e learning in action

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e-learning Standards in action

Examples of effective practice

in the lifelong learning sector

Embedding e-learning into curriculum practice

A handbook for teachers, trainers and curriculum leaders

2005


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e-learning Standards in action

Examples of effective practice

in the lifelong learning sector

Embedding e-learning into curriculum practice

A handbook for teachers, trainers and curriculum leaders

2005


3/26

1

e-learning Standards in action - Examples of effective practice from the lifelong learning sector

Acknowledgements and background

This publication has been created as a handbook for teachers, trainers and curriculum leaders and illustrates award-winning examples of the

embedding of e-learning into the post-school curriculum. It should be read in conjunction with the FENTO ILT Learning Standards which aresummarised in the booklet. The work of FENTO was subsumed from 1st January 2005, into the UK Lifelong Sector Skills Council - LLUK.The Standards are also detailed on the Lifelong Learning UK website at www.lifelonglearninguk.org

You may copy extracts from this document for staff development and initial teacher education purposes on condition that the source is acknowledged.

Front cover illustration used with permission of LSDA.

FENTO and LSDAFirst published 2004www.lsda.org.uk

Published 2004 FENTO on behalf of the LSDA

The work to create this booklet was undertaken by a partnership working group from FENTO and LSDA staff working for the National Learning Network (NLN). Thanks are

due to Markos Tiros, Danny Atwere, Geoff Foot and Ruth Dryden from LSDA, and to John Clossick, Richard Dunn and Kim OBrien from FENTO.This work was supportedby a grant from National Learning Network.


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e-learning Standards in action - Examples of effective practice from the lifelong learning sector

Introduction

These examples of effective practice should be read in conjunction with the e-learning Standards (the e-learning Standards document can bedownloaded from the Internet at www.lifelonglearninguk.org). The examples are not intended to be definitive, but should be seen as a firststep in the development of a list of practical examples which illustrate effective practice in the application of e-learning.

These exemplars:

Show how the e-learning Standards can be implemented Provide a ready source of good, practical examples of the embedding of e-learning into curriculum practice Encourage teachers, trainers and trainee teachers to implement the standards as part of their teaching and training practices.

Each example provides:

Details of an application of effective practice and its benefits References to appropriate units in the e-learning Standards

The awards or achievements for each example The curriculum area of each example Potential for transferability to other curriculum areas Details of how to get more information

The Lifelong Learning UK website at www.lifelonglearninguk.orgwill provide an updated list of hyperlinks to the websites that contain theoriginal information and provide further information.

We hope you find the examples helpful and would welcome any feedback that helps us to improve the next edition of this booklet.Please send comments to: [email protected]

Our thanks go to the participating organisations in England, Northern Ireland, Scotland and Wales.

Markos Tiris John Clossick

Executive Manager Standards & Qualifications Manager

e-learning and technologies LLUK

LSDA


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3

CONTENTS

Page

4 Definition of e-learning in post-school education and training

5 Summary overview of e-learning standards

6 Summary overview of e-leadership standards

7 How to use this guide

8-19 Examples of effective practice

20 Jargon buster


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4

Definitionsofe-learninginpost-schoo

leducation

Inthepost-16sectortec

hnologyisbecomingwidelyused

topromotelearning,enrichthelearning

environmentandenhanc

etheeffectivenessoflearning.Th

eFENTOILTstandardsdevelopedsome

descriptorsofcommonly

usedtermsinpost-schooleducationandtraining.Thevocabularyis

stilldevelopingwiththefollowingacronymsbeingwidelyused:

e-learning

ElectronicL

earning

e-learningislea

rningsupportedorenhancedt

hroughthe

applicationofin

formationandcommunicationstechnology.

ILT

Informationand

Thisisusedtorefertotheuseofinformationand

LearningTechnologies

communicationtechnologiestosupportthecorea

ctivitiesof

educationalorga

nisations.

ICT

Informationand

Thecombination

ofcomputingandcommunicationtechnologies

Communication

(includingcompu

ternetworksandtelephonesyste

ms)that

Technologies

connectsanden

ablessomeoftodaysmostexcitingsystems

e.g.theInternet.

IT

InformationTechnology

Thecomputerinfrastructure,hardwareandsoftwa

reusedto

processdataanddeliverinformation.

Thereareabroadspectrumofactivitieswhichconstitutee

-learning,fromstraightforwardap

plications

whichenhanceclassroom

activitiestofulldistance,online

andremotelearning.Inundersta

ndingthe

relationshipbetweenILT

ande-learning,ILTalsoencompa

ssesleadershipandmanagemen

tissues.

Thefollowingrelationship

illustratesthis:

ILT=e-learning+e-leadership

IT

ICT

e-learning

ILT


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8/266

Summaryovervi

ewofthee-leadership

standards

Thesestandardsareanamplificationoftheprofessionalstandardsforleadershipandmana

gement

inthelifelonglearningse

ctorinEnglandandWalesinthe

e-leadershipcontext.

Additionalstandardsthatapply

Thesestandardsaboves

houldbeusedinconjunctionwith

unitQwhichadvocatesaprojec

tleadership

approachtotheadoption

ofICT.

M:Createaculture

thatencourages

innovationinILT

M1

Communicatethevalu

etheorganisationplacesoninnovationinILT

M2

Supportcreativityand

innovationinILT

M3

Publiciseindividualandcollectiveachievementsininnovatio

ninILT.

N:Leadthe

organisation

sILT

vision,strate

gy

andobjectives

N1

Securecommitmentto

thedevelopmentoftheorganisationsILTvision

N2

DeveloptheorganisationsILTstrategyandobjectives

N3

Communicatetheorga

nisationsILTvision,strategyandobjectives

N4

Reviewtheorganisatio

nsILTvisionandstrategy.

