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 eLearning1 - 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 ePortfolio 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 eLearning 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 institutionwide 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
1
HEFCE (2005) HEFCE strategy for e-learning. Available from http://www.hefce.ac.uk/pubs/hefce/2005/05_12/05_12.doc
[accessed 18/112006]
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Pathfinder Programme Project Plan
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 elearning 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
2
Peters, J. (2006) Researching student attitudes to Personal Development Planning (PDP). Available online at
http://www.heacademy.ac.uk/learningandteaching/newsletterPDPUKmar06.pdf. Accessed Feb, 9th 2007.
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Pathfinder Programme Project Plan

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.
ii.
iii.
iv.
v.
vi.
vii.
An executive report drawing together the key messages for strategic change issues and
approaches in using ePDP in the Level 1 curriculum
A best practice guide on approaches to the design of blended electronic PDP activities
Cases studies on the design of blended electronic PDP activities across the 10 Schools
Pedagogic templates to guide design of integrated electronic PDP activities in different
subject areas
A best practice guide on staff development for the design of blended electronic PDP activities
National conference papers and publications, as and when, on strategic change in the Level
1 curriculum
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)
Staffing
1
2
Score
(P x
S)
2
Action to Prevent/Manage Risk
Key staff are already identified and the team-
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Pathfinder Programme Project Plan
Organisational school buy in
2
5
10
based approach ensures no-one is irreplaceable.
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.
Technical server crashes
Management of
change
1
5
5
3
5
15
Money to secure the freeing up of staff
ITS have a daily back up process and restoration
policy
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
Jul
Aug
Sep
Oct
Nov
Dec
Jan
Feb
Mar
Apr
Jun
1: Project Management
2: Dissemination
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Pathfinder Programme Project Plan
3: Project Personnel
4. Staff Dev design
5. Curriculum design
6. Use of new curriculum
7. Evaluation
8. Deliverables
produced
Workpackage
Objectives
Who?
By
When
RR /
PB /
PVC
May
31st
PB /
ML
All
through
PB /
ML /
EP
June
30th
Main Outputs
1: 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
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
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.
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Pathfinder Programme Project Plan
Dates of retreats
disseminated and
attendance agreed
Participants will keep their
own portfolio so that
participating staff also
engage in ePDP
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.
PB /
ML /
EP/
ePDP
mentor
s
July
31st
All
May Septem
ber
All
Oct –
Jan
Plans for the learning for
the two days agreed.
Materials produced
As above for the Level 1
ePDP tutors
5. Curriculum
design
This will happened during the eLearning retreats.
Retreats for ePDP mentors
and Level 1 tutors take
place
Key Portfolio learning interventions
identified,
Portfolio materials and syllabus
changes prepared and peer
reviewed
Level 1 curricula with
integrated e-PDP tasks
produced and peerreviewed
Enhanced staff
understanding of the role
of PDP processes.
Overview of all ePDP tasks
compiled.
6. Use of new
curriculum
7. Evaluation
ePDP mentors to work with module
leaders on the implementation of
PLS learning inventions throughout
the semester 1 modules
Design of evaluation
methodologies and data collection
approach
Students undertake ePortfolio tasks during their
modules
Data collection happens
Critical friend input needed
CH /
EP
Feb March
JuneMay
Data collected and
analyzed
Liase with EDsut
Cluster group input
8. Final
Report /
Deliverables
Evaluations of (i) technology
retreats, and (ii) learners’
experiences with e-PDP
To write up deliverables as in (f)
above and complete reporting
formalities.
All deliverables produced as in 1.4 above.
PB /
ML
May
31st,
2008
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Pathfinder Programme Project Plan
produced
Report for HEA sent.
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.
