Work Based Learning E-Learning Impact Survey 2010
|
|
- Arron Willis
- 6 years ago
- Views:
Transcription
1 Work Based Learning E-Learning Impact Survey JISC ADVANCE RSC WALES ILT/e-Learning Survey Russell Symmons Alyson Dacey March July
2 EXECUTIVE SUMMARY This document reports on a survey carried out by JISC Advance Regional Support Centre for Wales (RSC Wales) in the first half of. The aim of the survey was to compare the outputs with an identical survey carried out in the same period 2008 thus providing evidence to demonstrate that the Work Based Learning sector in Wales is increasingly adopting the innovative use of technology to enhance core business functions supported by activities undertaken by the RSC. Invitations to participate in the survey were sent to senior managers of 80 Work Based Learning organisations. In total there were 25 unique organisational responses (31%). Questions were based on the nationally recognised WBL e-learning Positioning Statement, which forms part of the RSC s Information Learning Technology (ILT) Strategy Toolkit. Findings show a significant increase in the proportion of WBL providers in Wales who have introduced an e-learning strategy. It is envisaged that support in relation to evaluating and refining the strategy will be a key feature of forthcoming RSC Wales activity. Due to a significant minority of providers yet to develop an ILT strategy, this area of support will also continue to feature prominently. Providers are increasingly recognising and utilising ILT and the Internet in order to meet the needs of learners. With a significant number of providers developing and re-engineering their resources accordingly, it is anticipated that RSC Wales will continue to support such activities in a variety of formats. There is evidence of increased use of technology in both assessment and verification processes. Strategic interventions such as the introduction of e-portfolios are taking place in a considered fashion. With the exception of utilising technology to communicate with learners a consistent number of providers fail to make use of technology to support, inform or record learners progress. In all other instances of learner support, as with the uptake of e- portfolios, findings show a steady move away from solely paper based practices with organisations percolating from one phase of development to another. The evidence shows organisations are increasingly understanding and meeting staff development needs resulting in greater confidence and competence of all staff in the use of ILT. However, there seems to be a correlation between those providers yet to engage meaningfully in staff development activities with those yet to engage in utilising technology to maximise learner support and teaching and learning opportunities. The use of computers/ict equipment and increasingly robust Internet connectivity is providing greater opportunities for organisations to enhance their learning provision as evidenced by the increasing development of learning platforms. However, if 1
3 organisations are to successfully adopt the use of ILT or e-learning then a robust technical support service is of paramount importance and could be seen as a key action point moving forward. Providers are increasingly committed to implementing, reviewing and funding the use of ILT or e-learning. RSC Wales and JISC Advance offer a range of services to support implementation, development and review of strategy and Business Processes. Due to National Policy drivers there is the increased likelihood of greater partnership working throughout the sector and with other learning providers. RSC Wales views the development of Learning Partnership as a Regional Priority activity and is currently developing a range of activities demonstrating the benefits technology can bring in enhancing collaborative working arrangements. 2
4 Contents EXECUTIVE SUMMARY INTRODUCTION VISION AND STRATEGIC PLANNING TEACHING AND LEARNING ASSESSMENT AND VERIFICATION LEARNER SUPPORT STAFF DEVELOPMENT INFRASTRUCTURE AND EQUIPMENT MANAGING AND IMPLEMENTING E-LEARNING RELATED DOCUMENTS ACKNOWLEDGEMENTS
5 1. Introduction This document reports on a survey carried out by RSC Wales in the first half of. The aim of the survey was to compare the outputs with an identical survey carried out in the same period 2008 thus providing evidence to demonstrate that the Work Based Learning sector in Wales is increasingly adopting the innovative use of technology to enhance core business functions supported by activities undertaken by RSC Wales. Organisational Details Invitations to participate in the survey were sent to senior managers of 80 Work Based Learning organisations. In total there were 25 unique organisational responses (31%) compared with 39% in FIGURE: % 40% % 30% 25% 20% 15% 10% % 0% Single location Multi-site FE College Local Authority Not-for-profit 0 Other Figure 1:1 makes a comparison of the type of provider that completed the survey. The sample is heavily biased towards the Private Training Provider (64%) with Local Authorities (8%), FE Colleges (16%), Not for Profit Organisations (8%) and Other (4%). Survey Methodology The survey questionnaire was developed using Lime Survey, a web based tool that enables users to create on-line surveys, and was broken down into the following themes: Organisational Details Vision and Strategic Planning Teaching and Learning Assessment and Verification 4
6 Learner Support Staff Development Infrastructure and Equipment Managing and Implementing ILT and e-learning Questions were based on the nationally recognised WBL e-learning Positioning Statement, which forms part of the RSC s ILT Strategy Toolkit 1, and largely of a quantitative nature. Opportunity was given for amplification or explanation of responses providing a qualitative aspect to the research
