In a first step, all existing information materials on study orientation and the recognition of skills acquired outside of higher education will be compiled, reviewed and optimised with a view to the target group of professionally qualified prospective students/students and expanded to include digital measures and tools in the course of the project progression.

One of the strategic goals of the University of Oldenburg is to continuously develop its "Open University" profile element. As part of the project, a blended counselling concept is therefore to be developed for the target group of professionally qualified prospective students and students. Only if professionally qualified prospective students are professionally counselled and thus informed about their options in the university system can the specific fields of action of the PLAR service be successfully designed and develop their impact.

As part of the predecessor project PLARnet, a face-to-face office hours for those interested in credit transfer was introduced, which is organised jointly by the PLAR Service and the Examinations Office.

PLAR-BCBQ will now test the extent to which the joint office hours can also be realised as an online service. This is to take the form of synchronous video counselling. Students can book an appointment for the consultation online and then take part in the consultation from home (or any other location) using appropriately adapted webinar software.

In order to make the complex process of portfolio creation easier for students to understand, an online simulation is to be created as part of TP4 to familiarise students with the structure and work with the portfolio. The interactive simulation should present the portfolio and its components and link each of the sections and entries with corresponding explanations and work instructions.

In order to make the guidance of the subject representatives easier and more economical, an online tutorial for assessing the portfolio is to be created in SP 5. This is (as in SP4) an interactive simulation of the portfolio, which is used to explain the process of determining the equivalence between competences acquired in academic appointments and the learning outcomes of the study modules for which credit is to be awarded.

In sub-project 6, an online office hours for subject representatives is to be set up in which, in addition to the online tutorial, specific questions and uncertainties in the credit transfer process can be clarified promptly and flexibly.

The aim is to ensure that recording and assessment processes for competences acquired outside of higher education can be carried out more quickly and with legal certainty within the university. This requires close coordination with all stakeholders involved in the process. In addition, the co-operation and network structures established in the previous project with

• two regional educational counselling centres (OL and CLP),
• the rural adult education centre (LEB),
• the BBSen Wechloy and
• and the Coordination Centre for Women and Business (KOS)

and expanded thematically.

Term:

• June 2019 to May 2021.

Target group/s:

• Students/prospective students with academic appointments

Project partner/network:

• Educational counselling centres
• Vocational schools from the region