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The Effective Lifelong Learning Inventory in Higher Education Project: at Worcester

This project at Worcester University investigates the Effective Lifelong Learning Inventory (ELLI) as a tool to improve student learning outcomes. We explore the research foundations of ELLI, introduce its seven dimensions of learning power, and analyze graphic representations of students' learning data. Feedback from students highlights both the practical benefits and challenges encountered during the ELLI assessment process. The ongoing project addresses customization of ELLI materials for higher education and aims to innovate learning support for various disciplines while tackling costs and organizational changes.

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The Effective Lifelong Learning Inventory in Higher Education Project: at Worcester

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  1. The Effective Lifelong Learning Inventory in Higher Education Project: at Worcester John Peters, Heather Barrett, Scott Buckler, Josh Cooprider, Helen Shaw and Rose Watson

  2. Learning Outcomes • Outline Worcester’s part in the ELLI in HE project • Discuss the research underpinning the ELLI • Introduce the 7 dimensions of learning power • Study graphic representations of learning power produced by ELLI • Examine student responses to ELLI at Worcester

  3. Plan • Brief outline of the ELLI in HE project • Brief outline of Worcester ELLI project • Overview of the Effective Lifelong Learning Inventory • Introduction to the 7 dimensions of learning power • A look at example ELLI graphic reports • Interim Results

  4. ELLI in HE Project • ELLI developed by Bristol University with a schools focus • A consortium of 14 HEIs led by Northumbria to look at ELLI’s value for: • PDP • Employability • Discussion of informal learning • To customise ELLI materials for HE

  5. ELLI @ Worcester • Innovation and development grant 2007/8 • 4 Institutes • Business [28 students on careers and PD module, level 5/6] • Education [level 4 Ed Studies & level 3 FDLS] • Sport [100 students on WBL modules, level 5 HND & level 6 UMS] • ASGA [level 4 UMS geography mandatory module] • ELLI pre and post test • students to discuss initial results and undertake a personal intervention • Evaluation of student responses

  6. Interim Results at Worcester • Some practical problems • Obtaining detail of log-ons • Housing groups at computers to do the test • Printing individual graphs • Re-taking / accessing the test • Positive engagement reported by large majority • Establishes a language for discussing learning • Limited evidence that interventions ‘worked’

  7. Student feedback: issues • I really didn’t like completing the questionnaire • I learnt that I am not as creative as I thought I was. I have also learnt I have low resilience, something to think about improving • Resilience is lower [2nd time] – end of term?

  8. Student feedback: positives • My profile was no surprise to me • It made me see more of myself • ELLI did make me realise that ‘feeling the fear’ and doing it anyway may actually be a good way to deal with my studies • It made me realise there are ways of improving learning domains by concentrating on that certain area

  9. An Uncertain Future? • Valuable but there are cost implications • ELLI is probably moving from Bristol to Gloucestershire • Expected changes to organisation, pricing and operation • ELLI in HE project ongoing and customisation of ELLI for HE still an issue

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