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active 5 years, 6 months ago
Description
At ALT-C 2013, FELTAG opened a conversation about the future of learning technology in FE. Their report, published in February, recommends several key points which relate to the ALT-C 2014 ‘Learning to Ride’ theme; starting with the need for staff to be taught the skills needed to innovate and meet the digital challenges of putting courses online (FELTAG recommends 10% by 2016, p. 23). Additionally, funding bodies have to recognise the additional skills that students need to enter employment in the 21st century and all sectors need to acknowledge that learners should not be expected to ‘catch’ what they need to be best equipped for future employment. This follows the Jisc Learners’ Experience of e-Learning findings that, “…most learners do not have clear ideas of how courses could be using technology in educational …ways. …they still rely to a great extent on their institutions, …and tutors for guidance and direction.” (Sharpe, et al, p.7) FE has to be prepared. This presentation will put the pieces together; research, practical and appropriate pedagogical solutions that demonstrate an example of a sustainable model which can be customised for use across the sectors. There is evidence from the Jisc e-learning programme and ‘The Digital Practitioner’ research that FE needs good pedagogical models of blended courses teaching skills that are valuable to all. This session will be of interest to ALT participants because it links a useful 21st century skill – using webinar platforms for communication, teaching, learning and employment – to the needs of all educational sectors. We will outline why we developed a blended approach to deliver our ‘Introduction to Webinar Skills’ Moodle course, aimed at L3 students in the FE sector, and how it is designed, as an open educational resource, to support the staff who deliver it. As well as sharing what lessons we have learned from doing this, the session will include a brief discussion on assessment. The FELTAG approach to FE sector consultation has led to the cross-sector formation of ETAG (Education Technology Action Group) which aims to ‘support the use of digital technology across, FE, HE and schools for the benefit of learners, employers and the English economy.’ As we ride through (another) period of educational change, participants will have an opportunity to discuss and reflect on individual, sector and institutional positions of useful employment skills delivered within an educational setting. Activities: • Introduction to the project (‘Students for Webinar Employability Skills: Students4Webes) background (5 minutes). • Demonstration of pilot Moodle course ‘Webinar skills for the 21st Century’ (5 minutes) • Key lessons learned about designing a blended course as an OER and supporting the staff who deliver it (5 minutes) • Discussion: How do we support staff who deliver a blended course they haven’t designed? How to best assess a blended L3 course? (10 minutes) • Conclusion with Q and A (5 minutes) References: FELTAG Report Recommendations (2014): http://feltag.org.uk/wp-content/uploads/2012/01/FELTAG-REPORT-FINAL.pdf Rebbeck,G and Ecceslfield, N, Garnet, F (2012) The Digital Practitioner: http://www.geoffrebbeck.com/the-digital-practitioner.html Sharpe, R, et al,(2009). Learners Experiences of E-learning Synthesis Report: Explaining Learner Differences: http://www.jisc.ac.uk/media/documents/programmes/elearningpedagogy/lxp2finalsynthesis.pdf
Authors
| Name | Ellen Lessner |
| Affiliation | Abingdon and Witney College |
| Country | United Kingdom |
Participants
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Anna Williams
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nrparmar
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nickikeating
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Kirstie Coolin
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s.owens@lancaster.ac.uk
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Matt Cornock
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sarahcornelius
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Rich Goodman
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ALT
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Viewing 1 - 17 of 17 participants