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Technology Enhanced Learning @ SERC
The document outlines the initiatives and strategies implemented by the SERC Learning Academy to enhance technology in education, focusing on staff development, mentorship, and integrated learning systems. Key highlights include the investment in staff training, the development of a Learning Engine for online pedagogy training, and the establishment of a virtual learning environment to support blended learning approaches. The aim is to improve the effectiveness and reach of educational strategies through technology while ensuring support for both students and staff.
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Technology Enhanced Learning @ SERC
- 1. Technology Enhanced Learning Paula Philpott Headof Learning Academy
- 2. Introducing SERC Learning Academy Investingin technology Strategy Systems development Leadership Conclusions. Investing in staff SERC Learning Academy Moodle Mondays and Webinar Wednesdays Learning Engine
- 3. South Eastern RegionalCollege (SERC) £46m annual turnover 4 Main Campuses throughout South East of Northern Ireland 1,025 expert and professional staff 35,000 enrolments per annum Over 5,200 business clients Partnering with 40+ local schools
- 4. Enterprise, Entrepreneurship andEmploymentLearning Academy Cloud Services Quality Systems Development Systems SERC Staff and Student Support Services Holistic Overview
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- 6. Early PD Collaboration CPD Leadership & Management Early PD •Staff induction • Supportive observations and tailored support • PGCE(FE) / CIT Collaboration and International Active Learning – Thailand and Japan Whole College approach to mentoring and TEL Continuous Professional Development • Mentored support • “Getting to grips with…” HE in FE programme • Professional Technical training • Learning Engine • Moodle Mondays / Webinar Wednesdays, Good practice videos Leadership and Management • CMI L5 leadership and Management • Management Development Programme Learning Academy OVERVIEW
- 7. Gap between thevalue of the technology developed and the ability to put it to work effectively.
- 8. Before the batonchanges hands the developers, managers and staff implementing the technological change need to be running in parallel.
- 9. Case Conferences Systems integrateall databases together to provide knowledge on students requiring support Qualifications on entry Attendance Likelihood to achieve Actions to support retention of student Ensures effective communication for the tutors who teach the student Enables staff to determine the most appropriate action to support the student at case conference where all relevant staff are in attendance Recurring problems or trends identified
- 10. Invest both inthe technology and also in its implementation.
- 11. Begin with theend in mind and backward design
- 12. Early Professional Development StaffInduction, PGCE and CIT
- 13. Supporting New andPart-time Staff • Flipped induction – staff can log on anywhere and at anytime to complete training • Website aggregating training resources and support • Supportive observations with specific needs focused support tailored to the outcomes of the observations
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- 15. Pre-mentoring assessment Targets Set Stage 1 Training Demonstration Lesson– teaching mentee’s class STAGE 2 Training Team Teach STAGE 3 Training Lesson observations STAGE 4 Post mentoring review Signposts for the way ahead STAGE 5 The mentors are observed annually and given formal feedback: Demonstration lesson Delivering training Quality AssurancePEER MENTORING PROCESS
- 16. 2012 2013 20142015 20162011201020092008 • 6 ILT projects trialled • ILT pedagogy mentoring project selected • Piloted in Essential Skills • 8 mentors • 78 staff mentored • 8 mentors • Joint research with Japan • Paper at Singapore symposium • 63 staff mentored • 15 mentors • 184 staff mentored • 8 mentors • 85 staff mentored • RSCNI award • 5 mentors • 55 staff mentored • Showcase presentation – Singapore • Workshops in Thailand and Japan • 9 mentors • 83 staff mentored • ‘best practice’ QAA • ISSES conference paper • 10 mentors • 121 staff mentored • Quality assurance • ‘best practice’ ETI • Shortlist TES award . 687 mentoring cycles 2061 classroom sessions Over 480 staff mentored Development of the Peer Mentoring
- 17. Pivotal role ofstaff
- 18. Project Based Learning– developing employability and entrepreneurship skills Project Based Learning Vs Projects • Industry focus • Real world problems 21st Century Learning •Identify left and right brain dominance Learning & Assessment through PBL • Digital skills Changing role of students and teacher Your text goes here Your text goes here. Your text goes here. Your text goes here. Your text goes here. Your text goes here.
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- 20. Learning Engine Thelearning engine is used to deliver pedagogy training to all lecturing staff, as well as mandatory training. Best practice videos
- 21. Learning Engine –User End
- 22. Learning Engine –Manager End
- 23. Pedagogy Modules The learningengine was used to deliver pedagogy training to all lecturing staff. Especially targeted for those staff who had been in the College over 10 years. Also used to store College Policies and Procedures for staff to read and access Best practice videos
- 24. 756 staff completed 2,624 learning moduleson the Learning Engine 18,460 Learning Engine Tasks, including the review of SOPs and Policies
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- 26. Whole College MoodleStrategy Bottom up and top down approach Applies to all courses, on all campuses Templates for consistency and feel (following focus groups with staff and students) Curriculum leaders taking ownership Content reviewed and critiqued by curriculum leaders at ‘Know and Show’ Teaching styles of curriculum leaders critiqued and peer assessed at Know and Show Lesson observation – critical element Timescale set for full implementation Student feedback critical to design and layout
- 27. SERC Virtual LearningEnvironment - 500,000 1,000,000 1,500,000 2,000,000 2,500,000 3,000,000 3,500,000 4,000,000 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Numberofaccessviews Internal Hits External Hits •4.2 million views •23% accessed from outside of the college
- 28. Consistent lookand feel through customised templates specific to the programme and the needs of the learners at that level Active learning Collaborative learning opportunities Online assessment of and for learning Feedback opportunities Extension activities and differentiation Self-paced learning opportunities, enabling students to learn at a time and place of their choice Access Blended Learning
- 29. Moodle Developments ProjectBased Learning – development of customised Moodle sites supporting learners Moodle App – Offline capability (allowing users to participate in activities in the app when they are not connected to a network) Moodle re-evaluation PLATINUM / GOLD / SILVER / BRONZE – criteria and categorisation of sites
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- 38. • Moodle Maintenance •Moodle guides and live support available • Course assistance • Content development • Audio/Visual support • Training eAuthors
- 39. eAuthors Range ofeAuthoring services Staff can avail of face to face or online support through the eAuthors to help with the development of their MOODLE
- 40. Thank You. Any Questions? Contactdetails: Paula Philpott Head of SERC Learning Academy pphilpott@serc.ac.uk www.serc.ac.uk @edtech7 @S_ERC