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Case studies in Education


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Case studies published on the Excellence Gateway for the Southwest region. These feature best practice examples covering e-learning, VLEs, accessibility, technology developments and more. …

Case studies published on the Excellence Gateway for the Southwest region. These feature best practice examples covering e-learning, VLEs, accessibility, technology developments and more.

Follow me at @mattewensRSCSW
Or @RSCSouthWest
Visit the case studies on the Excellence Gateway:

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  • 1. Case StudiesBy Matt Ewens – Information OfficerCase studies published on the Excellence Gateway for theSouthwest region. These feature best practice examplescovering e-learning, VLEs, accessibility, technologydevelopments and more.Follow me at @mattewensRSCSWOr @RSCSouthWest 1Visit the case studies on the Excellence Gateway:
  • 2. Work based Automotive Academy: Award-winning bid writingThe Jericho project funded by the LSIS Flexibility and Innovation Fund has enabled S&B; Automotive Academyto host virtual workplace visits at schools using innovative netcam technology. This allows potentialapprentices to exchange real world information about the benefits of apprenticeships with existingapprentices, their employers and skilled employees.The technology has been so successful that both S&B; and e-Learning Advisor David Rowe from JISC Regional Support CentreSouth West (JISC RSC SW) have recently won a bronze award at theinternational IMS Global Learning Awards.The initial bids for both the award and LSIS funding were supportedby the JISC RSC SW; therefore, this case study aims to providepractical advice on the writing of a bid to support practitioners whowant to write a succinct, informative application to win hearts andminds. 2Read the full case study:
  • 3. Work based Apprentices Benefiting from Mahara ePortfolio PlatformDan Jeffries, Head of Online Learning at Access to Music has successfully deployed the Mahara ePortfolioplatform through the college Moodle VLE. (Virtual Learning Environment) Mahara is helping learners tocreate a dynamic and collaborative portfolio of work, which they can use to share with potential employersand cultivate their achievements online.Despite the limited time that Mahara has been in use at thecollege, the overall feedback has been very positive from thelearners that have engaged during the trial process.Learners like the versatility of Mahara and the fact that they cancontrol the content and easily embed media, such as video andaudio. 3Read the full case study:
  • 4. Work based learningFocus Training: Using videos to streamline assessment and enhance communicationFocus Training have successfully enhanced and developed their VLE (virtual learning environment) andutilised mobile devices, Flip Cam video recorders and voice recorders for their assessments. This has beenfacilitated through their successful LIG (Learning Innovation Grant) 5 bid.Focus Training had support and guidance from the RSC South Westwith the writing of the LIG bid and also for the development oftechnology and e-learning. The technology enhancements havestreamlined not only the process of assessment, but also helped toimprove communication with their learners, in particular learnerswhere English is their second language. 4Read the full case study:
  • 5. Work based learningS&B Automotive Academy: Webcam technology streamlines work-based assessmentand cuts costsS&B; Automotive Academy has developed a seamless and interactive online system for remotely assessing itsapprentices on-demand. The system utilises state-of-the-art video technology deployed at workplacesthroughout the UK, which links into the Academys virtual learning environment (VLE). It has successfullygained Learning Innovation Grant 5 (LIG 5) funding to develop the technology, which is already cutting downtravelling costs for assessors, as well as saving time and contributing to a substantial reduction in their carbonfootprint.S&B; Automotive Academy, although based in Bristol, operatesthroughout the UK with students based as far away as Scotland.S&B; employs workplace assessors who each have a leased carto travel to assess their students. With the rising cost of fueland the amount of time it took the assessors to get to theworkplaces, S&B; decided that it would need to look at otherways to make the process more efficient through the use ofmodern technology. 5Read the full case study:
  • 6. Work based learningS & B Automotive Academy: Development of partnership VLE to support vocationaltraining and learningThanks to funding from a Learning Innovation Grant (LIG), S & B Automotive Academy has enabled thedevelopment of a network-wide virtual learning environment (VLE) – known as the Hive, to be implementedacross eight learning providers. This has enhanced teaching resources and the learner environmentand, essentially, enabled greater collaboration between the providers.S & B has extensive experience and expertise in the use ofMoodle – an open-source VLE, and has successfully created itsown wide-ranging VLE that hosts a comprehensive range of e-resources for training motor vehicle technicians and managers.The initial version of the Academy’s VLE and e-learningmaterials were developed in part as a result of earlier successfulLIG applications, including applications for LIG 1 and 2 funding.The idea was to develop a network-wide VLE, or Hive, whichwould grow to be fully sustainable. This would involve creatinga system that the eight providers could use to hold all theresources learners and staff would need. 6Read the full case study:
