hear and eportfolios

HEAR and ePortfolios

Phil Gravestockpgravestock@glos.ac.uk

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 student-driven 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 SU-initiated activities can be included on a student’s HEAR

Attributes / skills developed...Application of Numeracy &

ICT

Business / Social

Awareness

Communication & Literacy

Problem-solving & Creativity

Teamwork & Leadership

Community Engagement

Culture

Employment

Enterprise

Internship

Research

Sport

Sustainability

Expe

rienc

e ga

ined

thro

ugh.

.. PSA

PSA

PSA

PSA

Communication & Literacy Award

=

Attributes / skills developed...Application of Numeracy &

ICT

Business / Social

Awareness

Communication & Literacy

Problem-solving & Creativity

Teamwork & Leadership

Community Engagement

Culture

Employment

Enterprise

Internship

Research

Sport

Sustainability

Expe

rienc

e ga

ined

thro

ugh.

..

Employment Award

=

PSAPSA PSA PSA

Attributes / skills developed...Application of Numeracy &

ICT

Business / Social

Awareness

Communication & Literacy

Problem-solving & Creativity

Teamwork & Leadership

Community Engagement

Culture

Employment

Enterprise

Internship

Research

Sport

Sustainability

Expe

rienc

e ga

ined

thro

ugh.

..

GenericAward

=

PSA

PSA

PSA

PSA

Attributes / skills developed...Application of Numeracy &

ICT

Business / Social

Awareness

Communication & Literacy

Problem-solving & Creativity

Teamwork & Leadership

Community Engagement

Culture

Employment

Enterprise

Internship

Research

Sport

Sustainability

Expe

rienc

e ga

ined

thro

ugh.

..

EnterpriseAward=

Business/Social Awareness Award=

PSA

PSA

PSA

PSA

PSA PSA PSAPSA

• Degreeplus

PERSONAL STATEMENT OF LEARNING

FORMAL

INFORMAL

work

VERIFIED

FLEXIBLE

ASSESSMENT and PDP

UNACCREDITED

Learning from training experience

conference

volunteeringlife sport

UNSTRATEGIC

STRATEGIC

Recognition of Prior Learning for admission

Demonstration of employability skills

ASSESSMENT and IAG

TRADITIONAL

EBTA Skills/employability award

RPL EGGS HEAR

§6.1

APL Shell Framework

Named HE Award

Accreditation of Prior Learning for advanced standing or exemption

Degree

Bite-sized chunks

ACCREDITED

EXTRA or CO-CURRICULAR

Unrecorded or certificate of

attendance

Certificate DiplomaProfessional qualification

culture

In-house training

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 PRIORITIES• Independent and collaborative learning• Learning for life and employment• Learning for the future• Research/practice-informed learning and teaching

Learning and Teaching Strategy

THE GLOUCESTERSHIRE GRADUATESuccessful graduates will be• independent and collaborative

learners• prepared for life and work• adaptable and critical thinkers• reflective in planning and taking

actions

THE GLOUCESTERSHIRE ACADEMICMembers 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

implicit

competence

knowledge

disposition

extrinsic

explicit

higher skill

understanding

attribute

spectrum of development

work-related

teaching

theory

vocational

received

work-based

mentoring

application

professional

transformational

spectrum of aspiration

STUDENTS

STAFF

Embryonic Developing Gripping Explicit

Mission

PurposeLeadership

Communications

Recording

ProcessSupport

L+T

Staff

PeopleStudents

Employers