A learning plan is in two parts. It is designed to make, much more explicit, the expectations of all parties (particularly student and Research Institute) in an attempt to avoid misunderstandings. In addition, students are required to keep much more detailed records of their activities as part of their research degree programme, which will help the RI better to monitor progress and become aware of any potential problems ( http://www.keele.ac.uk/gradschool/learning.htm ).
Published in Chapter:
Linking Individual Learning Plans to ePortfolios
Susan Crichton (University of Calgary, Canada)
Copyright: © 2009
|Pages: 5
DOI: 10.4018/978-1-60566-026-4.ch386
Abstract
Throughout the 1990s, educators working in alternative schools explored the use of individual learning plans as support for at risk students and reluctant, returning adult learners (Crichton, 2005; Crichton & Kinsel, 2002). These early learning plans were strictly paper based. Each student had her/his own cardboard folder that contained goal personal statements, benchmarks, course process, and personal information (e.g., interests, preferred learning styles). Samples of completed work were included in the folders so students could see their improvement/progress. By 1998, there was interest in exploring the potential of technology to improve the paper portfolios, noting improvements in multimedia authoring and Internet access. It was found that electronic learning plans, complete with collaborative journals, showed promise (Kinsel, 2004). This chapter suggests that ePortfolios that draw on content from personal eJournals extend those early learning plans both in concept and impact on learning.