Briefing Paper Supporting Learners Across the Educational Landscape: What this means for institutions

Common to all the projects across the programme was the use of technology to support learners across institutional boundaries, not only FE and HE institutions, but also between educational institutions and the workplace, as well as other bodies such as trade unions and professional associations.

The programme confirmed that support for learners is particularly important for learners on flexible courses such as Foundation degrees based across FE and HE institutions. Projects also explored the use of technology to support transition between institutions and sectors, and between education and the workplace. One of the key outcomes was a recognition of the value of e-portfolios and personal development planning (PDP) for learners moving from a more highly supported learning environment (such as an FE college) to a larger, more diffuse learning context with less dedicated provision for one-to-one support and more emphasis on self-directed learning.

Cultural differences between the HE and FE sectors, and between the academic sector and the world of work, were explored and addressed in different contexts. Some of the cultural and organisational issues raised included different levels of resource and funding, management and control, learner expectation and the rules of discourse.

Central to the programme was its work on interoperability standards and technical solutions. Projects piloted the transfer of data using IMS Enterprise and UKLeAP (a UK version of the international IMS LIP specification for learner information, approved by the BSI). In the context of workplace learning, projects also explored the implementation of the IMS Re-useable Definition of Competency or Educational Objective (RDCEO) specification for referring to learning outcomes, skills, knowledge and tasks. Projects also implemented the IMS ACCLIP Specification for interacting with an e-learning system regardless of disability, hardware or environment.

Projects also investigated the wider institutional context for technical interoperability, and repeatedly highlighted that technical interoperability is not possible without interpersonal interoperability - in other words, without communication and cooperation between staff and departments across institutions. Various models for partnership working were explored, including a model of inclusive stakeholder management. Projects emphasised the need for a partnership agreement between collaborating institutions with a clear specification of roles, responsibilities, expected service levels and communication strategies.