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Nader Jarmooz
Forth Valley College
2014
To maximise Inclusion
To enhance Learner Engagement
The primary aim of Technology Enhanced Learning and
Teaching is to emp...
Many more individuals considering retraining and entrepreneurship
through blended learning. Empirical research have shown ...
The PDA in Project Management is designed to enhance and
accredit the skills of individuals in the project management
envi...
Programme’s guiding principle remains inclusion and engagement:
• Inclusion refers to access, regardless of physical barri...
Moodle is adopted by many institutions as the de facto open source
e-learning platform. It forms the primary platform for ...
Blackboard Collaborate provides the synchronous live workshops
for enhanced learner engagement and participation in a virt...
e-portfolio provides learners with personalised online space:
 creating individual profiles;
 maintain diaries/blogs
 u...
Perhaps the greatest achievements of the PDA programme have
been in terms of its output and its knock-on effect on use of
...
Learning can best happen in an environment that promotes and
encourages the efforts of learners within the context in whic...
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Utilisation of web based technologies

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Utilisation of web based technologies

  1. 1. Nader Jarmooz Forth Valley College 2014
  2. 2. To maximise Inclusion To enhance Learner Engagement The primary aim of Technology Enhanced Learning and Teaching is to empower learners to take charge of their own learning, thus enthusing in them a sense of pride and responsibility.
  3. 3. Many more individuals considering retraining and entrepreneurship through blended learning. Empirical research have shown very little difference in overall outcomes between synchronous and asynchronous learning and teaching. Our challenge was two folds: 1. Firstly, be as inclusive as possible with respect to accessibility and participation; 2. secondly, to make learning as vocational and relevant to learner’s requirements, thus resulting in increased learner engagement. To reconcile these two issues, a blended mode of synchronous and asynchronous model was developed.
  4. 4. The PDA in Project Management is designed to enhance and accredit the skills of individuals in the project management environment; The accredited course by Scottish Qualification Authority (SQA) and Chartered Managers Institute (CMI) was adopted as the pilot programme, and adapted for online delivery. The programme is taught entirely online through Moodle and Mahara (e-portfolio), with supporting live online workshops via Blackboard Collaborate.
  5. 5. Programme’s guiding principle remains inclusion and engagement: • Inclusion refers to access, regardless of physical barriers; and affordability, by keeping the fees as low as possible given the reduction in physical resource requirements • Engagement is achieved through virtual vocational training, i.e., the course teaches the mechanics of project management and provides the knowledge and tools to be applied to real projects being undertaken by the individual at work. In order to maximise access and engagement the programme is delivered entirely online utilising three e-learning platforms: Moodle, Blackboard Collaborate, and e-portfolio
  6. 6. Moodle is adopted by many institutions as the de facto open source e-learning platform. It forms the primary platform for asynchronous delivery of the PDA programme. Learning and teaching: course resources and lessons are provided as a library and form sequential chapters containing teaching notes; other media such as embedded webcasts; and assignment submission, feedback, and grading. Forums and workshops: information is exchanged between tutor and learners; and activities such as online Collaborate workshops and e-portfolio are planned and accessed. Administration: learners are enrolled and graded through Moodle; and records are kept within Moodle environment for quality assurance.
  7. 7. Blackboard Collaborate provides the synchronous live workshops for enhanced learner engagement and participation in a virtual community.  Collaborate sessions can be arranged as activities within Moodle and allow the participants to meet in a virtual classroom environment where they can discuss ideas, resolve queries, and create a virtual community.  The facilities within Collaborate offer smartboard, web touring, and application sharing. Learners can also breakout into multiple virtual rooms for group activities and collaboration.
  8. 8. e-portfolio provides learners with personalised online space:  creating individual profiles;  maintain diaries/blogs  upload and edit documents  create groups for peer review and collaboration. e-portfolio is maintained online as an electronic archive, thereby offering security and mobility.
  9. 9. Perhaps the greatest achievements of the PDA programme have been in terms of its output and its knock-on effect on use of technology within the Organisation. the current cohort consists of lecturers, managers, and engineers undertaking the programme as part of their Continuous Professional Development (CPD) Their efforts have created the sum of output that exceeds the benefits offered by the programme itself. The success of this approach to blended learning has helped in creating a standard template for blended learning at FVC.
  10. 10. Learning can best happen in an environment that promotes and encourages the efforts of learners within the context in which people. Therefore, in order to ensure successful outcome, the programme’s goals and objectives have also been aligned with the learner’s goals and objectives. Technologies afford us the opportunity to enhance teaching and learning in terms of support for people and objects that are not within physical reach. Technology enhanced learning is becoming more relevant in informal learning by challenging the established perceptions of objectives and evaluation; as well as assisting in competency identification and tracking learner’s progress.

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