Diane Evans pointed out that the introduction of the e-ILP had made some unexpected changes to the dynamics of the tutorials.
“The process of tutorials has evolved mainly because of the first students who completed the forms. We were in a small room with 2 computers, so two students were together in the first stage of inputting their personal details, programme modules and targets. When the first student had finished, he was already sitting at the computer so I joined him and sat to one side. It was not planned, but it changed the whole focus of the tutorial with a shift to control by the student rather than me paraphrasing what the student had said in the usual written document. We looked at each of his targets and what he had achieved. We discussed the reasons for any shortfalls or referrals for each module, where applicable, and he recorded the main points in his own words. This naturally generated action points and I was able to prompt him for target dates to make SMART objectives. When we had completed our discussion and he had written notes in his own words, I talked him through the process of uploading his document. I was impressed when he chose to name the first tutorial record as ‘Living Document’. The student had clearly understood the significance of what had happened in the tutorial. It was one of those rare and wonderful moments in teaching when the hairs stood up on the back of my neck.”
“There is a slight hitch at the moment, since we’ve started the e-ILPs just before the end of the first semester; it means that some learners need to have 2 forms completed with targets, and those that have finished need to repeat information for the 2nd semester modules and targets. I’ve also realised that we need more than one template. The 2nd semester form should include an area to discuss career objectives and to check on completion of SMART objectives.”
“So far I have been very impressed with the quality of discussion during tutorials using e-ILPs as a focus and the fact that students have a sense of ownership of their progress and future objectives. One student, as he was writing that he had to improve his behaviour in class, turned to me and said “I can’t believe that I’m writing this – I’ve always known I needed to do this, but I’ve never admitted it before”. There is no doubt that when the students see on the screen what they had hoped for and what they’ve actually achieved it is a powerful tool for acknowledgement of achievement or recognition that change is required.”
“I think that the system has proved more effective that written ILPS, it has allowed the student to take ownership of the process whilst also embracing the preferred method of communication of the modern learner – IT. No longer can the documents be lost or forgotten as a permanent copy remains pasted securely and confidentially on Blackboard.”
