HEAR and ePortfolios Phil Gravestock, Teaching

Report
HEAR and ePortfolios
Phil Gravestock
[email protected]
Higher Education
Achievement Report (HEAR)
“The HEAR is a
concise, electronic
document produced by
a higher education
institution which
provides a record of a
student’s achievement
during their time in
higher education.”
Higher Education
Achievement Report (HEAR)
“The HEAR:
• measures and records achievement, providing
students with a much broader picture than
hitherto
• ensures that employers have better
information about the distinguishing qualities
of different graduates
• fits into, and promotes, a culture of lifelong
learning by appearing to be less of an abrupt
educational ‘end point’.”
Higher Education
Achievement Report (HEAR)
“The HEAR:
• begins in the first year of study and is
accessible by the student at any time during
their career with the institution. It is updated
and validated at regular intervals by the
institution – at least annually – and, as such,
has the capacity to be used as a formative
tool.”
Higher Education
Achievement Report (HEAR)
Section 6.1. Additional information recorded
under one of three category headings:
1. Additional awards – accredited performance in
non-academic contexts and individual
units/modules studied (e.g. credit-bearing
volunteering)
2. Additional recognised activities – roles and
activities undertaken by students which
demonstrate achievement but for which no
recognition is provided in terms of academic
credit
3. University, professional and departmental prizes
Student Learning Experience
• Curriculum:
accredited and formal
• Co-curriculum:
not accredited, but verified, can involve
application of knowledge and understanding
from the formal curriculum, or development of
graduate attributes which are part of broad
programme outcomes
• Extra-curriculum:
not accredited, not verified, but achievement
may still contribute to development of
graduate attributes
HEAR and ePortfolios
Combining a studentdriven e-portfolio with
an electronic HEAR
will enable students
to present themselves
and their
achievements from
volunteering, work
experience, or life
more fully and
effectively to
potential employers
HEAR and ePortfolios
The Glos Philosophy
• Inclusive
• Students’ Union involvement
• Bottom-up approach
• Consideration of achievement, rather than
activity
The Glos Approach
• Employable Gloucestershire Graduate Scheme
(EGGS)
• Students submit Personal Statements of
Achievement for verification
– Based on achievement resulting from one or more
activities
• Verification panel consists of staff (and
students) from across the institution
• Achievement resulting from University- or SUinitiated activities can be included on a
student’s HEAR
Attributes / skills developed...
Experience gained through...
Application of
Numeracy &
ICT
Business /
Social
Awareness
Communication
& Literacy
Community
Engagement
PSA
Culture
PSA
Employment
PSA
Problemsolving &
Creativity
Teamwork &
Leadership
Enterprise
Internship
Research
PSA
Sport
Sustainability
=
Communication
& Literacy Award
Attributes / skills developed...
Experience gained through...
Application of
Numeracy &
ICT
Business /
Social
Awareness
Communication
& Literacy
Problemsolving &
Creativity
Teamwork &
Leadership
PSA
PSA
PSA
Community
Engagement
Culture
Employment
PSA
Enterprise
Internship
Research
Sport
Sustainability
=
Employment
Award
Attributes / skills developed...
Experience gained through...
Application of
Numeracy &
ICT
Business /
Social
Awareness
Communication
& Literacy
Problemsolving &
Creativity
Community
Engagement
PSA
PSA
Culture
Employment
PSA
Enterprise
Internship
Research
Teamwork &
Leadership
PSA
Sport
Sustainability
=
Generic
Award
Attributes / skills developed...
Experience gained through...
Application of
Numeracy &
ICT
Business /
Social
Awareness
Community
Engagement
PSA
Culture
PSA
Communication
& Literacy
Problemsolving &
Creativity
Teamwork &
Leadership
Employment
Enterprise
PSA
PSA
PSA
PSA
Internship
PSA
Research
Sport
Sustainability
Enterprise
= Award
Business/Social
= Awareness Award
• Degreeplus
ACCREDITED
TRADITIONAL
Certificate
STRATEGIC
FORMAL
Diploma
Degree
Professional
qualification
Named HE
Award
Skills/
employability
award
APL Shell
Framework
ASSESSMENT and PDP
FLEXIBLE
Accreditation of Prior
Learning for advanced
standing or exemption
EBTA
Bite-sized
chunks
ASSESSMENT and IAG
VERIFIED
Learning from
training
experience
Recognition of Prior
Learning for admission
Demonstration of
employability skills
RPL EGGS
HEAR §6.1
PERSONAL STATEMENT OF LEARNING
EXTRA or COCURRICULAR
life
work
UNACCREDITED
volunteering
conference
sport
culture
INFORMAL
In-house training Unrecorded or
certificate of
attendance
UNSTRATEGIC
Refining EGGS
• Name changed: UoG Employability Award
• Separated out Culture/Sport
• Redefined ‘Domains’
• Added a new award for internships
– Internship Award verification to include an interview
• Employers joining the Verification Panel
Formal
curriculum
Work
Graduate
attributes
Life
Learning and Teaching Strategy
LEARNING AND TEACHING PRIORITIES
• Independent and collaborative learning
• Learning for life and employment
• Learning for the future
• Research/practice-informed learning and teaching
THE GLOUCESTERSHIRE GRADUATE
Successful graduates will be
• independent and collaborative
learners
• prepared for life and work
• adaptable and critical thinkers
• reflective in planning and taking
actions
THE GLOUCESTERSHIRE ACADEMIC
Members of staff will
• be transformational educators
• support students to develop their
employability and real-world learning
• be adaptable and critical in their
academic practice
• be reflective and informed by research
and practice
63% of students have taken
part in formal volunteering
since starting university
Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010
38% of student volunteers are
introduced to volunteering
through their university or
students’ union
Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010
51% of recent graduates under
30 years old who are in
paid work say that
volunteering helped them
to secure employment
Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010
Students who receive support or
their volunteering from their
university are more satisfied with
the experience of volunteering
and derive greater personal
development benefits
Bursting the Bubble: students, volunteering and the community - Research Summary, Brewis et al., 2010
intrinsic
extrinsic
implicit
explicit
competence
higher skill
knowledge
understanding
disposition
attribute
STAFF
spectrum of
aspiration
STUDENTS
spectrum of
development
work-related
work-based
teaching
mentoring
theory
application
vocational
professional
received
transformational
Embryonic
Mission
Leadership
Purpose
Communications
Recording
Support
Process
L+T
Staff
Students
Employers
People
Developing
Gripping
Explicit

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