  • 7. Work based learningRapido Training Ltd: Strategic development of technology improves WBL assessmentsystemsFollowing attendance at a LSIS (Learning and Skills Improvement Service) Connect and Realise course, RapidoTraining decided to focus on how it could improve its systems for assessments through technologyenhancements using information and support provided through the course.David Rowe, work-based learning e-Learning Adviser from the JISCRegional Support Centre (RSC) South West, approached RapidoTraining offering to provide support in terms ofinformation, advice, self-assessment, training and support. Amongother things, this support drew attention to the potential benefitsof enhancing and embedding its use of technology and IT systems.Rapido Training wanted to improve its strategic development oftechnology by identifying and prioritising areas for improvement.The organisation was guided towards the use of Generator for thispurpose, which has led to the submission of a Learning InnovationGrant (LIG) 5 bid. 7Read the full case study:
  • 8. Work based learningAcademy for Training: Learning Innovation Grant 3 funding puts Academy in touchwith young workersFunding for capital expenditure is always difficult for small businesses and, in order to stay in touch with theyoung trainees in the catering industry, the Academy for Training needed Tablet PCs, ascanner, whiteboards, cameras and voice recorders. Funding through the Learning Innovation Grant (LIG) 3project has meant that, not only has the company been able, in the Managing Director’s words, “to movefrom the dark ages”, it has also been able to embark on a major new project to launch a virtual hotel in whichthe students can train online.Some youngsters find it difficult to become enthused over trainingbut they usually engage with IT. Dave Badcock felt he had torevolutionise his way of working in order to keep in touch withyoungsters in the over 14 age group. In order to do this he felt hehad to move into electronically-delivered training, but thisdemanded considerable capital expenditure, not just to launch thescheme, but also to keep it fresh, interactive and relevant. 8Read the full case study:
  • 9. Work based learningJHP Training: Paperless monitoring for work-based learningA South West contractor, JHP Training, has introduced a paperless system for monitoring its adult learners inthe work place. The number of people with low literacy and other skills has led to various initiatives to offerquality training in the workplace. However, this has often meant that trainers and students have had to copewith a large volume of paperwork during the course of the training and the resultant files have becomecumbersome.These have often had to be sent by post or carried by trainers andmanagers who have had to travel long distances.Managers and assessors can log on and check the progress of alltheir learners as soon as the visit has taken place. There is littlewritten work to compile for the assessor and an external verifier canverify assessments during the course of the period of study, withthe option to access the eNVQ remotely, cutting costs. MaureenWheeler, the Devon and Cornwall Business Centre Manager saysthat the system has increased efficiency, reduced the costs, speededup the delivery process and streamlined the verification process. 9Read the full case study:
  • 10. Adult community County Council Adult Education: Developing innovative resourceswith XerteAdult Education in Gloucestershire, part of Gloucestershire County Council, has utilised Xerte to enhance itsresources and access to learning materials for both learners and staff. Jane Carter-Dunn, e-LearningDevelopment Officer, and Amanda Cooper, Tutor and Trainer, are part of the successful team that developedXerte with the organisations Moodle virtual learning environment. Although this has been a challenge forthe Adult Education team, their commitment and dedication has enabled them to develop a resource that isalready realising great educational benefits for their learners.From the learners that have trialled Xerte they responded well andlike the professional look and feel of the system. Some of theirlearners have not experienced using an online learning-basedsystem before and enjoyed the versatility of being able to work ontheir materials online and come back later. 10Read the full case study:
  • 11. Adult community learningBristol Learning Communities: Councils co-operate to benefit adult learnersThis case study looks at the benefits for adult learners, which have been achieved through the co-operationof four local authorities who have combined forces to provide a virtual learning environment for their adultlearners.Four local authorities joined forces to bring the benefits of electronic learningmaterials to adults in their areas. Bristol City, South Gloucestershire, NorthSomerset and Bath and North East Somerset councils decided to link-up tooffer a virtual learning environment that they felt would serve the needs oftheir disparate populations. This was called the West of England CommunityLearning Platform. It now offers a Moodle site with access by clear, brightelectronic buttons. This contains a variety of learning materials for tutors toshare and learners to use. 11Read the full case study:
  • 12. Specialist Royal Academy for the Deaf: Learning technologies shape the design for newacademy for the deafDeaf people are visual learners and the direction from which light falls can assist or prejudice their learningexperience. Architects of a new building for the Royal Academy for the Deaf in Exeter are suggesting aninnovative design, which seeks not to be constrained by physical space and to use IT to shape the layout andinfluence the learning environment.The design will incorporate state of the art video conferencing facilities so that students can easily sharetheir learning with others outside the building. In the near future, for example, a four-year-old Academypupil who spends part of his week with a mainstream primary school class will have his sign language classlinked by videoconferencing to the primary school so his class can join him in the signing lesson andunderstand what he has been doing. 12Read the full case study:
