1. Student PDP - FE to HE 1 Student PDP – FE to HE MLEs for Lifelong Learning Birmingham 2005-02-22 Janet Strivens & Simon Grant TransPortALL, Liverpool CRA - CETIS - LIPSIG

2. Student PDP - FE to HE 2 TransPortALL Transfer of Portfolios Assisting Lifelong Learning FEI: Wirral Met HEI: University of Liverpool 2+2 psychology degree mature students How to support students across transition?

3. Student PDP - FE to HE 3 First set of recommendations Here, there is already substantial knowledge and experience, but it may not be widely adopted –Baseline for PDP provision –Student involvement –Staff motivation

4. Student PDP - FE to HE 4 Baseline for PDP provision “Establish or verify that PDP provision in their context or environment covers the established baseline” –Learner –Competent tutor/mentor/advisor/… –Periodic review

5. Student PDP - FE to HE 5 Student involvement Design review structures and instruments (documentation etc.) so that the student has the greatest appropriate sense of involvement in making PDP-related decisions

6. Student PDP - FE to HE 6 Staff motivation Develop and motivate staff so that they have the skills and attitudes to foster a sense of learner ownership of the decisions

7. Student PDP - FE to HE 7 Second set of recommendations Connected to situations where a reduction of level of support is in prospect –Discuss facts of change –Design assessment criteria –Communicate criteria to learners –Arrange for peer assessment –Introduce self-assessment –Build criteria into periodic review

8. Student PDP - FE to HE 8 Discuss facts of change Discuss the fact of change of level of support with learners

9. Student PDP - FE to HE 9 Design assessment criteria Design clear, explicit and appropriate assessment criteria for use in feedback about assignments

10. Student PDP - FE to HE 10 Communicate criteria to learners Communicate these criteria to the learners, and allow for dialogue about their meaning with tutors and/or peers

11. Student PDP - FE to HE 11 Arrange for peer assessment Arrange for learners to assess each other’s assignments, using these criteria

12. Student PDP - FE to HE 12 Introduce self-assessment Introduce routine self-assessment of assignments (prior to submission)

13. Student PDP - FE to HE 13 Build criteria into periodic review Build these criteria into periodic review of overall performance and progression

14. Student PDP - FE to HE 14 Third set of recommendations The following recommendations we see as potentially desirable, though we do not have positive evidence to prove their value –Reflect on learning –Construct skills framework

15. Student PDP - FE to HE 15 Reflect on learning Include in PDP programme activities which are designed to help the learner understand better how she learns – ideally one which focuses on the individual’s improvement in ability to learn rather than less significant preferences

16. Student PDP - FE to HE 16 Construct skills framework Construct an explicit framework for the skills which are relevant to the educational context, and ensure that this is explicitly related to any available commonly- recognised definitions of the relevant skills –SPWS