7 2. Vision and Strategic Planning Organisations that adopt a holistic approach when developing a vision into a strategic plan address several key points that assist with the transition and form the basis for continual improvement. Such topics include knowledge sharing, relevance, measuring impact and external influences. Findings show that since 2008 there has been a significant increase in the proportion of providers in Wales with a clear vision regarding the use of ILT or e-learning and in most cases this vision is communicated throughout the organisation. FIGURE 2-1 ILT or e-learning Strategy 60% 50% 40% 30% 20% 10% 0% Not Yet Started Early Stages Developing Established Embedded 2008 Similarly, the number of organisations working towards realising the vision and developing an ILT strategy has also increased markedly as shown in fig 2.1. In such cases the evidence suggests that the ILT Strategy is being cross referenced to other organisational strategic plans, that there is a considered approach to its management and some coherence with local, regional and national strategic priorities. Currently a third of providers are undertaking some review and evaluation activities of the impact and effectiveness of the ILT strategy with a similar number beginning to consider the issue. This represents a considerable shift in activity since As the introduction of ILT strategies become more established it is anticipated that this number will continue to grow accordingly. ILT Strategy Development was seen as a key finding in the 2008 Work Based Learning E-learning Survey. This finding was communicated to the sector at the National Training Federation for Wales (NTFW) Annual conference in October 2008 and addressed by a succession of workshops held throughout Wales. Key Findings The evidence shows a significant increase in the number of WBL providers in Wales who have introduced an e-learning strategy. It is envisaged that support in relation to evaluating and refining the strategy will be a key feature of forthcoming RSC Wales activity. Due to the significant minority of providers yet to develop an ILT strategy, this area of support will also continue to feature prominently. 6
8 3. Teaching and Learning Modern technologies have the potential to enhance teaching and learning in a number of ways, offering learners the opportunity to learn in a style, at a time and in a place of their choosing. Greater emphasis is also being placed on the Learner Voice by both the Welsh Assembly Government and Estyn through initiatives like the Quality and Effectiveness Framework for Post 16 Learning. It is difficult to envisage meeting such demands without the use of technology. FIGURE 3-1 Teaching and Learning Styles 50% 40% 34% 4% 4% 24% 20% 8% 4% 12% 2008 Not Yet Started Early Stages Developing Established Embedded Since 2008 there has been a significant increase in the volume of providers using e- learning to cater for varying learning styles and needs. The availability of electronic resources in largely mirrors the numbers of providers using e-learning to cater for learning styles although there is some evidence that a small number of providers have failed to maintain the pace of development. However, such an anomaly may be addressed by considering whether providers are being more analytical or whether the same organisations took part in both surveys. Findings similarly indicate a steady increase in the number of organisations using the Internet for teaching and learning during the period and consequently adapting their teaching and learning provision to offer greater flexibility. This result is further supported by observations, requests for support and anecdotal evidence gained during provider visits undertaken by RSC Wales. Key Findings The evidence shows that providers are increasingly recognising and utilising ILT and the Internet in order to meet the needs of learners. A key feature of RSC Wales activity throughout has been focused on recording and reacting to the learner voice. With a significant number of providers developing and re-engineering their resources accordingly, it is anticipated that RSC Wales will continue to support such activities in a variety of formats. 7
9 4. Assessment and Verification Traditionally learners have compiled paper-based portfolios satisfying the requirements of the programme they are undertaking. Although still common practice, the process can be labour intensive and cumbersome, especially as many of the documents contained may be hard copies originally produced digitally e.g. word processed documents, digital photographs etc. Incorporating the use of technology into the assessment process can alleviate these issues whilst also addressing the driving forces of sustainability and efficiency savings. Survey findings indicate that technology is being increasingly used in all areas of assessment and verification. Fig 4.1 shows a marked increase in the number of providers using ILT to record evidence. FIGURE 4-1 Portfolio Evidence 42% 33% 38% 33% 21% 21% % 4% 0% 4% Not Yet Started Early Stages Developing Established Embedded In relation to e-assessment the data suggests that, since 2008, a small number of providers have moved positively from one stage to another with a significant proportion stating it is organisational practice for technical certificates and numeracy/literacy to be tested through e-assessment wherever possible. The vast majority of participants though, remain in the Early and Developing Stages. This finding reflects discussions undertaken between providers and RSC Wales showing organisations to be largely positive towards the concept of e-assessment but wishing to take a considered and measured approach towards implementation. The use of technology to plan verification sampling and record Internal Verification decisions is increasing rapidly with nearly a third of respondents stating it is now accepted practice. Key Findings Providers are increasingly using technology in both assessment and verification processes. Strategic interventions are taking place in a considered fashion. RSC Wales will continue to offer support relating to the use of e-portfolios and technologies beneficial to assessment and evidence gathering/recording. 8
