3. • enabling every member of the teaching and leadership workforce to become
a professional digital practitioner
• engaging teachers and having a good uptake, which is sustained throughout
the MOOC
• focusing on quality (as defined by the Ofsted framework) and flexibility of
delivery
• helping vocational teachers prepare their learners for the world of work
• sustain the optimal use of learning technologies throughout the sector
• fostering a sustainable community of professional practice in blended
learning
Online CPD course in Blended Learning: Aims
• enabling every member of the teaching and leadership workforce to become
a professional digital practitioner
• engaging teachers and having a good uptake, which is sustained throughout
the MOOC
• focusing on quality (as defined by the Ofsted framework) and flexibility of
delivery
• helping vocational teachers prepare their learners for the world of work
• sustain the optimal use of learning technologies throughout the sector
• fostering a sustainable community of professional practice in blended
learning
4. Professionals debating the latest teaching ideas
Video presentation of
new approaches and
methods in the field
Dynamic links to other
resources and tools
Discussion and debate
with their peers
5. Online CPD course in Blended Learning
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
SA A N D SD
I am confident about using a Blended Learning
approach
Pre-course
Post-course
A barrier to applying Blended Learning in their
context is limited knowledge about what is possible
Pre-course 54%
Post-course 13%
Agree confident:
Pre 53%
Post 76%
6. Online CPD course in Blended Learning
Headline data
Marketing campaign attracted 13,000 enrolments
7,000 active learners in Week 1 – 60% in UK
77% completed at least one step in each week
Structure of the course – 96% agreed it was clear/fairly clear
Very positive feedback about course design (>70% agree all questions)
Majority found peer review activity useful
91% found educators very/fairly engaging
7. Online CPD course in Blended Learning
Course design
82% found level of course ‘about right’
82% felt amount of time needed for course ‘about right’
88% felt course length was ‘about right’
Highest rated activities:
Crib sheets (87%)
Quizzes (86%)
Focused Discussion Questions (79%)
Padlet wall (73%) – crowd-sourcing the good ideas and effective practice
8. …the teaching professionals in the sector to build community knowledge related
to learning and assessment technologies
…able to continue adapting to the changing technological opportunities and
stakeholder requirements.
In particular, to:
• enable every member of the teaching and leadership workforce to become a
professional digital practitioner, as appropriate to their role;
• support teaching and learning technology innovation on the large scale;
• sustain the optimal use of learning technologies throughout the sector; and
• encourage the sharing of effective practice.
and thereby foster a community of professional practice in blended learning.
The Academy’s role would be to enable professionals in the sector to articulate
what they already know, and to build knowledge through sharing effective
practice.
FE Online Academy Scoping Report: Aims
9. Curated resources might include, for example (not supplied by Ufi MOOC):
• online tasters, to encourage people to find out more
• a ‘starter’ pack for those who are unfamiliar with digital environments, providing
resources for local Digital Champions to run place-based groups
• links to existing and new resources, tools, templates, toolkits, services, key policy
documents, reports, research outputs, project reports, themed collections, etc.
• case studies of effective use of LTs in colleges, ACL, and WBL
• case studies contributed by employer-based learning and college alumni now in
employment, to assist with improving ‘the line of sight to work’
• links to BETT resources and student competition outputs on what learners need
• links to existing repositories, Jisc, ETF, ALT etc resources and services, project
outputs, curriculum resources, and other sector providers of accredited courses.
FE Online Academy Scoping Report: The offer
10. Workshop courses (not supplied by Ufi MOOC):
• Core and optional timed activities offered within a default learning sequence
• Short duration (~4 weeks) sessions of ~3 hours core and ~3 hours optional work
per week
• Cohort-based scheduled events with open access, as well as on-demand access
• Collaborative learning activities to follow on for groups with common interests,
sometimes across organisations, to contextualise general principles and generic
resources and tools to subject area, or local needs
• Learning analytics that give participants and tutors a profile of participant
activity
FE Online Academy Scoping Report: The offer
11. 3.2 3.4 3.6 3.8 4.0 4.2 4.4
There are few exemplar organisation…
Staff not encouraged to use technology so…
Funding methodologies that are inimical to…
Lack of guidance on what would constitute…
Lack of funding to purchase technology.
Little recognition that learning technologies…
Focus on omission and error in inspection…
Lack of headroom for managers to support…
Lack of credit and recognition for…
Lack of direction at a strategic level…
Reliance on individuals to champion…
Lack of resource to provide release and…
Lack of resource to provide release and support for staff
Reliance on individuals to champion innovation
Lack of direction at a strategic level
Lack of credit and recognition for innovative use of technology
Lack of capacity for managers to support innovation
Focus on omission and error in inspection and QA
Little recognition that learning technology can meet challenges
11
Our challenge: Teachers’ actual experience of learning technology
innovation (ALT survey, cross sector, 2014)
12. Notes
• ELMAG from ETF for leaders
• Mastering governance of teaching – 2 hours a week for 6 weeks run
online by Bob P, larger cohort by going fully online
• Check Jisc FEstudent digital skills
