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Description
The publication of the FELTAG (Further Education LearningTechnology Action Group) report in March 2014, was a clear indicator of thehigh level importance given to the development of digital technology in the areas of learning, teaching and assessment in Further Education (FE). The challenges and key messages that this report brings are extremely exciting but also very complex: eAssessment, eActivities, digital pedagogies, staff development, student engagement and digital literacy to name a few.Loughborough College welcomed the report and immediately recognised the positive impact the recommendations would have on wideninglearning opportunities and subsequent student experience, a viewpoint supported by Harris et al (no date) whose research showed that in FE “eLearning could impact upon participation by creating a sense of engagement, excitement and involvement” and quickly put in place a series of projects, processes and innovations.This short presentation will share:· an overview of the College project plan to enable theinclusion of the 10% online component of all publicly funded FE courses,· examples of specifically developed online components andthe challenges involved in the process,· a quality rubric to support and monitor quality in thedevelopment, delivery and consistency of online learning.To support tutors in these developments and developeffective best practise, a cross college CPD course is being developed whichnot only looks at the technology but embeds it within learning and teaching to help tutors identify pedagogic opportunities to involve eLearning in their curriculum, something that Hall et al (2010) identify that if not addressed, could be a barrier to successful implementation of eLearning. Why this presentation is relevant to attendees: LoughboroughCollege has an established and skilled eLearning team, fully supported bySenior Executive and embedded within the Colleges strategic direction, which has been able to quickly maximise resources and address the recommendations inthe report. Our experience and developing processes will be of interest to Colleges and staff (executive, eLearning staff and teachers) starting out onthe process and will add practical value to their decision making processes. References: FELTAG (2014) Further Education learning technology ActionGroup recommendations [online]. [Accessed online 7th March 2014] Available athttp://feltag.org.uk/wp-content/uploads/2012/01/FELTAG-REPORT-FINAL.pdf Harris, R., Hall, J., Muirhead, A., McAteer, E., Schmoller,S. and Thorpe, G. (no date) Impact of e-learning on learner participation,attainment, retention, and progression in Further Education: report of ascoping study [online] [Accessed 28 March 2014]. Available fromhttps://dspace.gla.ac.uk/bitstream/1905/625/1/RW15%5B1%5D.pdf Hall, M., Keppell, M. and Bourne, J. (2010) Learningtechnology and organisations: transformational impact? ALT-J Research in Learning Technology, 18(3),pp.161-164
Authors
| Name | Rachel Karenza Challen |
| URL | http://www.loucoll.ac.uk/ |
| Affiliation | Loughborough College |
| Country | United Kingdom |