10 5. Learner Support The use of technology assists organisations in disseminating information in a variety of guises as well as gathering and collating information on which future plans and decisions can be based e.g. satisfaction surveys. The resultant information can be made available in a format, location and time to suit the individual with currency of information being an additional benefit in that information can be updated as and when necessary. Similarly, a move away from reliance on paper based resources that can be lost or damaged, assists in meeting efficiency and sustainability standards. FIGURE % Additional Support for Learners 48% 4% 17% 26% 8% 4% 0% 0% 9% 2008 Not Yet Started Early Stages Developing Established Embedded Despite such benefits and with the exception of utilising technology to communicate with learners, the uptake of technology to provide information, advice and guidance has increased at a lower than expected rate. This is surprising given the many established communication technologies employed by providers such as web sites, and mobile phones. This picture is largely replicated when using technology to provide additional support for learners. RSC Wales anticipated this situation and so delivered a series of 8 events throughout Wales addressing Personalised Learning and Accessibility and Inclusion. Feedback suggests that providers are now better placed to identify and realise the benefits of technology where additional support is required with uptake expected to increase accordingly. The majority of providers recognise the importance of developing the learners IT/ICT skills in order to enhance their learning experience or to move towards electronic means of assessment, with only a small minority failing to address the issue. As with the uptake of e-portfolios, the evidence suggests a steady move away from solely paper based practices with a small number of organisations percolating steadily from one phase of development to another. 9
11 Key Findings With the exception of utilising technology to communicate with learners a consistent 17% of providers fail to make use of technology to support, inform or record learners progress. In all other instances, as with the uptake of e-portfolios, findings show a steady move away from solely paper based practices with a small number of organisations percolating from one phase of development to another. 10
12 6. Staff Development Since the 2008 RSC Wales WBL e-learning survey providers have frequently sought assistance in terms of raising staff awareness of various technologies and how they may impact upon core business processes and the teaching and learning functions. Organisations seeking to adopt e-learning or the use of ILT throughout the organisation recognise staff competence and confidence to be key components for success. Fig 6.1 illustrates a profound increase in the number of providers considering staff skills in relation to the use of ILT and e-learning. In the majority of cases this recognition is built upon through formal Continual Professional Development activities and making best use of enthusiasts. FIGURE 6-1 Analysis and Understanding of Staff Development Needs 48% 50% 4% 4% 9% 30% 23% 14% 9% 9% 2008 Not Yet Started Early Stages Developing Established Embedded Survey findings further indicate an increase in confidence and competence of trainers, assessors and, particularly, administrative staff. The evidence also suggests that failing to meaningfully implement ILT staff development activities impacts accordingly on Teaching and Learning and Learner Support. Where implemented, all organisations now report instances where ILT staff development activities have had a positive impact across the organisation. In 36% of cases providers initiated monitoring systems and identified that practices across the organisation were beginning to change as a result of such interventions, with a further 9% having established reporting processes evidencing a positive impact on practice across the organisation. Key Findings The evidence suggests that organisations are increasingly understanding and meeting staff development needs resulting in greater confidence and competence of all staff in the use of ILT. However, there seems to be a correlation between those providers yet to engage meaningfully in staff development activities with learner 11
13 support and teaching and learning opportunities. In response to such outcomes, RSC Wales is developing activities to further support learning providers encompassing the role technology can play in enhancing teaching and learning, including VLE, Web 2.0, mobile learning, immersive environments, accessibility, and aspects of the learner voice through use of learners own technology. 12
14 7. Infrastructure and Equipment Redundancy and suitability of infrastructure and equipment can be a serious concern both in terms of learning and efficiency due to the fast paced and evolutionary changes in the world of technology. One such example is the move away from desk based technologies to portable or mobile technologies, something providers need to consider when developing online or electronic learning materials. All respondents continue to provide access to computers and other ICT equipment with increasingly robust Internet connectivity. Over three quarters of learning providers state that access to computers and other ICT equipment is available at most if not all of their learning and assessment locations. However, a significant FIGURE % Learning Platform Development 43% 22% 24% 24% 22% 13% 10% 8% % Not Yet Started Early Stages Developing Established Embedded minority consider themselves to be in the early stages of development offering a limited service and facing some difficulty in utilising technology for teaching and learning. There has been an overall increase in the engagement with and development of learning platforms. Such findings are corroborated by discussion and support activities undertaken by RSC Wales since Similarly, learning providers have redefined what they originally perceived as a learning platform which included the organisation Intranet or shared drive to now mean Virtual Learning Environments such as Moodle, a major project in terms of design, content creation and addressing sound pedagogic principles thus taking a substantial amount of time and focus. Findings show a slight dip in the availability and flexibility of technical support for staff and learners since 2008 with the majority of providers currently developing or re-designing their support provision. This may in part be accounted for by the greater range of technology utilised by organisations and learners in when compared to
