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Blended learning - a whole college approach

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Prsentation by Peter Kilcoyne at ARLG 2016 Conference

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Blended learning - a whole college approach

  1. 1. Blended Learning – A whole college approach Peter Kilcoyne – ILT Director pkilcoyne@howcollege.ac.uk
  2. 2. Why Blended Learning? Our reasons to start • Make use of engaging learning opportunities offered through technology • Develop independent learning and digital literacy skills • Maintaining range of study programmes in challenging funding environment
  3. 3. Why Blended Learning? Impact at HOW College • Improvements in learner success rates (12% in four years) • Improvements in learner independent learning skills Increased flexibility • Increased geographical reach, especially on HE provision
  4. 4. Overview - Key Features of SOLA • FT Level 2, 30 hours per year, FT L3, 60 hours per year • Moodle course • Clear instructions and structure • Learning outcomes • Range of learning resources, text, interactive and video. Where possible save time by using what’s already out there (e.g. NLN, YouTube, slideshare, Open Educational Resources, everything out there on the www) • Learning activities through Moodle tools (e.g. forums. glossaries, journals, databases etc) • Assessment through Moodle tools (quiz and assignment)
  5. 5. Roles– The Whole College Plus Approach • SMT and Governors – strategic lead and drive from the top • SOLA Coordinator – lead SOLA in the course team • Blended Learning Advisors (part of ILT team) – Provide CPD, support lecturers in developing SOLA. monitoring, SOLA observations , QA • Lecturers – plan content with coordinator, build SOLA with SOLA Team • Learners – doing the SOLA and feeding back on ways to improve • Personal tutors and PLCs – monitor engagement and follow up in individual and group tutorials • Learning Centre staff –support SOLA in Learning Centres • CRQ (Curriculum) Managers and Leaders – lead and monitor implementation within their teams • Quality – support with development of quality framework and improvement • IT and Estates – Co-designing and maintaining virtual and physical infrastructures for blended learning • Partners Colleges – Sharing best practice and co-development
  6. 6. See for yourself http://showcase.howcollege.ac.uk/
  7. 7. Why a consortium? • Problems with free content – usually not exactly what you want • Commercial content can be expensive and restrictive • Developing high quality content too expensive for individual colleges • Benefits of sharing costs • Developing capacity • “For the sector by the sector”
  8. 8. Blended Learning Consortium How it works • Led by HOW College with democratic decision making on what content is developed • Annual membership fee of £5K • Members propose and vote on content to be developed • Staff in member colleges paid to write and develop content. Involvement in this is optional • Sharing existing quality content with other members
  9. 9. Voting Consultation Curriculum writing Editing E-learning production QA & user testing Development process
  10. 10. Blc-fe.org
  11. 11. Progress to date • 63 Colleges have joined. This is approx. 25% of all UK GFE Colleges • More joining every week • Three rounds of content development underway. Making up over 750 hours. • Existing college content to be shared includes Construction, Tutorial, Maths, English, Psychology and SOLA courses
  12. 12. Blended Learning Consortium – current members
  13. 13. and some more…
  14. 14. 64 colleges and counting…
  15. 15. First round of development • Digital Literacy L2 • Employability L2 • Employability L3 • English L2 • Engineering L2 • Engineering L3 • Health and Safety in Social Care L2
  16. 16. Second round of development • British Values Prevent • Health and Social Care L3 • Business Studies L3 • Sports L2 • Sports L3 • E-safety – Anti Bullying • Beauty L3 • Travel and Tourism L2 • Enterprise L2
  17. 17. Third Round of Development • Study Skills • Public Services L2 • Hair and Beauty L2 • Travel and Tourism L3 • Early Years Childcare L3 • Interview Preparation • Maths Contextualised for Vocational Areas • Hospitality and Catering (L2) • Hospitality and Catering (L3) • Health and Care (L2)
  18. 18. What kind of content is being built and sharedExamples • Construction • English L2 • Digital Literacy • Engineering L2 • Health and Social Care L2
  19. 19. Sharing existing content • Maths • English • Construction • Governance • Plus SOLA Courses
  20. 20. The power of the consortium Digital Economics or buns vs bytes • Each College getting £320K plus of content development for £5K • Leveraged efficiency saving of £315K per College • £315K x 64 makes £20.1 million efficiency saving across the consortium colleges
  21. 21. The power of a consortium Digital Economics or buns vs bytes • Does not include resources being shared by member colleges (presently over 200 hours) • Does not include resources developed through sponsorship • Cost of one hour of online learning resource less than £7 per college • Resources that can be reused over several years
  22. 22. The power of a consortium • 40% off Cengage e-books and textbooks for members • 70% off Articulate Storyline for members • 25% off Skills2Learn resources • 20% off ALT Membership and CMALT • 20% off lumici state learning platform • Sponsorship from City and Guilds • Other negotiations in the pipeline
  23. 23. Future Plans • Continued growth of FE Consortium • Sixth Form Colleges Consortium • ACL Consortium • Professional Development Consortium • HE Consortium • US Consortium
  24. 24. Blended learning support from HOW College • SMT workshop • Curriculum Managers workshop • Online, blended and F2F training for lecturers • CPD for Support staff • Bespoke training • Content development
  25. 25. Any Questions? pkilcoyne@howcollege.ac.uk

Editor's Notes

  • Assessor – member of course team; Identifying/agreeing learning outcomes via SOLA; participating in building SOLA modules; assessment of SOLA online submissions as agreed by team. Assessors also add learning outcomes (and, later, grades) to ProMonitor.

    Course teaching staff – to work with Assessor, ILT and Study Centre staff to develop high quality SOLA Modules for our learners; assessment of SOLA online submissions as agreed by team

    Personal Tutor – Monitor learner participation and progress and through target-setting in ILP’s; ensure assessment tasks are completed

    Study Centre staff – support of classes in schedules sessions; monitoring and supporting; assistance in SOLA module developments

    CRQ Managers - approve curriculum planning and scheduling; ensure teams are effectively implementing SOLA

    CRQ Leaders - plan SOLA into course delivery; respond to quality issues; monitor progress against assessment schedule; ensure schemes of work produced within timeframes

    ILT staff - provide support to course teams in developing SOLA; live online support for learners on SOLA
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