Output/outcome Quality
criteria
Policy or
procedure
Technical
standard
Evidence of
compliance
Responsibility
1: Project
Management
JISC infonet
project
management
infokit adhered
to
X
Project Plan
accepted by
HEA
Paul Brett
HEA and
JISC project
guidelines
Gantt Chart
Reports to
HEA
delivered on
time
2: Dissemination
Findings of
the project
are
disseminated
internally and
externally to
the HEA and
HE
community
HEA stipulated
HEA
stipulated
Internal
Project Team
and Steering
Group
minutes
ML / PB / EP
and ePDP
mentors
CELT
newsletter
Reports to
LRSG
Internal
conference at
end
External
Blogs set up
Helga being
used
Papers and
presentations
as and when
3: Project
Participant
recruitment
ePDP
mentors are
experienced
ePDP users
– technically
and
pedagogically
Participation
agreed by line
managers
X
Agreement by
line-managers
and by
participants
through email
PVC /
Associate
Dean / Paul
Brett
Minutes of SG
meeting
Tutors have
Level 1
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Pathfinder Programme Project Plan
module
4. Staff
Development
design
Outcomes
written to
achieve
project aims
Peer reviewed
before
implementation
X
Retreats
evaluated
positively
Design
includes
rationale,
technical
skills and
pedagogic
support
Integrated
ePDP tasks
which are
aligned with
modules’
learning
outcomes in
all Level 1
modules
participating
ML / EP
Retreats
happen and
outcomes met
Experienced
ePDP
mentors work
on design
5. Curriculum
design
Plans
produced
Staff express
confidence in
their roles –
technically
and
pedagogically
Peer reviewed
before
implementation
X
Curricula
redesigned
and copies
obtained
ML / PB / EP
Curricula peer
–reviewed
and CRA
reviewed
positively
ePDP tasks
achievable by
students
Curriculum
include tasks
which use
ePDP to
enhance
aspects of
learning how
to learn in HE
Learning
outcomes of
ePDP tasks
explicit
6. Use of new
curriculum
ePDP tasks
successfully
introduced to
learners.
Workshops to
develop
technical
skills in place
Attendance
at set up
sessions for
ePDP is high
X
EPDP
mentors
support tutors
– events
noted
EPDP mentors
/ Level 1 tutors
/ students
Students
engage in
ePDP tasks –
products
available to
tutors
Students
evaluate
ePDP tasks
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Pathfinder Programme Project Plan
positively –
data collected
7. Evaluation
Evaluation
plan drafted
and approved
by Project
Evaluator
and Critical
friend
EdSuT Mini Guide to Project
Evaluation
Proof read
Peerreviewed
Evaluation
plan available
PB / ML / EP /
CH
Evaluation
data (e.g.
interviews,
focus groups,
e-portfolio
record)
collected
Project
evaluation
monitored by
Project Team
and Steering
Group
8. Final Report /
Deliverables
produced
Project plan
Minutes of
Project Team
and Steering
Group
HEA
requirements
Word
processed
Cluster
reviewed
Deliverables
as in 1.4
produced and
sent to HEA
Deliverables
shared with
Pathfinders
community
and relevant
stakeholders
CRA
reviewed
Deliverables
on web site
2.3 Evaluation
* NB some of the outcomes of this project will feed into Emma Purnell’s PhD work and these
evaluation questions maybe added to or change.
Evaluation
Questions
What do you
want to
know?
Indicators
Did our model
of staff
development
for training
and
empowering
staff to design
ePDP tasks
work?
Tasks
designed
which are
achievable
and have
ePDP
outcomes.
How will you
know?
Views of the
participants
Literature
review of
current
practice
Source of
information
What is the
Where can
situation prior this data be
to any
obtained?
activity?
Collection
method
How will the
data be
gathered?
Schedule
Staff have a
varied
understanding
of the rationale
for PDP
Interviews /
questionnaires
/ focus groups
and / or blogs
of the tutors
and ePDP
mentors pre
and post
project
By Emma
Purnell
Baseline
Use of
integrated
ePDP tasks
not uniform
across Level 1
modules
From
participants
and external
evaluator
When, where
and who will
gather the
data?
Pre- retreats
and post use
of ePDP with
students
The ePDP
tasks outputs
from the
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Pathfinder Programme Project Plan
External
evaluator’s
comments
Did our model
of staff
development
for training
and
empowering
staff to mentor
for ePDP
work?