  • 13. Specialist collegesNational Star College: Christmas treat brings long-term benefits for disabled peoplePhysiotherapists at the National Star College have found that the use of a Nintendo Wii has brought theirstudents noticeable physical and mental benefits. Students who suffer from complex disabilities find they canoperate a Wii because the movements required are simple. This gives them more interest and motivation intheir physiotherapy, as well as encouraging a number of physical movements.As a treat at Christmas, senior physiotherapist Rebecca Redmondbrought a Nintendo Wii into the College for the students to try. It notonly proved popular, it clearly had a number of real benefits:students who had previously been reluctant to spend time out oftheir wheelchair in a standing frame were keen to do this if theycould play, at the same time, with the Wii. Occupational Therapy isnow considering making supports for the students’ wrists to make itmore comfortable. The Wii also encourages students to use greaterupper body reach. If they are playing tennis on the Wii, they findthemselves working their arms more vigorously than they mightotherwise. 13Read the full case study:
  • 14. Specialist collegesOakwood Court College: Webcams and avatars enhance communication for studentswith severe learning disabilitiesOakwood Court College has helped to enhance the education and lives of its students through the use ofinnovative practices and technology. The College has successfully used webcams with avatars to breakdownthe communication barriers between tutors and students with autism. Oakwood Court College wanted toimprove the communication and interaction of its students through the use of technology.The most incredible outcome of the use of the webcams and avatarswas that Oakwood Court College student Celeste, in spite of hermutism, was able to speak for the very first time by using thistechnology.Students are better able to communicate with staff and each other.The educational environment is very rich, complementingtechnology with excellent working practices to find new ways fortheir students to learn. 14Read the full case study:
  • 15. Specialist collegesOakwood Court College: K.C Kelly-Markwick wins the Handheld Learning Award forspecial needs and inclusionK.C.Kelly-Markwick has won a prestigious Handheld Learning Award for her dedication and commitment tohandheld learning, helping to enrich and enthuse the lives of her students through technology and the way itis used. The award came about after she was nominated by Keith Burley, the Managing Director of PhoenixLearning and Care, for the way she uses mobile technology in and around Oakwood Court College.K.C.Kelly-Markwick was aware that some students’ needs were verydifficult to assist with and so the College wanted to investigate newtechnologies and systems through support and help fromorganisations like the JISC Regional Support Centre South West (JISCRSC SW).The College also wanted to invest in staff training anddevelopment, so it carried out a Training Needs Analysis survey. Thisinvolved all staff, from learning support to senior staff, and identifieda need for a full-time Network Manager and an Information LearningTechnology Co-ordinator. 15Read the full case study:
  • 16. Specialist collegesOakwood Court College: Enhancing communication through ICT and improvingaccess through the use of an accessibility kitThrough its Enhancing Communication Through ICT programme, Oakwood Court College has developed anaccessible course for its experiential learners. The aims of the programme are to enable the learners to useICT to develop and improve their communication skills at the College. The course identifies and uses differentforms of communication and resources, as well as being complemented by a range of assistive technology.Teaching ICT in the traditional sense had become a challengebecause of the students’ disabilities and learning needs. One of theproblems that ILT Co-ordinator KC Kelly-Markwick encountered tostart with was that many of her students were unable to log on totheir computers because they could not identify the letters on theirqwerty keyboards. Even when students had been assisted to logon, their cognitive difficulties were exacerbated because they foundit difficult to navigate using the mouse. This became a major blockto learning. 16Read the full case study:
  • 17. Specialist collegesNational Star College: Disability awareness programmes enhancing CPDNational Star College has successfully embedded ECC (e-learning Content Creation) courses withinMoodle. The courses have been developed by AELP (Association of Employment and Learning Providers) andare providing staff with the skills needed to assist people with specific difficulties, in particular those lookingto retrain after coming off Invalidity Benefit. The embedded ECC courses are directly enhancing staffdevelopment and exponentially enhancing the students’ access to resources.The project is completely transferable and sustainable anddevelopment time is not factor now that the ECC modules areembedded into the college VLE. The beauty of the ECC is that it isfree and with the continued help and support from the RSC and JISCTechdis, Gale is confident that they can continue to improve andmaintain the highly regarded CPD courses now available for staff.A real benefit of the ECC is that it can be bolted into any Moodle andreally represents a highly beneficial set of CPD resources that will notonly enhance staff knowledge, but enhance the quality of supportfor learners with specific learning needs, enabling them to improvethe quality of their lives both inside and outside the college. 17Read the full case study:
