2.50
Hdl Handle:
http://hdl.handle.net/2436/5933
Title:
An 'Individual Learning Profile' (ILP)
Authors:
Salter, Pam; Peacock, Diane
Abstract:
A short diagnostic learning support questionnaire was designed and issued to ascertain individual and generic levels of key skills of all incoming level 1 students in the School of Art and Design (SAD). This was completed at induction with the intention of providing an indication of an ‘Individual Learning Profile’ (ILP) for each student. It was anticipated that the ILP would assist both staff and students in their understanding of their strengths and weaknesses and how best they might achieve their potential. It would also indicate at the earliest opportunity the need to implement support for study. Recent emphasis upon widening access into Higher Education (HE) has highlighted variations in student profiles. The very terms non-standard entry, mature, returner, disadvantaged, precede the notion of concealed social and educational inequality. Primary concerns centre upon lack of IT skills and the number of students with dyslexic difficulties in the School. Early identification of students requiring and/or requesting help, and those ‘at risk’, is expected to be ‘cost-effective’ for all concerned. The ILP is intended to underpin the goal of achieving true equal opportunity for learning, in addition to maximising student retention and achievement across the School. Initial research into the development of the Individual Learning Profiles (ILP’s) centred upon the need for a brief overview from each student rather that detailed information, which, if necessary, could be extended later during individual counselling. Reference to previous models of good practice included the work undertaken in other UK HE Institutions, in particular that of De Montfort University (DMU) who were contacted (June 2000) in relation to their HEFCE funded work on a national Key Skills survey of entrants.
Citation:
CELT Learning and Teaching Projects 2000/2001
Publisher:
University of Wolverhampton
Issue Date:
2001
URI:
http://hdl.handle.net/2436/5933
Additional Links:
http://www.wlv.ac.uk/celt
Submitted date:
2006
Type:
Book chapter
Language:
en
Description:
CELT Projects on Changing Practice Through Innovation and Research
ISBN:
095421160X
Appears in Collections:
Institute for Learning Enhancement (ILE)

Full metadata record

DC FieldValue Language
dc.contributor.authorSalter, Pam-
dc.contributor.authorPeacock, Diane-
dc.date.accessioned2006-11-07T12:52:02Z-
dc.date.available2006-11-07T12:52:02Z-
dc.date.issued2001-
dc.date.submitted2006-
dc.identifier.citationCELT Learning and Teaching Projects 2000/2001en
dc.identifier.isbn095421160X-
dc.identifier.urihttp://hdl.handle.net/2436/5933-
dc.descriptionCELT Projects on Changing Practice Through Innovation and Researchen
dc.description.abstractA short diagnostic learning support questionnaire was designed and issued to ascertain individual and generic levels of key skills of all incoming level 1 students in the School of Art and Design (SAD). This was completed at induction with the intention of providing an indication of an ‘Individual Learning Profile’ (ILP) for each student. It was anticipated that the ILP would assist both staff and students in their understanding of their strengths and weaknesses and how best they might achieve their potential. It would also indicate at the earliest opportunity the need to implement support for study. Recent emphasis upon widening access into Higher Education (HE) has highlighted variations in student profiles. The very terms non-standard entry, mature, returner, disadvantaged, precede the notion of concealed social and educational inequality. Primary concerns centre upon lack of IT skills and the number of students with dyslexic difficulties in the School. Early identification of students requiring and/or requesting help, and those ‘at risk’, is expected to be ‘cost-effective’ for all concerned. The ILP is intended to underpin the goal of achieving true equal opportunity for learning, in addition to maximising student retention and achievement across the School. Initial research into the development of the Individual Learning Profiles (ILP’s) centred upon the need for a brief overview from each student rather that detailed information, which, if necessary, could be extended later during individual counselling. Reference to previous models of good practice included the work undertaken in other UK HE Institutions, in particular that of De Montfort University (DMU) who were contacted (June 2000) in relation to their HEFCE funded work on a national Key Skills survey of entrants.en
dc.format.extent89239 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.relation.urlhttp://www.wlv.ac.uk/celten
dc.subjectUniversity of Wolverhamptonen
dc.subjectIndividual learning profileen
dc.subjectKey skillsen
dc.subjectMature studentsen
dc.titleAn 'Individual Learning Profile' (ILP)en
dc.typeBook chapteren
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