15 Key Findings The use of computers/ict equipment and increasingly robust Internet connectivity is providing greater opportunities for organisations to enhance their learning provision as evidenced by the increasing development of learning platforms. However, if organisations are to successfully adopt the use of ILT or e-learning then a robust technical support service is of paramount importance and could be seen as a key action point moving forward. 14
16 8. Managing and Implementing e-learning Many of the sub-topics included in Managing and Implementing e-learning relate to an organisation s ILT or e-learning strategy and so fewer organisations responded to this section reflecting the fact that not all providers have an e-learning strategy. Similarly, those providers in the early stages of developing strategy may not yet be in the position to review its implementation and effectiveness. Since 2008 there has been a positive move by organisations to implement their ILT strategies and action plans. The evidence also suggests that where providers have FIGURE 8-1 Monitoring and Reviewing Implementation 52% 24% 13% 38% 22% 24% 9% 14% 4% 0% 2008 Not Yet Started Early Stages Developing Established Embedded an ILT strategy it has been implemented is subject to review and is increasingly aligned to other organisational aims and policies. The survey results show all organisations to be committed to the development of ILT or e-learning compared to less than half in Anecdotal evidence drawn from the WBL community and the National Training Federation for Wales attribute greater awareness of technology largely to the support functions provided by the RSC Wales. There is currently little evidence to suggest greater engagement in partnership working relating to the use of ILT. However, where partnerships exist there is evidence that they are being strengthened e.g. via involvement in various forums including the Moodle Wales User Group. However, WBL providers in Wales are currently responding to National policy drivers and forming new working partnerships and collaborations. It is therefore anticipated that this will be replicated in terms of ILT in the near future. Since findings suggest an increased recognition of the need to allocate funds specifically for the development of e-learning or use of ILT. Over two thirds of senior managers now make specific funding provision for electronic learning whereas over half had no consistent approach to funding the use of ILT or e-learning in
17 Key Findings Providers are increasingly committed to implementing, reviewing and funding the use of ILT or e-learning. RSC Wales and JISC Advance offer a range of services to support implementation, development and review of strategy and Business Processes. Due to National Policy drivers there is the increased likelihood of greater partnership working throughout the sector and with other learning providers. RSC Wales views the development of Learning Partnerships as a Regional Priority activity and is currently developing a range of activities demonstrating the benefits technology can bring in enhancing collaborative working arrangements 16
18 9. Related Documents Welsh Assembly Government Quality and Effectiveness Framework for post-16 learning ndstandards/?lang=en Welsh Assembly Government (2008) Transforming Education and Training Provision in Wales: Delivering Skills that Work for Wales RSC UK (2008), ILT Work Based E-Learning Positioning Statement Acknowledgements RSC Wales would like to thank all organisations that contributed to the survey. 17
19 Work Based Learning E-Learning Impact Survey JISC Advance Regional Support Centre for Wales Library and Information Services Emily Phipps Building Swansea University Hendrefoelan Swansea SA2 7NB T/Ph: Peter Scott RSC Wales Manager RSC Wales WBL e-learning Advisors Russell Symmons Tel Alyson Dacey Tel
Higher education is becoming a major driver of economic competitiveness
Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls
More informationDICE - Final Report. Project Information Project Acronym DICE Project Title
DICE - Final Report Project Information Project Acronym DICE Project Title Digital Communication Enhancement Start Date November 2011 End Date July 2012 Lead Institution London School of Economics and
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationGCSE English Language 2012 An investigation into the outcomes for candidates in Wales
GCSE English Language 2012 An investigation into the outcomes for candidates in Wales Qualifications and Learning Division 10 September 2012 GCSE English Language 2012 An investigation into the outcomes
More informationResearch Update. Educational Migration and Non-return in Northern Ireland May 2008
Research Update Educational Migration and Non-return in Northern Ireland May 2008 The Equality Commission for Northern Ireland (hereafter the Commission ) in 2007 contracted the Employment Research Institute
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationI set out below my response to the Report s individual recommendations.