  • 18. Sixth form Diploma learners in Torbay benefit from shared Moodle siteStudents and staff from Torbay schools and colleges have had access to the Torbay Learning PartnershipMoodle site from September 2008 as part of the new 14-19 Diploma programme. The Torbay LearningPartnership is one of the first consortiums in the country to have been approved to run the Creative andMedia Diploma and the virtual learning environment (VLE) provides students with easy access to learningmaterial wherever they were studying. The system itself has been developed by the Partnership, led byBrixham Community College, St Cuthbert Mayne School and South Devon College, to meet the needs oflearners and the diploma curriculum.Learners need consistent access to learning materials andcoursework, so a central learning system was developed which could “No single college orbe accessed at any time from any place. Moodle was chosen as the school will be capable oflearning system, as some of the providers were already using it. delivering them alone.Brixham Community College led the procurement and installation of They must work inthe system, working closely with South Devon College, to ensure partnership inaccess for all learners from all educational establishments. businesses, schools and colleges.” 18Read the full case study:
  • 19. Further College: Improving retentionIn an effort to improve student retention, Gloucestershire College devised software that will track studentsunder a “traffic light” system called “stars and stripes”. In this way staff are able to identify students who areat risk of withdrawing in the early stages and offer extra support. Matthew Burgess, the Vice Principal, PaulRabbich, Director of Systems, devised a web-based system that identifies and collates factors that affectachievement. They wanted a “simple-to-use” system which required minimal training for staff.The system highlights students’ information through a traffic lightsystem, which alerts academic teams to any of their students whoare “at risk” through an amber or red flag. The system allows staff torecord and monitor progress and make commendations for studentswho have performed exceptionally.Statistically, there is evidence of improvement – drop-out rates havebeen lowered and other colleges have expressed an interest in thescheme. 19Read the full case study:
  • 20. Further educationWeymouths Learning Gateway improves behaviourWeymouth College set-up a “Learning Gateway” as part of a move towards creating a “learning” rather thana teaching environment. It involved setting up 180 workstations through which learners could accessMoodle, both in timetabled sessions and on an open-access basis. The project has been so successfulthat, three years on, the College is looking at ways of developing it and putting it at the heart of a new buildscheme.The College wanted to be more flexible and responsive in meetingthe needs of its learners. It wanted to enrich and give added value tothe student experience. It began to look at ways in which they couldencourage students to direct their own learning via the internet andin using Moodle. They already had good IT and decided to set-up a“Learning Gateway”, which would give Moodle access to studentsfrom a variety of locations, and would allow them independentlearning online. 20Read the full case study:
  • 21. Further educationWeymouth College: Middle Ages meets 21st CenturyThe masonry students at Weymouth College are developing an ancient craft with the aidof 21st century technology. Their use of mobile phones, Moodle, computer aided designand social networking sites mean that their craft has become more precise and moremarketable. When they compare their computer designs with the ancient documents inthe local public record office, they are impressed by the originals and often convinced thatthey were drawn by computer. However, computer assistance means that they spend lesstime at the drawing board than their mediaeval counterparts.Facility with It has made the students work more accurate and given many of them theconfidence to start up their own websites to advertise their craft, when their mediaevalcounterparts would have had to rely on word of mouth. It has also been good foraccessibility, says John Brown. “Once upon a time an architect had to be an artist as wellbecause of the detailed drawings that had to be done. Now, all our students can let theirminds run free. CAD is a great leveller.” 21Read the full case study:
  • 22. Further educationBridgwater College: Mobile technology supports sportStudents at Bridgwater College have been exploring the use of mobile technologies in their two year “A”level programme. They used their mobile phones to photograph work set out on the whiteboard, whichthey were able to access later for revision, and they recorded movement and activities for topics they wereasked to write for assessment. “The result”, says the programme manager for A level sport, Max Sauter, “ isthat they became more engaged with the subject matter and the results in January were the highest theyhave ever been”.When the sports department lost their Molenet bid for funding PDAs for theirsports students, tutor Max Sauter decided that this should not prevent themfrom trying to take the work outside the classroom. He discovered moststudents had mobile phones, although some had more sophisticated modelsthan others. So he formed groups in which they could work together andbenefit from the technology that was already available without any studentsuffering because they did not own the same equipment as others. 22Read the full case study:
