Learning and teaching terminology - some definitions

Reflective learning

This is an approach to learning involving the analysis of past activities and experiences in order to identify learning achievements and decide how these may influence future actions and objectives. For example, following a course an individual (or group) might reflect on what the learning objectives were, which skills were acquired and which skills need further development. A serious reflective approach implies the allocation of time and resources for reflection and recording.

Learning transcript

This is a verifiable record of an individual's assessed learning outcomes produced by an institution. For example a student’s transcript would include a list of modules attended and grades achieved. The type of information included in transcripts can vary; some broader definitions include evidence of other attainments not formally assessed by the institution. In Higher Education there are initiatives to standardise transcripts across institutions.

Log books

Log books provide a structured record of an individuals achievements in a specific field. These are normally self-held records; a supervisor or assessor may be required to verify the achievements. Log books are often devised to record skills and achievements outside formal educational environment. For example a given medical speciality might produce a log book which lists standard procedures which trainees can “tick off” when they have observed or performed them.

Progress file

Progress files are structured records of learning and achievement drawing on information from both the institution and the individual. For example progress files can include information from transcripts of assessed achievements from the institution, together with a summary attainments evidenced or claimed by the individual. Following recommendations from the National Committee of Inquiry into Higher Education, 1997 (the “Dearing Report”) guidelines for HE Progress Files have been produced. In the wider context, there is variation in the definition of Progress files, and variation in the scope, and extent of information they include. Progress files often include a reflective element to facilitate personal development planning. The scope and duration of progress files are sometimes limited, for example to the duration of a course or period of employment.

The following terms have similar or related meanings:

• Personal and Academic Records (PAR)
• Portfolio
• Learning portfolio
• Portfolio based learning
• Life-long learning record

The guidelines for HE Progress Files, with discussion of transcripts, are available on the QAA web site.

Portfolio Based Learning

Portfolios are structured records of learning and achievement. They may be developed by the individual or in conjunction with an institution (see: Progress Files). Portfolio based learning involves drawing on the information in the portfolio to reflect on learning achievements, identify strengths and weaknesses in knowledge and skills, and to identify future learning requirements. An action plan can then be devised to address these learning requirements. For further discussion see the ePortfolio website. The Centre for Recording Achievement lists many projects and their outcomes in the UK.

Internet PARs

Internet Personal and Academic Records (PARs) are Web based record systems, used and kept by both staff and students working together. They record the academic and personal development of individuals and the processes by which an institution provides them with support. They are designed to fulfil three important functions: to support student progress and help maximise academic achievement and skills/career development to streamline student-related admin for academics, by integrating disparate activities into a system which makes the most of scarce tutorial time to encourage students to reflect upon and take increasing responsibility for the management of their own learning and personal development. Further details are included in the Internet PARs information Web site.

Many thanks to Simon Cotterill (Faculty of Medicine Computing Centre, University of Newcastle) and Dr Angela Smallwood (Department of English, University of Nottingham) for these definitions.