Written Response to the Enterprise and Business Committee s Report on Science, Technology, Engineering and Maths (STEM) Skills by the Minister for Education and Skills November 2014 I would like to set
More informationSoftware Development: Programming Paradigms (SCQF level 8)
Higher National Unit Specification General information Unit code: HL9V 35 Superclass: CB Publication date: May 2017 Source: Scottish Qualifications Authority Version: 01 Unit purpose This unit is intended
More informationInitial teacher training in vocational subjects
Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it
More informationNavitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction
More informationSEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.
SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow
More informationIMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL?
IMPACTFUL, QUANTIFIABLE AND TRANSFORMATIONAL? EVALUATION OF THE IMPROVING QUALITY TOGETHER (IQT) NATIONAL LEARNING PROGRAMME Report for 1000 Lives Improvement Service, Public Health Wales Mark Llewellyn,
More informationProgramme Specification
Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification
More informationEvaluation of Learning Management System software. Part II of LMS Evaluation
Version DRAFT 1.0 Evaluation of Learning Management System software Author: Richard Wyles Date: 1 August 2003 Part II of LMS Evaluation Open Source e-learning Environment and Community Platform Project
More informationTHREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02
THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto
More informationChapter 2. University Committee Structure
Chapter 2 University Structure 2. UNIVERSITY COMMITTEE STRUCTURE This chapter provides details of the membership and terms of reference of Senate, the University s senior academic committee, and its Standing
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationLibrary & Information Services. Library Services. Academic Librarian (Maternity Cover) (Supporting the Cardiff School of Management)
Library & Information Services Library Services Academic Librarian (Maternity Cover) (Supporting the Cardiff School of Management) Llandaff Learning Centre, Cardiff 30 hours per week Fixed term until 16
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More informationGuidance on the University Health and Safety Management System
Newcastle University Safety Office 1 Kensington Terrace Newcastle upon Tyne NE1 7RU Tel 0191 222 6274 University Safety Policy Guidance Guidance on the University Health and Safety Management System Document
More informationThe influence of staff use of a virtual learning environment on student satisfaction
205 1 The influence of staff use of a virtual learning environment on student satisfaction Olaf Hallan Graven, Magne Helland, and Prof. Lachlan MacKinnon Abstract The use of virtual learning environments
More informationPearson BTEC Level 3 Award in Education and Training
Pearson BTEC Level 3 Award in Education and Training Specification BTEC Specialist qualification First teaching September 2013 Issue 3 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications
More informationAUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES
AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding
More informationCourse Specification Executive MBA via e-learning (MBUSP)
LEEDS BECKETT UNIVERSITY Course Specification Executive MBA via e-learning 2017-18 (MBUSP) www.leedsbeckett.ac.uk Course Specification Executive MBA via e-learning Faculty: School: Faculty of Business
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
More informationFoundation Certificate in Higher Education
Programme Specification Foundation Certificate in Higher Education Certificate of Credit in English for Academic Purposes Certificate of Credit in Study Skills for Higher Educaiton Certificate of Credit
More informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More informatione-portfolios in Australian education and training 2008 National Symposium Report
e-portfolios in Australian education and training 2008 National Symposium Report Contents Understanding e-portfolios: Education.au National Symposium 2 Summary of key issues 2 e-portfolios 2 e-portfolio
More informationUniversity of Essex Access Agreement
University of Essex Access Agreement Updated in August 2009 to include new tuition fee and bursary provision for 2010 entry 1. Context The University of Essex is academically a strong institution, with
More informationAccreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students
Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students The following guidance notes set provide an overview for applicants and students in relation to making
More informationStudent Experience Strategy
2020 1 Contents Student Experience Strategy Introduction 3 Approach 5 Section 1: Valuing Our Students - our ambitions 6 Section 2: Opportunities - the catalyst for transformational change 9 Section 3:
More informationMaster of Philosophy. 1 Rules. 2 Guidelines. 3 Definitions. 4 Academic standing
1 Rules 1.1 There shall be a degree which may be awarded an overall grade. The award of the grade shall be made for meritorious performance in the program, with greatest weight given to completion of the
More informationEUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009
EUROPEAN UNIVERSITIES LOOKING FORWARD WITH CONFIDENCE PRAGUE DECLARATION 2009 Copyright 2009 by the European University Association All rights reserved. This information may be freely used and copied for
More informationThe Isett Seta Career Guide 2010
The Isett Seta Career Guide 2010 Our Vision: The Isett Seta seeks to develop South Africa into an ICT knowledge-based society by encouraging more people to develop skills in this sector as a means of contributing
More informationFACULTY OF PSYCHOLOGY
FACULTY OF PSYCHOLOGY STRATEGY 2016 2022 // UNIVERSITY OF BERGEN STRATEGY 2016 2022 FACULTY OF PSYCHOLOGY 3 STRATEGY 2016 2022 (Adopted by the Faculty Board on 15 June 2016) The Faculty of Psychology has
More informationAurora College Annual Report
Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.