  • 23. Further educationPlymouth College of Art: Enhancing website accessibilityPlymouth College of Art wanted to develop its website and make it more accessible and open for all typesof users, in particular disabled, dyslexic and disadvantaged users. Websites use a variety of technicalwebsite development coding languages. The most common one is called XHTML (extensible hyper textmarkup language), which is used to create and form the foundations of a website.The challenge was to find out how to go about making the websiteaccessible, bearing in mind the different types of coding languageused and systems available. To enable both the CSS and HTML codinglanguage to be fully optimised to adhere to the guidelines set on theW3C (World Wide Web Consortium) website. This involved sourcingthe necessary tools to check and validate the code and seekinformation on best practice.One of the benefits of making the website accessible has been theimprovement with the Colleges search rankings on Google. This isbecause, by making the site accessible and enabling additionalservices, more people will visit the website and recommend the site. 23Read the full case study:
  • 24. Further educationPlymouth College of Art: Martial Bugliolo awarded a prestigious e-learning awardMartial Bugliolo, Digital Graphics and Games Design Lecturer at Plymouth College of Art, is one of only sixpeople in the whole of the UK to win an award for blended e-learning. Following on from his exemplarypractice – using Moodle with Camtasia to create accessible videos of his lectures to help enhance thelecture and materials associated – the College has been investigating how it can improve its systems byidentifying future technologies that may enhance them.Martial Bugliolo wanted to find a way to use technology to enhanceblended learning at the College. The challenge was to find a systemthat would enable all students to have access, whether at home orthrough a mobile device, travelling long distances to the College.Martial used Camtasia to record the lectures and then enable theseto be viewed through the College’s VLE called Moodle.The reputation of the College in blended learning has beenrecognised through Martial’s award and this highlights the kind ofproactive and dedication to teaching practice that is an inspiration toother lecturers and providers. 24Read the full case study:
  • 25. Further educationExeter College: New self-issue library system enhances library serviceExeter College decided to investigate whether it could introduce a self-issue library system that would makemore effective use of staff time in providing services to College users (ie learners and staff) and increase theefficiency of the library. The main challenge was to embed the self-issue system within the College’s currentlibrary management system (LMS), whilst ensuring that it would be secure and easy for learners and staff touse. The introduction of a self-issue system was designed to further enhance the learning experience atExeter College, by increasing the efficiency of the library service and enabling the delivery of more in-depthcurriculum support.It reflects a wider College and departmental strategy of placing itslearners at the centre of all its activities, and using new technologiesto make resources available and readily accessible to them through avariety of means.Exeter College now recommends other colleges look into introducinga self-issue system for their libraries as, overall, it is believed that theintroduction of self-issue has had a beneficial impact on the learningenvironment for students and staff. 25Read the full case study:
  • 26. Further educationSomerset College: Visually impaired student achieves fantastic results through thebenefit of accessible resourcesSomerset College student Laura Kent is studying a First Diploma in Travel and Tourism and is makingexcellent progress, gaining distinctions despite suffering from Blepharitis.Blepharitis is a condition of the eye that causes many difficulties such as a sensitivity to light, sore and itchyeyes, inflammation and infection, and restricted vision. There is no cure for Blepharitis; although Laura hascontrolling treatment to help her, she does experience a lot of pain and discomfort at timesThrough the help and support of the College and the JISC RegionalSupport Centre (RSC) South West, Laura was able to use assistivetechnologies effectively to help her to overcome her difficulties andsucceed.It reflects a wider College and departmental strategy of placing itslearners at the centre of all its activities, and using new technologiesto make resources available and readily accessible to them through avariety of means. 26Read the full case study:
  • 27. Further educationExeter College: Beacon Award won for effective integration of libraries in curriculumdeliveryThe prestigious award, sponsored by the Council for Learning Resources in Colleges (CoLRiC), recognisesExeter College’s work in extending its learning resources services to learners anytime – anyplace.The portal enables teaching teams to add content so that it is accessible by course, unit and topic. SubjectLibrarians provide additional support by attributing websites, reading lists and media links. Course Sitesmakes good use of the bespoke ‘media chapter’ feature of the portal, which allows specific points in a pieceof video to be bookmarked.Through delivery of a seamless system, the College has successfullyimproved and developed its portal with blended learning materials.The development has been a real community effort and it is asystem that has been designed with the user at the heart of itsfunction. 27Read the full case study:
