This is a short update to refer the reader to:

http://easihe.ecs.soton.ac.uk/

for all information/documents/publications etc on EASiHE.

David

This project has a wide remit; consider the scope of the model as presented through the concept map in  previous post. In realising the benefits of the project, we have proposed a project which evaluates and aides an institution’s current progress in embedding lifelong learning and workforce development (LLLWFD) programmes and in providing them with information to make informed plans for future development.

The ‘toolkit’ should work at institutional, faculty and programme levels and would include:

• A defined process/ methodology for using the maturity toolkit (to include working in CAMEL cohorts)
• A range of maturity criteria, level statements and indicators which will work at institutional, local (e.g. faculty/School) level and programme level.
• Guidelines for using the toolkit (including within CAMEL groups).
• Templates to support evidence collection, analysis and reporting
• Sector resources (e.g. papers, other toolkits, best practice guides, links etc.)

The toolkit would focus on areas such as institutional processes and systems, staff professional development, pedagogic approaches and models, delivery models, use of ICT/e-learning, support mechanisms, QA/QE, progression, accreditation, collaborative provision, partnerships with employers, employer consortia, sector bodies & professional bodies, organisational approaches, costing approaches and models, impact/benefits evaluation, compliance, systems accessibility and usability, student engagement etc.

The idea would be for institutions/faculties to use the toolkit to determine how ‘mature’ they are in respect of LLL-WBL, to determine where they would like to be and then to formulate plans, based on evidence collected. Support mechanisms would then follow by way of guidance through the CAMEL cohorts. This can be achieved through a wide range of activities such as face-to-face or online meetings, un-conferences, workshops, telephone interviews, etc. The outputs will underpin capacity building to support a growing community of interest.

It was lights, camera, action this morning as the Pineapple crew got filming for some talking heads. It took us under an hour – now that’s what I call a wrap!

Six new benefits realisation projects have been funded following the last invitation for ideas from the Phase 3 Lifelong Learning and Work Force Development Programme in addition to the three projects who have already received benefits realisation funding within the programme. The projects cover a range of themes around frameworks and portfolios to support work-based learning, accreditation of prior learning and maturity models for work force development.

The projects are led by the following existing projects within the programme.

University of Hull, CPD-Eng Project (Continuing Professional Development in Engineering)

Funding £45,445.00 Aug 10 – Feb 11

The CPD-Eng project has developed a pilot system that integrates with established systems to create a seamless, learner-centred toolset (MyShowcase) to support an individual’s continuing professional development (CPD). MyShowcase is an online toolset behind which you can link all the paperwork relating to your career, which is then instantly accessible by you or people approved by you. The project will support institutions to pilot MyShowcase initially modifying the toolset to locate it within a Moodle VLE. The project is engaging with several networks of users: a cluster around the SAMSON Project at the University of Nottingham; the Moodle User Community based around a JISC RSC Yorkshire & Humber cluster; a cluster around some institutions working with Foundation Degree Forward; and the Open University.

University of Wolverhampton, ePPSME Project (e-Portfolio-based Pedagogy for SMEs)

Funding: £ 32,724.00 Aug 10 – Mar 11

The project will develop and foster a community of practice for e-portfolio pedagogies for work-based and lifelong learning through a synthesis of existing practice. The project will work with several institutions and existing projects to draw together key principles from that practice that can be applied elsewhere. A web resource will be developed in collaboration with JISC infoNet. The project will work with the Centre for Recording Achievement, Pebble Learning and Academy Subject Centres to engage existing stakeholder communities to identify and engage with practitioners.

University of Winchester/University of Gloucestershire, Co-genT Project (Co-generative Toolkit)

Funding: £50,000.00 Sept 10 – Mar 11

The Co-genT project has developed a toolkit to support the co-generation of curricula between employers and academic staff and a set of clearly articulated processes around the dialogue facilitated by the toolkit. The project will test these in a range of institutional pilot projects to develop a more comprehensive set of guidelines to support take-up of the toolkit by further institutions. The project is engaging up to seven potential partner institutions to pilot the toolkit. The project will also enable the partners to share their own tools and experience around supporting curriculum development for work-based learning and it is hoped these will also be adopted and tested as part of the project.

University of Bradford, WELL Project (Workforce Engagement in Lifelong Learning)

Funding: £40,000.00 Aug 10 – Mar 11

This project will distil and embed the lessons learnt from a range of institutions undertaking work force development projects into a ‘work force development maturity toolkit’ and to trial it with a group of institutions. The project will look at a wide range of criteria necessary for an institution to engage employers including institutional processes and systems, staff professional development, pedagogic approaches and models, delivery models, use of ICT/e-learning, support mechanisms, QA/QE, progression, accreditation, collaborative provision, partnerships with employers, employer consortia, sector bodies and professional bodies, organisational approaches, costing approaches and models, impact/benefits evaluation, compliance, systems accessibility and usability, student engagement etc. The project will aim to focus on the areas that are seen as priorities, challenges or significant lessons available to be shared across institutions. The project will work in collaboration with other JISC programmes such as Business and Community Engagement and the Curriculum Design and Delivery Programmes, as well as the Synthesis and Support project to provide the basis for a comprehensive work force development maturity toolkit to support institutions.

Middlesex University, MUSKET Project (Middlesex University Skills and Education Planning Tool)


Funding: £30,000.00 Sept 10 – Mar 11

The project will lead a series of national events, local focus groups and show and share sessions around APEL, accreditation and validation for lifelong learning and work force development. The national events will invite existing projects to share their outcomes and experience and aim to engage an audience beyond the existing programme. The local focus groups will be supported by the Work-Based Learning CETL at Middlesex University, accessible via the web and explore how existing tools can best support work-based learning. The show and share sessions will be used to engage new institutions in a more detailed exploration of existing tools. Further details will be developed in consultation with existing projects, the support and synthesis project and other bodies.

University of Plymouth, Pineapple Project (Partnership Investigations into Accredited Prior/Previous Learning)

Funding: £15,000.00 Sept 10 – Mar 11

This project will seek to share and integrate experience and tools developed through the Pineapple project around accreditation of experiential learning with Staffordshire University. Staffordshire have developed a process to map existing competencies to learning outcomes in order to expedite an APEL application. The Pineapple project has already considered a wider set of approaches from other projects and initiatives and these will also be explored. The project will also demonstrate the transferability of the PINEAPPLE tool from the HE in FE setting to the HE context. The outcomes will be shared through existing dissemination activities and through existing benefits realisation project activities.

Invited to speak at the annual UPC Arts Subject Forum Event at Dartington Hall. Lovely location and brilliant opportunity to present Pineapple progress. Lots of questions, lots of interest and a number of willing volunteers to help us in September.

As you can see below, Pineapple has a presence at the GEES Subject Centre GEES Learning and Teaching to 2020 conference taking place this week.

It’s been a while since the last post as we’ve been busy preparing for, and conducting, tests on the eAssignment environment so far.

We have actually conducted one successful test of marking with real data (this was additional to ‘normal’ marking so didn’t affect student results). Alongside this we ran a survey for markers asking about how they found electronic marking and the marking descriptors used (use of marking descriptors was also a new ‘test’ for this particular assignment). Details of the results of this survey will be in a future posting but in general feedback was very positive.

We had a second test of student submission and marking scheduled for the end of June and beginning of July (using a group used to the old Faculty eAssignment demonstrator system). However only 12 students submitted their work using the new system (they had the choice of the demonstrator or new systems), and due to the use of a slightly unexpected marking method we had to abandon the second test of marking in the system.

The next submission and marking test is scheduled for late August.

In the meantime we’ll be testing and transitioning from our current development environment to a pre-production environment. We also hope to be doing a number of load tests on both environments to get a clear picture of how many students/markers can be facilitated at once.