1. North East Worcestershire College – Using bloggs for FE Learners
Title of the case study: Using blogging tools in FE teaching
1. Date of case study: The session discussed here took place on the 30th
November 2009
2. Summary: The main aim of this project was to identify opportunities to better
support low ability students to communicate and develop their analytical skills
using a more relevant and approachable method of communication.
3. Provider profile:
North East Worcestershire College
Bromsgrove
James Yorke e-Learning Advisor
Slideslow Drive,
Bromsgrove,
Worcestershire,
B60 1PQ
jyorke@ne-worcs.ac.uk
Art and Design– I staff member + E learning advisor to support
BTEC First Diploma in Art and Design – 18 learners
4. Action plan aims:
• Identify a medium for communication that the identified group feel relevant
• Increase learner inclusion by using web based technologies
• Increase use of VLE by learners & staff in and out of class time
5. Implementation:
1. Identified a suitable group who would benefit from using alternative
methods of recording work and generating discussion
2. Held meetings with the arts and design lecturer to identify the most
suitable format of lesson for students and subject, setting aims and
objectives for the sessions that will use blogs
3. Developed materials; flash video clip, online and printable pdf guides to
blog use for both students and for staff - to be held on the VLE for others
use
4. Deliver training for staff and students in using weblogs in the College VLE
5. Create a suitable lesson format with lecturer. Format will include use of
ILT and engage student in using the VLE blogs to meet the previously
outlined lesson objectives. This involved creating a simple html page in
the Colleges VLE with embedded video clips and discussion points for the
students to blog responses to.
6 a. Successes:

2. The Tutor’s enthusiasm was key in buying into the concept and participating in
development meetings. The students all seemed involved in the task using
online videos that had been incorporated into the lesson delivered via the VLE to
enhance their understanding of the set discussion points. They were excited to
be able to try out a new approach and most were able to use the blogging
features of the VLE with little or no additional support than the initial training
given at the start of the session.
Materials that were created can be used for future cohorts and tutors.
There were also secondary benefits identified in terms of the Tutor’s engagement
with Moodle VLE. They have now begun to start using the VLE in a more
interactive way, independently.
6 b. Challenges:
The Tutor was initially nervous due to the lack of use of the VLE’s blogging
system within the College though their enthusiasm soon shone through.
There were a very small number of students who experienced issues with using
the blog and struggled to save their work, this could be improved by ensuring that
all students have understood this fundamental stage of the lesson perhaps by a
brief Q & A before students begin working on their blog responses to the set
discussion points.
The questions were designed to elicit discussion rather than open or closed
responses though some students did take this route, this was overcome though
through the blog medium as the lecturer could check via the VLE students
responses and identify those who needed more support. Pupils could then easily
edit their post adding more detail as they discussed and thought more about the
points raised.
7. Impact and outcomes:
• Lecturer is much more positive about the opportunities that eLearning can
provide to enhance their approach to teaching and learning.
• Lecturer is now able to take the posts as discussion points for further work
in the following session and use the messaging tools of the VLE to give
feedback to individual students
• Some learners who were normally reticent in discussion work showed
more involvement by using the medium
8. Lessons learnt:
• Learners do not automatically understand technology or do they always
fully understand or remember instructions given to them on the use of new
technology – constant reminders of how to save etc would have been
beneficial
• How students access the blog posting needs to be simplified when using
moodle, students had issues accessing the discussion points and the blog
simultaneously; this can be overcome with a simple link inserted into the
lesson page.
• Staff would benefit from a help sheet or guide on ideas of how to format a
lesson around the use of blogs within the Colleges VLE and how they
could be incorporated into teaching and learning

3. 9. Next steps, ensuring sustainability:
The lecturer has already used the tools within the VLE and the blog to leave
feedback to learners and to work on strengthening their responses to the issues
raised. Following the success of the session it is planned that more sessions will
use the blog tool as an informal assessment and communication tool allowing
staff to view students progress through the course.
The use of blogs and other blended learning opportunities are becoming more
likely with other staff, who have taken an interest in this project. The reporting of
this activity is encouraging others to identify future opportunities for blended
learning options.
10. Comment from staff involved
11. Key words and tags you would apply to your case study.
FE; blended learning; Blogging; Moodle; VLE; Art and Design.