  • 28. Further educationCornwall College: Enriching the learning environment though a 3D virtual worldCornwall College has developed an area within Second Life, a 3D virtual world, as a fully immersive andenriching educational landscape for its students and staff. It incorporates a variety of dedicated courses ande-learning materials, and utilises Web 2.0 technologies to enable a platform for its students to excel within.Cornwall College has been piloting its delivery of these technologies through a PTLLS course (Preparing toTeach in the Lifelong Learning Sector), which has involved the creation of creative resources for Arts andMedia Degree students, along with a whole host of additional resources for students from all over theworld. This has enhanced the curriculum and areas such as Teacher Education, Arts and Media and Businessand Enterprise have all benefited from enhancements with elements of in-world content.Through delivery of a seamless system, the College has successfullyimproved and developed its portal with blended learning materials.The development has been a real community effort and it is asystem that has been designed with the user at the heart of itsfunction. 28Read the full case study:
  • 29. Further educationWeston College: Development of VLE standards improves quality of course provisionThrough the development of a set of standards, Weston College has improved the quality of its Moodlevirtual learning environment (VLE) course provision. The VLE standards were devised to set a minimumexpectation for online provision to ensure that all learners on full-time courses had a corresponding VLEcourse. The aim of the standards was to provide and facilitate exemplary course provision through dynamicmaterials and e-learning resources.One very important aspect for the College has been the commitmentfrom senior staff in support of the standards for Moodle courses. Afterthe second year, when they started to introduce the expectations forcourses, the senior management team gave its support to helpdevelopment further.“Don’t underestimate the amount of training you need to do.” “Make surethe students are the focus of what you do.” “It is important that coursesare tested and trialled, like our student user group, so that you candevelop something that they want and like.” 29Read the full case study:
  • 30. Further educationNorton Radstock College: Life Project delivers real benefits for vocational teachersNorton Radstock College has developed a Train the Trainer pack, as part of the Life Project, focussing on keycompetences in life skills. It is part-funded by the Leonardo Programme’s Transfer of Innovation scheme.This is in partnership with five other European countries, who have all contributed to the project. Theproject aims to create an extensive resource for vocational teachers, which will help them to deliver keycompetences as part of their teaching and continued professional development.The Train the Trainer pack has had a very successful pilot and is alreadybeing used extensively by vocational teachers across Europe. Thebeauty of the pack is that it has been created by trainers for trainers andis growing continually through a dedicated and enthused community ofteachers, which has seen a surprising uptake across sectors.The effect of having such a large and rich pool of partners andcollaborators is a real community developed resource, which is feedinginto good practice from all over the UK and Europe. This will continue todevelop and improve the more teachers use it, which will be a realbenefit. 30Read the full case study:
  • 31. Further educationCity of Bath College: Using YouTube and Facebook to deliver exceptional e-learningfor music studentsThe music team at City of Bath College have utilised Facebook and YouTube to create social networking fortheir students. This has had a direct and positive impact on e-learning and has been so popular with thestudents that the College has seen a 100% success rate for assignments completed. This is the first time theCollege has seen such a high success rate for its music courses.All courses have now moved to a grade 1 and 2 for Ofsted inspectionresults and their use of Web 2.0 applications (eg Google Docs, Facebookand YouTube) has enabled a real collaborative community, which isconstantly thriving and seeing real success.The music team at City of Bath College realised that a whole communityof musicians existed on YouTube and Facebook, and these communitieswere networking and promoting themselves extensively. The musicteam also found that they had some difficulty contacting their studentsusing mobile phones and emails, and wanted to find another way toimprove communications for their students. 31Read the full case study:
  • 32. Further educationGloucestershire College: Using technology to aid enrichmentRob Whitehouse, HE Business School Courses Leader at Gloucestershire College, has developed andenriched the learner experience for HE in FE provision. Access to resources for learners has been enhancedthrough embedding several key projects, which have directly empowered and enthused learning. Reflectivepractice is enabling a real collaborative spirit at the college and a range of digital and interactive materialssuch as podcasts and forums have really helped break down the barriers to enable disadvantaged learnersan equal playing field.The Home Grown Enrichment project has been developed to reallyenable a greater understanding of new technologies and realise thecollege’s ambitions to move forward in the digital age.Rob is also using his iPad to deliver teaching through syncing it up to aninteractive white board. The advantage of this is that the iPad does notrequire an internet connection to play the video resources contained onthe iPad. This has direct benefits if there are any connection problemsduring a lecture. 32Read the full case study:
