAMEL Group meeting dates set
First visit of critical friend Betty Collis arranged
Attendances at conferences
Reporting internally to LRSG / PB / ML / All through
3: Project Participant recruitment / Key e-Portfolio mentors and Level 1 module leaders identified and briefed / Identification of Level 1 module leaders and School ePDP mentors.
Work load allocations for these project staff agreed
Monies to support Level 1 module leaders and School ePDP mentors agreed with Deans.
Dates of retreats disseminated and attendance agreed
Participants will keep their own portfolio so that participating staff also engage in ePDP / PB / ML / EP / June 30th
4. Staff Development design / Plan and implement retreats for (i) the 10 School ePDP mentors; and (ii) the Level 1 module leaders / Role descriptors for ePDP mentors and ePDP tutors written
Model for ePDP mentor retreats produced and implemented.
Plans for the learning for the two days agreed.
Materials produced
As above for the Level 1 ePDP tutors / PB / ML / EP/ ePDP mentors / July 31st
5. Curriculum design / This will happened during the e-Learning retreats.
Key Portfolio learning interventions identified,
Portfolio materials and syllabus changes prepared and peer reviewed / Retreats for ePDP mentors and Level 1 tutors take place
Level 1 curricula with integrated e-PDP tasks produced and peer-reviewed
Enhanced staff understanding of the role of PDP processes.
Overview of all ePDP tasks compiled. / All / May - September
6. Use of new curriculum / ePDP mentors to work with module leaders on the implementation of PLS learning inventions throughout the semester 1 modules / Students undertake e-Portfolio tasks during their modules
Data collection happens / All / Oct – Jan
Feb - March
7. Evaluation / Design of evaluation methodologies and data collection approach
Liase with EDsut
Evaluations of (i) technology retreats, and (ii) learners’ experiences with e-PDP / Critical friend input needed
Data collected and analyzed
Cluster group input / CH / EP / June- May
8. Final Report / Deliverables produced / To write up deliverables as in (f) above and complete reporting formalities. / All deliverables produced - as in 1.4 above.
Report for HEA sent. / PB / ML / May 31st, 2008
2.2 Quality
Outline the processes and criteria for assuring and enhancing quality that are relevant to your project outputs and outcomes. This may include reference to institutional policies and procedures, and/or compliance with technical specifications and standards as appropriate. Responsibility for assuring quality may lie within the project team or elsewhere in the institution.