PLAR 2.0

Ralf St.Clair and Kathy MaclachlanUniversity of Glasgow

Background

1. Reflects commitment of Learning Connections to both research and professional development

2. Explicitly designed to build on PLAR 1.0

3. Topic is Individual Learning Plans

Taking PLAR 1.0 into account

• No moodle!• 10 weeks (x 1/2 day) timetable• Two stage recruitment involving

managers• Participants organised in clusters• One key researcher per cluster• No accreditation

Participants

• Seven clusters, ranging in size from one to four participants

• Local authority and voluntary sector included

• Started with 22; now nearly at the end have 14-15

Topics for the research

1. Developing group ILPs2. Assessing learner reactions to

computerised wheel3. Collecting and comparing ILP paperwork

across Scotland4. ILPs for adults with learning difficulties5. Supported training for tutors6. Is an ILP necessary in a college?7. Developing a joint ALN/CLD process

Early findings

• Highly intense short duration model is effective

• Clusters work well-- but need at least one enthusiast

• Research experience was limited• Research training is limited• Can still get a very useful outcome• Diversity of concepts of ILP

Implications

• PLAR does work for professional development and for knowledge generation

• Education vs. expertise needs careful balance (taster vs. training)

• Good practice model of ILPS would be very helpful

• Intensity and duration may lie between the two models

• PLAR 3.0????