  • 33. Further educationSomerset College of Arts and Technology: Using Moodle to streamline health andsafety inductionTim Serle, a Technical Demonstrator at Somerset College, has developed a whole series of health and safetyvideos for student induction. With help from Andy Hobbs and Sue Lockett these video resources have beenembedded into Moodle and have enhanced the delivery of health and safety, streamlining the process ofinduction. Time savings have already been realised and students can now access health and safetyresources 24/7.By providing health and safety resources through the VLE, theavailability of the workshop has undoubtedly improved. Tim does nothave to repeat inductions to groups of students anymore because of thefact that his health and safety videos can be viewed at any time by thestudents.It is also giving students quicker and greater access to the resources, incomparison to when they did not have the video inductions because thestudents would need to wait to be booked in to have an induction. 33Read the full case study:
  • 34. Further educationPlymouth College of Art: Syncing student blogs with RSS feeds through innovativemobile applications and iPad devicesMartial Bugliolo has successfully used RSS (really simple syndication) feeds to synchronise an iPad so that itaggregates all his students’ digital sketchbooks. This has enabled him to employ a much more streamlinedapproach to delivering teaching and learning support for his students. The iPad and iPhone applicationshave really made it possible for him to move his teaching practice into a truly innovative and refreshingdigital era.Martial wanted to see how he could use mobile technologies andmodern devices like iPads to help enable his students to progress morefluidly with their studies and provide a platform that could enhanceformative and summative assessment. Martial also wanted to utilisesomething that would give him a better way to monitor studentprogress.Through the digital sketchbooks, Martial has undoubtedly provided thestudents with better access to resources and their work, as well asenhancing his own teaching practice. 34Read the full case study:
  • 35. Further educationSomerset College: e-Books increase access and availability of library resourcesJolanta Peters, Research & Libraries Services Manager at Somerset College, has pioneered the introductionof Amazon Kindle e-book readers for the College library. Not only has this enhanced the availability ofreading resources, but it has also given technology students better access to library resources. With theKindle devices technology students can ‘virtually’ carry many books at the same time, which ordinarilywould be very difficult or not possible due to the heavy weight of the books.What is almost instantly apparent from the feedback Jolanta has received isthe fact that the Kindle e-book readers have really helped to open upreading materials for technology students. They have also enabled thestudents to devote more time to reading and, in fact, surprisingly madereading more accessible for many students who do not get on well withreading traditional paper-based books.For dyslexic students the Kindle has a text enlarging function, so the lettersand words can be made much bigger on the screen. There is also a text-to-speech function included. 35Read the full case study:
  • 36. Further educationStrode College: Enhancing music technology resources through tutorial videosAdrian Smith, Music Technology Course Manager, has been appointed as an ‘ILT Advanced Practitioner’ thisyear and, as part of this role, has carried out an action research project involving the use of technology toenhance teaching and learning at Strode College. He has successfully created video tutorials to directly aidstudents’ learning and progress related to their creative synthesis and music production projects. This hasbeen so successful that students are more engaged, better equipped and genuinely benefiting fromAdrian’s hard work.The videos are helping to break down the barriers between conventionallearning and the use of modern technology. In the past, students who werenot confident during a lecture may not have felt they could raise their handto ask how to do something. In contrast, students that are confident couldpush forwards and this can appear that they are more competent in thesubject or more interested, when in fact this may not be the case at all. Thatis why the videos are giving those students who are less confident, or havedifferent learning needs, the opportunity to develop their skills in their owntime. 36Read the full case study:
  • 37. Further educationPetroc: Using MyStudyBar to Enhance Accessibility Through MoodlePetroc have successfully embedded MyStudyBar into Moodle, which has extended and improved the levelof disability and inclusion support for students at the college. These developments have not only helpedstudents with disabilities, but also enabled the college to provide staff with the tools they need to improvethe resources that are available.Providing inclusivity has always been of high importance at Petroc. Prior to the college adoptingMyStudyBar, the support for students with specific learning needs was managed on a one to one basis at thecollege. This was not always practical, or easy to arrange and often involved students with specific learningneeds having to have their laptops specially setup to support them. The introduction of MyStudyBarintroduced into the college an easily available and portable method of accessibility.The students’ confidence in using computers has generally improved since the introduction of MyStudyBar. 37Read the full case study:
