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Sola managers
This document discusses implementing blended learning at Heart of Worcestershire College. It provides two models for blended learning: PAL, which aimed for a 15% reduction in face-to-face teaching through online content but met with mixed success, and SOLA, which mandates 30-60 hours per year of online learning for vocational programs. SOLA has clear roles for coordinators, teachers, tutors and support staff. It also discusses lessons learned around engaging learners and staff, providing training and support, ensuring quality, and managing the implementation of blended learning through strong leadership and adequate resourcing. Overall, the college saw an 11% improvement in success rates and efficiency savings after implementing blended learning.
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Sola managers
- 1. Implementing blended learning Peter Kilcoyne ILTDirector Heart of Worcestershire College pkilcoyne@wortech.ac.uk
- 2. Why Blended Learning? •Make use of engaging learning opportunities offered through technology • Develop independent learning and digital literacy skills • Efficiency savings needed to deliver study programmes in challenging funding environment
- 3. FELTAG Recommendations “mandate theinclusion in every publicly-funded learning programme from 2015/16 of a 10% wholly-online component, with incentives to increase this to 50% by 2017/2018. This should apply to all programmes unless a good case is made for why this is not appropriate to a particular programme”
- 4. Model 1: PAL •15% reduction in F2F teaching • Course teams to deliver 15% of curriculum online • No remission • Shared responsibility across course team • Support from ILT team • “Martini” - learning
- 5. PAL – LessonsLearnt • Partial success • Some excellent practice but Mixed quality Mixed engagement Mixed feedback • Resistance from some staff and some students
- 6. PAL – LessonsLearnt • Making blended learning work across a whole college is challenging • Active learning – Moodle a place to do stuff not just get stuff • Clear roles and responsibilities • Remission for co-ordinator on each course team • Sessions should be timetabled • Increased participation monitoring • Regular assessment tasks
- 7. Model 2: SOLA •All FT L2 and L3 vocational courses • Level 2: 30 hours per year • Level 3: 60 hours per year • Timetabled delivery – usually in Learning Centres – supervised by Learning Centre staff
- 8. Overview - KeyFeatures of SOLA • 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, Open Educational Resources etc) • Learning activities through Moodle tools (e.g. forums. glossaries, journals, databases etc) • Assessment through Moodle tools (quiz and assignment)
- 9. Activity 1 • Discussion Howmuch blended learning will you do? Will you phase it’s introduction? Where will it take place? Can you support with your present infrastructure and staffing?
- 10. Examples of SOLAModules Go to http://showcase.howcollege.ac.uk Activity 2 Look at and evaluate some HOW College blended learning resources
- 11. Roles • SOLA Coordinator– plan scheme of work, agree SOLA outcomes with teachers, ensure assessments are marked, monitoring engagement (given approx.18 hours per year for this per group) • Teachers – plan, agree with coordinator, build SOLA with SOLA Team • Personal tutors – monitor engagement and follow up in individual and group tutorials • Learning Centre staff –support SOLA sessions in Learning Centres • CRQ (Curriculum) Managers and Leaders – lead and monitor implementation within their teams • SOLA Support Team (part of ILT team) – Provide templates, training, support teachers in developing SOLA Modules. Overall monitoring and reporting to SLT, supporting QA
- 12. Activity 3 -How will these roles map to your College • Management at course level • Co-ordinator at course level • Monitor engagement • Challenge poor engagement • Timetabling • Supervision • Write content / build courses • Support online course development • Assessment • SOLA CPD • Quality Assurance
- 13. Lessons learnt -Learner Engagement • Engaging content • Video, Interaction, Quizzes • Emphasised in F2F not stand alone • Monitoring • Non participation challenged
- 14. Activity 4 • Groupdiscussion. What challenges will you face engaging learners? How will you manage these challenges?
- 15. Lessons learnt -Lecturers Engagement • Effective CPD • ILT support • Strong leadership and support from curriculum manager • Commitment to making blended learning succeed • Integration with F2F learning
- 16. Lessons Learnt –Staff Skills • Bespoke CPD for SOLA Co-ordinators, Teachers, Personal Tutors, Learning Centre Staff and Managers • Online and F2F CPD • Best practice sessions • Team sessions
- 17. Activity 4 • Discussion Whattraining and support will you need to put in place for lecturers? Will you face any resistance and if so how will this be addressed?
- 18. Lessons Learnt -Quality • Quality framework • SOLA Observations • Learner feedback – QUISTS, Surveys, Observations • Sharing best practice
- 19. Lessons Learnt -Management • Implementing blended learning is challenging • Strong consistent message from Senior and Curriculum Managers • Planning – long lead in, pilot • Resourcing – learning centres, ILT support, abatement • Monitoring and challenging
- 20. Lessons Learnt -Support • HOW College - 3 FTE SOLA Advisors • Each with workload of specified courses • SOLA Advisor works in partnership with SOLA Co-ordinator to build SOLA courses
- 21. Activity 5 –Supporting Blended Learning • Discussion What support will you need in place? Is this already available or will new resource be required?
- 22. Activity 6 –enabling a blended learning curriculum Identify three potential barriers to embedding blended learning in the curriculum. How could these barriers be addressed?
- 23. Impact of ImplementingBlended Learning • 11% Improvement in success rates • Efficiency savings over £250K per annum • Improved digital literacy and online learning skills in staff and students • Improved independent learning skills in students
- 24. Working with HOWCollege • Consultation and CPD in your organisation • Using our SOLA content • Online blended learning training for teachers (BOLD) • e-learning content (off the shelf or bespoke) • Design e-learn L3 and L4 Diplomas • Blended Learning Consortium • Annual blended learning conference
- 25. Partners and externalcustomers
- 26.
Editor's Notes
- #8 All Level 2 and Level 3 courses and all AS and A2 courses include SOLA delivery as follows: Level 2 courses: 30 hours SOLA per year (one hour per week) Level 3 courses: 60 hours SOLA per year (two hours per week) AS and A2: 30 hours per year per subject (one hour per week per subject) The first three weeks of SOLA in September 2013 will be online induction into learning effectively online SOLA delivery is timetabled – usually in Study Centres – and supervised SOLA Modules are intended to deliver, enhance, support and assess learning
- #12 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