Views of the
participants –
both ePDP
mentors and
etutors
ePDP
mentorstaff
provide all
support
needed by the
etutors
retreats
Varied local
support for
tutors using
ePDP
From
participants
and external
evaluator
Interviews /
questionnaires
/ focus groups
and / or blogs
of the tutors
and ePDP
mentors pre
and post
project
By Emma
Purnell
From students
and Level 1
tutors
Interviews /
questionnaires
/ focus groups
with students
By Emma
Purnell from
the students –
pre use and
post use
Role of the
ePDP mentor
little
understood
Pre- retreats
and post use
of ePDP with
students
External
evaluator’s
comments
How did
students
experience the
ePDP tasks?
Views of the
students
Participation
by the
students
Does ePDP
engagement
affect learner
success
rates?
Students’
completion
rates,
progression
and grades –
improved
compared to
previous years
Few or no
ePDP tasks
integrated at
Level 1
Data from
students use
of the ePDP
tasks
Little
understanding
of the benefits
of ePDP by
the students
The current
completion
rates,
progression
and grades
Students’
results
Difficulty
proving a
cause and
effect
Students’
completion
rates,
progression
and grades
collected from
usual sources
2.4 Dissemination
Outline how the project will share outputs and outcomes with the key internal and external
stakeholders. List important dissemination activities planned throughout the project,
indicating their purpose, target audience, timing, and key messages.
Timing
Dissemination Activity
Audience
Purpose
Key Message
Internal
Monthly
Briefing LRSG
University
committee
Ongoing updates
about projects’
progress.
June 2007
– May
2008
Updates to institution
through the bi-weekly
staff learning and
University staff
Inform about
progress and help
with any issues
which arise
Publicity and
interest
generation re
Benefits and
application of
ePDP to the
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Pathfinder Programme Project Plan
teaching newsletter
May 2008
possible use of
ePDP
institution
Internal seminar with
presentations by ePDP
mentors, Level 1 staff
and students
University staff
Generation of
interest in the
possible use of
ePDP
Benefits and
application of
ePDP to the
institution
Liaison with cluster
Pathfinder projects
Other Pathfinder
institutions
Dissemination
and consultation
Throughout
the project
Liaison with CRA
CRA
Throughout
the project
Participation in blogs and
Helga
Pathfinders
community
May 2008
Deliverables sent to HEA
HE Community
June 2008
Conference
HE and FE
Community
May 2008
Publications prepared
HE Community
To share
information and
seek external
input
To share
progress and
issues with CRA
and their
community
To share
progress and
issues with HEA
and the
Pathfinders
community
Reports on
projects outputs
and progress
To share
outcomes of the
project
To inform
community about
benefits, issues,
methods and
caveats of ePDP
integration as
found in the
project
External
July 2007 –
Sept 2008
Dos and don’ts
with ePDP
integration at
Level 1
Dissemination
and support
Dissemination
and support
To share best
practice and
issues in ePDP
Dos and don’ts
with ePDP
integration at
Level 1
2.5 Sustainability and Further Developments
Outline any plans at this stage to ensure that the outputs and outcomes of the Pathfinder
project are taken forward appropriately by the institution and the sector. Focus on the work
needed to ensure these are taken up by the community, both internally and externally, and
any actions required to ensure the maintenance or preservation of the outputs and
outcomes.
Project Outputs/Outcomes
Action for Sustainability
Redesigned Level 1 curricula
Build a section about ePDP into the module guide
The publishing of the staff
development materials and ePDP
materials / tasks
Upskilled staff - in the role of ePDP
mentor and in application of ePDP to
Level 1
Feed outcomes and issues of this project into the ‘First Year
Student Experience’ project - happening across the University
2007/8
Publishing within JORUM and on the project web site
Consider ways of using this expertise on other modules
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Pathfinder Programme Project Plan
A positive impact of ePDP on
success rates
Consider making ePDP an element of module / programme
validation
Please complete and bring draft to the 22-23 May Pathfinder phase 1 start-up meeting. The completed project
plan should be submitted to e-learning@heacademy.ac.uk by 12 mid-day Friday 11 May 2007 with "Name of
institution - Pathfinder 1 Project Plan" as the subject header
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