new opportunities for personalised learning with …...28 june 2018 2 new opportunities for...
TRANSCRIPT
New opportunities for personalised learning with PebblePad
ePortfolio Steering Group and Apprenticeship Team
• Elaine Swift, Digital Practice Manager
• Barry Gregory, Instructional Designer, Apprenticeship Team
• Rachel Bancroft, Learning Technologist, School of Arts and
Humanities
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New Opportunities for Personalised Learning with PebblePad
Academic Years 15-16, 16-17
Small Scale Pilot in ARES
Academic Year 17-18 Large Scale Pilot across NTU
Academic Year 18-19
Full site wide rollout
PebblePad Pilot
Outline
• 6 Schools and Confetti involved in the pilot
• 3 Professional Services also involved in piloting tool
• Pilot started in September 2017
• Business case for site wide license approved in May 2018
• Sept 2018 –site wide access post VLE Refresh
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Demonstrations of PebblePad
Two demonstrations
• Barry Gregory, Apprenticeship team – experiences of using
Pebblepad with apprenticeship degrees
• Rachel Bancroft – School of Arts and Humanities – using PebblePad
with first years.
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Background:What is a Degree Apprenticeship?
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Delivery Pattern
• Not bound by standard academic calendar
• 80% ‘on-the-job’, 20% ‘off-the-job’
• Day release or block release (most often weekly)
What is a Degree Apprenticeship?
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What is a Degree Apprenticeship?
Structure
1. Degree component
2. Gateway
3. End-Point Assessment (EPA) component
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What is a Degree Apprenticeship?
Structure
1. Degree component – Training Provider (NTU)
2. Gateway
3. End-Point Assessment (EPA) component - EPA Organisation
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What is a Degree Apprenticeship?
Structure
1. Degree component – Training Provider (NTU)
– Completion of a ‘portfolio of evidence’
2. Gateway
- Review of portfolio
3. End-Point Assessment (EPA) component - EPA Organisation
- Assessment of portfolio
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Tripartite relationship
• Apprentice
• Academic Tutor (NTU side)
• Employer Mentor (employer side)
Workplace Review Meetings
• (At least) twice per year, to review progress.
• All aspects of learner’s academic and workplace performance are
discussed. Development of ‘portfolio of evidence’ (i.e. PebblePad)
included in this.
What is a Degree Apprenticeship?
Degree Apprenticeships and PebblePad
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PP and Deg. Apprenticeships: the challenge
Need PebblePad to help us do three things:
1. Support learning
2. Facilitate review of (and dialogue around) learner progress
3. Generate reportable data
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PP and Deg. Apprenticeships: the challenge
Need PebblePad to help us do three things:
1. Support learning:
a) Evidence learning and development in line with Knowledge, Skills and Behaviours requirements of the DA
b) Record time spent for the 20% off-the-job component of the apprenticeship
2. Facilitate review of learner progress
3. Generate reportable data
The Degree Apprenticeship Workbook
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The Degree Apprenticeships Workbook
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• How does it work?
• There are six tabs:
– The first is guidance about PebblePad - tutorial videos and guides
– The second is guidance about this workbook
– The third, fourth and fifth are the apprentice’s Knowledge, Skills and Behaviours collections
– The sixth is the apprentice’s activity log
The Degree Apprenticeships Workbook
What does the learner do?
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The Degree Apprenticeships Workbook
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The Degree Apprenticeships Workbook
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The Degree Apprenticeships Workbook
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The Degree Apprenticeships Workbook
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The Degree Apprenticeships Workbook
What do we (NTU/employer) do?
What do we (NTU/employer) do?
What do we (NTU/employer) do?
What do we (NTU/employer) do?
What do we (NTU/employer) do?
What do we (NTU/employer) do?
What do we (NTU/employer) do?
What does reporting look like?
What else needs to be in place?
What Else Needs to be in place?
What else needs to be in place?
A regime of progress-checking and learner support that:
• Helps the learner to stay on-track; to understand what they need to
do, when and why
• Helps maintain motivation and engagement over the course of the
apprenticeship
• Assures us (NTU and the employer) that learners are on-track
• Enables us to report, at the right times and in the right level of
detail, on that learner progress
‘Go Places’: An inclusive curriculum approach to personal and professional development
Learning and Teaching Support Unit
School of Arts and Humanities
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The ‘Go Places’ Project
Inclusive learning
“Relevant, meaningful
and accessible to all”
(Hockings, 2010)
Personalisation
Self Evaluation
Digital Capabilities
Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research. [online] Higher Education Academy. Available at: https://www.heacademy.ac.uk/system/files/inclusive_teaching_and_learning_in_he_synthesis_200410_0.pdf [Accessed 25 Mar. 2017].
A first year student?
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Conscious Competence Matrix
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Unconscious incompetence
Consciousincompetence
Unconscious competence
Conscious competence
The ‘unconsciously competent’ graduate
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ACADEMIC TRANSCRIPT
ACHIEVEMENT RECORD
SKILLS, BEHAVIOURS, ATTRIBUTES
The building blocks
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Personal
Year One
Exploring
Professional
Year Two
Exploring
Developing
Succeeding
Final Year
Exploring
Developing
Articulating
PebblePad – Site wide rollout
Some quick answers
• PebblePad will be available from September, via NOW. (Timeline
determined by VLE Refresh)
• Organisational Development will be providing development
opportunities, please do come and talk to us about your
development needs.
• Library will be providing student support
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PebblePad
Any questions?
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What can I do now?
What can you do now?
• Join Yammer PebblePad group- 300 strong user community with
examples and a community happy to answer your questions!
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Thank you to
• ePortfolio Steering Group
• Library staff
• Organisational Development Digital Practice Team
• IS
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