  • 38. Further educationCornwall College Bite-size online staff development sessions improvingorganisational efficiencyBex Ferriday, Learning Technologist and VLE Administrator, has developed a series of online baselinebriefings for staff CPD (Continued Professional Development). These briefings have not only helped toreduce costs and save time for staff, but have also streamlined access to resources, providing a fantasticand much more versatile system than before. Online training is now available 24 hours a day through thecollege VLE (Virtual Learning Environment) and communication has been enhanced considerably.The baseline briefings are providing staff with a one-stop-shop fortheir CPD, but not only that, they have enhanced communicationand access to resources. It is also a great way of introducing moreblended learning into the college for staff. As this is often an areathat is not specifically taught and as e-learning is ever evolving it iseven more important that staff have the opportunity to explorehow to best use technology effectively. That is something that Bexhas really helped to push at the college and is continuing to do sothrough her baseline briefings. 38Read the full case study:
  • 39. Further educationWeston College: S.P.A.C.E campaign raising e-Safety awarenessWeston College have developed a new e-safety campaign, which has improved the students’ understandingof safeguarding issues. The e-safety campaign is helping students to ‘think before you click’ and learn howto change their Facebook privacy settings and adopt good practice when using social networking sites. Thecollege has also held successful e-safety themed awareness days, including a competition to encouragestudents to create their own resources and e- media.One piece of work that stood out more than the other competition entrieswas a short animated video from animation student Chris Stone, his piecefeatured sound effects and safeguarding messages. The video is expertlyproduced and has a clear message which students can relate to. As a resultthe college is going to make the video available for other students to watchas part of the S.P.A.C.E resources available through the college VLE.Weston College’s e-safety campaign is certainly a model that has enhancedawareness, with a powerful and engaging brand. This is proving to be muchmore effective than static documents uploaded to a website. 39Read the full case study:
  • 40. Further educationRichard Huish College: Facebook and Blogger: Using Social Media to enhancecommunication, peer review and reflective practiceGeography Teacher Millie Watts has successfully used social media, in particular Facebook and Blogger toenhance and improve her students’ communication, peer review and access to resources. Such has beenthe impact of these developments that one student in particular has been able to forge real-life businesslinks and work experience placements outside the college as well as generate an e-portfolio that reallystands out. Radio broadcasts are also being used to provide Q&A sessions for students that need extendedsupport.One of the main challenges in the development of Facebook in particular wasthe sense of negative feedback amongst staff and the feeling that it wassomething best avoided within an educational context. It was also a challengeto not only change the culture, but to develop a code of conduct and educatestaff about best practice.Some of the key benefits have been: Enhanced communication, Improved peersupport and review, Greater access to resources, More versatility for students,Improved confidence with the students, Real-life business links, Measuredimprovements in usage, More opportunities for students to engage 40Read the full case study:
  • 41. Further educationNew College Swindon: New build utilising innovative wireless infrastructure tostreamline service delivery and provide a Wireless AnnexeNew College Swindon have taken advantage of a new build project to implement a complete wirelessconnectivity solution throughout the college, and within their own new building. This result has been directcost and time efficiency savings and enabled policy change to enhance access to the college network andresources for both staff and students.The wireless infrastructure has increased the flexibility of the building andbenefited the administration of course delivery, which in turn has alsoenhanced room bookings and group activities. The wireless network service isproving a reliable and first choice usable system, building confidence inelectronic content delivery.The existing wireless network in the college was failing to meet the demandand was unable to provide sufficient coverage due to a lack of access points(AP) and bandwidth across the campus. Therefore it was limited to providingconnections to college owned and domain registered computers. 41Read the full case study:
  • 42. Further educationCity College Plymouth: Video capture enhancing reflective practice and blendedlearningAccountancy students at City College Plymouth are reaping the benefits through the use of video camerasto capture group sessions as part of their problem-based learning projects. The recordings are being usedreflectively to encourage collaboration and improve confidence, inspiring a collective learner voice.Technology Advocate Kevin Burrows has championed this approach to blended learning at the college andhas also introduced Moodle and Google Docs to help support the students and also provide staff withsomeone they can turn to for advice and support.By capturing the students on video, particularly international students, thishas helped to develop their critical analysis skills and has enabled them toreview their performance and reflect.Kevin summed this up; “I would say most definitely, by getting the studentsto reflect and getting them to review the videos to reflect on how theyworked. They could also get a chance to see how their peers operated.” 42Read the full case study: