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Which clippings match 'Post-16' keyword pg.1 of 1
23 JULY 2012

CETIS: JISC Pedagogical Vocabularies Review

"The JISC Pedagogical Vocabularies project was a short study, managed by CETIS, to scope the potential for identification, development and use of pedagogical vocabularies for the UK post–16 and HE communities. After a period of data gathering and community consultation, a Working Group of experts from various sectors and communities developed two reports along with recommendations to JISC that will be used to inform future development in this area, in collaboration with JISC partners."

(Joint Information Systems Committee, UK)

1). Pedagogical Vocabularies Review, which inventories existing pedagogical vocabularies, including flat lists, taxonomies, thesauri, ontologies and classification schemes, relevant to the UK post–16 and HE education sectors, with reference to current work in Europe. Final Draft, 23rd December 2005.

TAGS

2005 • capturing vocabularies • Centre for Educational Technology Interoperability Standards • CETIS • classification schemes • community consultation • current standards • data gathering • developing vocabularies • e-learning • existing pedagogical vocabularies • flat lists • funding policy • HE communities • investment policy • JISC • JISC partners • Joint Information Systems CommitteelearningLMS • managing vocabularies • ontologies • pedagogical vocabularies • Pedagogical Vocabularies Review • pedagogypost-16project scopestrategic planningtaxonomiesTEL • thesauri • UK • vocabularies • vocabulary capturing methodologies • vocabulary capturing technologies • vocabulary management technologies • vocabulary management technologies review • vocabulary specifications
22 DECEMBER 2010

Individual learning plans: a route map for success

"Individual learning plans form a 'route map' of how a learner will get from their starting point on a learning journey to the desired end point. They may be for one course and include the acquisition of qualifications and skills, or may link several courses that give progression to different levels (from level 1 to 3, or from level 2 to Higher Education). They should be individual for each learner to reflect aspirations, aptitude and needs.

Although there may be common learning goals and methods of delivery for all learners on a particular course, it is unlikely that all learners have exactly the same learning styles, abilities, support needs, access to assessment in the workplace (if applicable), previous qualifications or experience. Too many vocationally–based courses have identical individual learning plans where only the names of learners are different. Some will struggle to achieve them while others will find them too easy and lose interest by not being sufficiently challenged.

Individual learning plans should start from a common format, listing general outcomes, and then develop as initial assessment and circumstances impact. They should be live documents that are useful to the learner, delivery staff and possibly employers and parents/guardians."

(Learning and Skills Improvement Service, UK)

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TAGS

andragogyassessmentcoursehigher educationindividualindividual learning planslearnerlearning • learning and skills • Learning and Skills Improvement Service • learning goalslearning journey • learning plan • learning styleslifelong learning • LSIS • pedagogypersonal knowledge mappingplanningpost-16professional developmentqualifications • road map • route mapskillsstrategytailored curriculumtailoring curriculumUKvocationworkplace

CONTRIBUTOR

Simon Perkins
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