More informationP920 Higher Nationals Recognition of Prior Learning
P920 Higher Nationals Recognition of Prior Learning 1. INTRODUCTION 1.1 Peterborough Regional College is committed to ensuring the decision making process and outcomes for admitting students with prior
More informationConsent for Further Education Colleges to Invest in Companies September 2011
Consent for Further Education Colleges to Invest in Companies September 2011 Of interest to college principals and finance directors as well as staff within the Skills Funding Agency. Summary This guidance
More informationBusiness. Pearson BTEC Level 1 Introductory in. Specification
Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory
More informationROLE DESCRIPTION. Name of Employee. Team Leader ICT Projects Date appointed to this position 2017 Date under review Name of reviewer
ROLE DESCRIPTION Position Title ICT Trainer Name of Employee Grade PO Reports to Team Leader ICT Projects Date appointed to this position 2017 Date under review Name of reviewer Purpose: This position
More informationPROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION
PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION Paston Sixth Form College and City College Norwich Vision for the future of outstanding Post-16 Education in North East Norfolk Date of Issue: 22 September
More informationExecutive summary (in English)
Executive summary (in English) Project description The project "Open Educational Resources in institutional repositories has been carried out in collaboration between Göteborg university, University of
More informationCONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE
CONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE CONTENTS 3 Introduction 5 The Learner Experience 7 Perceptions of Training Consistency 11 Impact of Consistency on Learners 15 Conclusions 16 Study Demographics
More informationRecognition of Prior Learning (RPL) Procedure - Higher Education
Recognition of Prior Learning (RPL) Procedure - Higher Education Version: 6.4 Effective Date: 5 August 2016 Procedure Code: PR-030 Related Policy Code: ACA-001 Related Policy Name: Educational Pathways
More informationBold resourcefulness: redefining employability and entrepreneurial learning
Title Type URL Bold resourcefulness: redefining employability and entrepreneurial learning Report Date 2008 Citation Creators http://ualresearchonline.arts.ac.uk/671/ Ball, Linda (2008) Bold resourcefulness:
More informationBriefing document CII Continuing Professional Development (CPD) scheme.
Briefing document CII Continuing Professional Development (CPD) scheme www.thepfs.org 2 Contents 3 What is Continuing Professional Development > 4 Who needs to complete the CII CPD scheme > 5 What does
More informationSpecial Educational Needs and Disability (SEND) Policy
Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and
More informationPolitics and Society Curriculum Specification
Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction
More informationUNIVERSITY OF DERBY JOB DESCRIPTION. Centre for Excellence in Learning and Teaching. JOB NUMBER SALARY to per annum
UNIVERSITY OF DERBY JOB DESCRIPTION JOB TITLE DEPARTMENT / COLLEGE LOCATION Associate Professor: Learning and Teaching Centre for Excellence in Learning and Teaching Kedleston Road JOB NUMBER 0749-17 SALARY
More informationStakeholder Engagement and Communication Plan (SECP)
Stakeholder Engagement and Communication Plan (SECP) Summary box REVIEW TITLE 3ie GRANT CODE AUTHORS (specify review team members who have completed this form) FOCAL POINT (specify primary contact for
More informationAligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches
British Journal of Educational Technology Vol 33 No 2 2002 149 158 Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches Richard Hall Dr Richard Hall is the project
More informationPresentation Advice for your Professional Review
Presentation Advice for your Professional Review This document contains useful tips for both aspiring engineers and technicians on: managing your professional development from the start planning your Review
More informationPROJECT PERIODIC REPORT
D1.3: 2 nd Annual Report Project Number: 212879 Reporting period: 1/11/2008-31/10/2009 PROJECT PERIODIC REPORT Grant Agreement number: 212879 Project acronym: EURORIS-NET Project title: European Research
More informationUNIVERSITY LEVEL GIMP ONLINE COURSE - FACULTY OF TEACHER EDUCATION (ICT COURSE)
MIPRO 2010, May 24-28, 2010, Opatija, Croatia UNIVERSITY LEVEL GIMP ONLINE COURSE - FACULTY OF TEACHER EDUCATION (ICT COURSE) Krunoslav Bedi Graditeljska škola akovec (School of Building and Crafts) Športska
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationKeeping our Academics on the Cutting Edge: The Academic Outreach Program at the University of Wollongong Library
University of Wollongong Research Online Deputy Vice-Chancellor (Academic) - Papers Deputy Vice-Chancellor (Academic) 2001 Keeping our Academics on the Cutting Edge: The Academic Outreach Program at the
More informationEvery curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.
1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it
More informationVTCT Level 3 Award in Education and Training
VTCT Level 3 Award in Education and Training Operational start date: 1st April 2014 Credit value: 12 Total Qualification Time (TQT): 120 Guided learning hours (GLH): 48 Qualification number: 601/2758/2
More informationIntroduction 3. Outcomes of the Institutional audit 3. Institutional approach to quality enhancement 3
De Montfort University March 2009 Annex to the report Contents Introduction 3 Outcomes of the Institutional audit 3 Institutional approach to quality enhancement 3 Institutional arrangements for postgraduate
More informationA pilot study on the impact of an online writing tool used by first year science students
A pilot study on the impact of an online writing tool used by first year science students Osu Lilje, Virginia Breen, Alison Lewis and Aida Yalcin, School of Biological Sciences, The University of Sydney,
More informationPUPIL PREMIUM POLICY
PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL
More informationServices for Children and Young People
Services for Children and Young People Learning Difficulties and Disabilities Team TITLE: Services for Young People s Preparing for Adulthood Strategy for Young People with High Needs (14-25) PUBLICATION
More informationThe Referencing of the Irish National Framework of Qualifications to EQF
The Referencing of the Irish National Framework of Qualifications to EQF National Qualifications Frameworks in an International perspective Brussels 30 November 2009 Dr Jim Murray National Qualifications
More informationEmbedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Bellerbys Educational Services Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education May 2012 Annex 2: University of Huddersfield International Study
More informationAn APEL Framework for the East of England
T H E L I F E L O N G L E A R N I N G N E T W O R K F O R T H E E A S T O F E N G L A N D An APEL Framework for the East of England Developing core principles and best practice Part of the Regional Credit
More informationUniversity of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationProposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine
Please send comments to: The Instructional Development Unit Sir Frank Stockdale Building The University of the West Indies St. Augustine Email: caribteachingscholar@sta.uwi.edu The University of the West
More informationRegional Bureau for Education in Africa (BREDA)
United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory
More informationGENERIC SKILLS DEVELOPMENT: INTEGRATING ICT IN PROFESSIONAL PREPARATION
GENERIC SKILLS DEVELOPMENT: INTEGRATING ICT IN PROFESSIONAL PREPARATION Heather Yeatmen Faculty of Health and Behavioural Science University of Wollongong, AUSTRALIA heather_yeatman@uow.edu.au Lori Lockyer
More informationSwinburne University of Technology 2020 Plan
Swinburne University of Technology 2020 Plan science technology innovation Swinburne University of Technology 2020 Plan Embracing change This is an exciting time for Swinburne. Tertiary education is undergoing
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More information2 Higher National Unit credits at SCQF level 8: (16 SCQF credit points at SCQF level 8)
Higher National Unit specification General information Unit code: H4RM 35 Superclass: LB Publication date: August 2013 Source: Scottish Qualifications Authority Version: 01 Unit purpose This Unit is designed
More informationInterim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015
Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary
More information1st4sport Level 3 Award in Education & Training
1st4sport Level 3 Award in Education & Training Qualification Specification Version 6: 8 May 2017 This document is designed to be viewed on a computer and contains hyperlinks which will not be available
More informationArchdiocese of Birmingham
Archdiocese of Birmingham INSPECTION REPORT THE GIFFARD CATHOLIC PRIMARY SCHOOL WOLVERHAMPTON Inspection dates 25 th -26 th June 2013 Reporting Inspector Paul Nutt Inspection carried out under Section
More informationThe Curriculum in Primary Schools
The Curriculum in Primary Schools Seminar on findings from Curriculum Implementation Evaluation, DES Inspectorate Primary Curriculum Review, Phase 1, NCCA May 11 th 2005 Planning the curriculum whole school
More informationA GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING
A GENERIC SPLIT PROCESS MODEL FOR ASSET MANAGEMENT DECISION-MAKING Yong Sun, a * Colin Fidge b and Lin Ma a a CRC for Integrated Engineering Asset Management, School of Engineering Systems, Queensland
More informationPentyrch Primary School Ysgol Gynradd Pentyrch
Pentyrch Primary School Ysgol Gynradd Pentyrch Learning and Growing Together Dysgu a Thyfa Gyda n Gilydd Special Educational Needs Policy Updated: March 2017 2016 2017 1 SPECIAL EDUCATIONAL NEEDS POLICY
More informationO'Brien, Orna; Dowling-Hetherington, Linda.
Provided by the author(s) and University College Dublin Library in accordance with publisher policies. Please cite the published version when available. Title The 'Build-Up' Approach to Academic Writing
More informationPUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school
PUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school Linked to the pedagogical activity: Use of the GeoGebra software at upper secondary school Written by: Philippe Leclère, Cyrille
More informationPOST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013
POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification
More informationHead of Maths Application Pack
Head of Maths Application Pack Application Forms Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website: www.furzeplatt.com Tel: 01628 625308 Fax: 01628 782257 Head of Maths
More informationAn Evaluation of Planning in Thirty Primary Schools
An Evaluation of Planning in Thirty Primary Schools 2006, Department of Education and Science ISBN 0-0000-0000-X Designed by TOTAL PD Published by the Stationery Office, Dublin To be purchased directly
More informationPersonal Tutoring at Staffordshire University
Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4
More informationMSc Education and Training for Development
MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate
More informationBSc (Hons) Marketing
FACULTY OF MANAGEMENT FACULTY OF MEDIA AND COMMUNICATION PROGRAMME SPECIFICATION Version 1.6-0917 May 2017 May 2017 1 2015 Bournemouth University Document date: May 2017 Circulation: General Bournemouth
More informationMASTER S COURSES FASHION START-UP
MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving
More informationInspection report British International School
British International School Riyadh Saudi Arabia Date Inspection number 20141102 Contents page 1 Purpose and scope on the inspection 2 Compliance with regulatory requirements 3 Overall effectiveness of
More informationThameside Primary School Rationale for Assessment against the National Curriculum
Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.
More informationHigher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd
Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd June 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about Kaplan International Colleges UK Ltd...
More informationExplorer Promoter. Controller Inspector. The Margerison-McCann Team Management Wheel. Andre Anonymous
Explorer Promoter Creator Innovator Assessor Developer Reporter Adviser Thruster Organizer Upholder Maintainer Concluder Producer Controller Inspector Ä The Margerison-McCann Team Management Wheel Andre
More informationBUSINESS OCR LEVEL 2 CAMBRIDGE TECHNICAL. Cambridge TECHNICALS BUSINESS ONLINE CERTIFICATE/DIPLOMA IN R/502/5326 LEVEL 2 UNIT 11
Cambridge TECHNICALS OCR LEVEL 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN BUSINESS BUSINESS ONLINE R/502/5326 LEVEL 2 UNIT 11 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10 BUSINESS ONLINE R/502/5326
More information2007 No. xxxx EDUCATION, ENGLAND. The Further Education Teachers Qualifications (England) Regulations 2007
Please note: these Regulations are draft - they have been made but are still subject to Parliamentary Approval. They S T A T U T O R Y I N S T R U M E N T S 2007 No. xxxx EDUCATION, ENGLAND The Further
More information1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.
National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationSTABILISATION AND PROCESS IMPROVEMENT IN NAB
STABILISATION AND PROCESS IMPROVEMENT IN NAB Authors: Nicole Warren Quality & Process Change Manager, Bachelor of Engineering (Hons) and Science Peter Atanasovski - Quality & Process Change Manager, Bachelor
More informationCARDIFF UNIVERSITY OF WALES UNITED KINGDOM. Christine Daniels 1. CONTEXT: DIFFERENCES BETWEEN WALES AND OTHER SYSTEMS
CARDIFF UNIVERSITY OF WALES UNITED KINGDOM Christine Daniels 1. CONTEXT: DIFFERENCES BETWEEN WALES AND OTHER SYSTEMS Cardiff is one of Britain s major universities, with its own Royal Charter and a history
More informationSELF-ASSESSMENT EXTREMISM & RADICALISATION SELF-ASSESSMENT AND RISK ASSESSMENT
SELF-ASSESSENT 1. Clear leadership and accountable structures are in place an visible throughout the organisation There is an identified strategic PREVENT lead within each school The strategic lead understands
More information