O:Secure,dep

loy

andmonitor

the

useofhuma

n

andoperatio

nal

resourcesfo

rILT

O1

Securehumanandop

erationalresourcesfortheorganisationsILTstrategy

andplans

O2

DeployhumanandoperationalresourcesfortheorganisationsILTstrategy

andplans

O3

Monitortheuseofhum

anandoperationalresourcesforthe

organisations

ILTstrategyandplans

O4

Evaluatetheuseofhu

manandoperationalresourcesforth

e

organisationsILTstrategyandplans.

P:Develop,

implementa

nd

monitorpolicies

fortheacquisition,

maintenance

and

useofILT

P1

Developpoliciesfortheacquisition,maintenanceanduseo

fILT

P2

Implementpoliciesfor

theacquisition,maintenanceanduseofILT

P3

Monitorandevaluatep

oliciesfortheacquisition,maintenanc

eanduseofILT.

Q:Conductan

ILT

development

project

Q1

PlananILTdevelopme

ntproject

Q2

ImplementanILTdeve

lopmentprojectplan

Q3

Reviewtheimpactoftheproject.


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How to use this guide

Q - Conduct an ILT development project Award or achievements

Name of projectProject details Q - Projects LSDA Q Project AwardCurriculum example All Awarded by:

Institution LSDA LSDA

Application

ILT standards ref.

Unit Q

Q1 Plan an ILT

development project

Q2 Implement an ILT

development project

plan

Q3 Review the impact of

the project

Who is it for?

The Q-project methodology canbe used by staff across allcurriculum areas and associatedsupport areas where ILT is to beintegrated into teaching andlearning.

Can it be passed on to othercurriculum areas?

Cross-curriculum

Further information and linksto project detailsApproximately 50 projects randuring 2002/03 and 80 during2003/04.Associated Q-forms andproject details are available on:www.learningtechnologies.ac.ukMany of the materials producedare also freely available fromLSDA, contact:[email protected]

Module Q within the Ferl

Practitioners Programme (FPP)contains a comprehensive guideon implementing unit Q. This isfreely available for downloadunder the NLN initiative:ferl.becta.org.uk/fpp

www.lifelonglearninguk.org

Putting Unit Q of the standards into practice - fundingwas made available to allow organisations to give timefor staff to develop their ILT skills in teaching andlearning. The application, monitoring anddissemination follow the criteria laid down in the unitwith respect to planning, implementation and review.Application is made through a Q-form which outlinesthe criteria associated with unit Q of the standards, i.e.

Project title, objectives and outcomes Beneficiaries, resources and any training

requirements Action planning using milestones

Part of the Q-form is used to monitor the progress ofthe project and identify areas of concern oradjustments in the milestones.

Another part of the Q-form is used to review theoutputs achieved in doing the project and anymaterials developed

Benefits

Encourages the development of ILT skills Follows an established project management

structure Project creates time for staff to develop their

ILT skills LSDA encourages dissemination of staff

experience in doing a Q project and to shareany outputs produced

Applicability

ILT Standards

Reference

Project description and benefits

Links to furtherinformation

Transferability

Target audience

Award or

Achievements


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Facilitate learning online using ILT Award or achievements

Name of project Clic Clic Cymraeg Best Welsh website award

Curriculum example All Awarded by:

Institution Coleg Menai - North Wales LSDA

Application

ILT standards ref.

Unit C*

C*1Facilitate online

learning for

individuals

C*2Facilitate online

learning for

groups of

learners

Who is it for?

This package was developed for ACL

sector learners, available on CD ROMand on the web, which :

is a taster package for learnerswho are unsure about learning amodern language

can be used to reinforce learningat home

has no assessment included

Can this approach be used in other

areas?

Package design can easily be

adapted for any modern foreignlanguage.The project website allows

you to test out the materials

Further information and links to

project details


This project developed an e-learning taster package for potential learners of the Welsh language

which could be adapted for any modern foreign language. It is intended for:

complete beginners needing an introductory taste of the language before joining a class those learners who have had about 40-50 hours of tuition at stage 1 level and who would like

a refresher course before embarking on a stage 2 course

This project was primarily focused on an introduction to spoken Welsh and involved the creation

of web pages and editing spoken audio into .MP3 files.

The course, which assumes no previous knowledge of Welsh, consists of twelve units. Each unit

introduces learners to elementary language phrases used in the everyday dialect of North Wales:

Lesson 1 Basic introductions and greetings

Lesson 2 Further greetings and how to ask Where do you live?Lesson 3 Work, and how to say I like.

Lesson 4 Talking about other people.

Lesson 5 Forming negatives.

Lesson 6 Discussing the weather.

Lesson 7 How to say Where do you come from?

Lesson 8 Possession: I have a ...; Do you have a ...?

Lesson 9 Introduction to gender, number and money.

Lesson 10 Talking about what other people have or own.

Lesson 11 How to ask and answer May I...?

Lesson 12 How to say what you did in the past (simple past tense).

Benefits

Learners can access the package via the web at any time or via CD ROM It can be used as a taster package and introduces learners to languages without

commitment

Approach to language teaching can be used with any modern foreign language

ApplicabilityDescription


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ILT standards ref. Description

Unit B

B1 Identify

opportunities for

using ILT

B2 Provide ILT

materials to

support learning

B3 Select

appropriate ILT

learning

environments

Who is it for?

Learners undertaking chemical

experiments in a laboratory context(as typically found in many post-school organisations) and schools.But it could be applicable to workbased learning and other

organisations where experimentationtakes place.


areas?

Video clips are ideal to illustrate anysituations which:

are dangerous for a learneraudience e.g. health & safetyimplications

are difficult or expensive toimplement

need to be shown frequently

show rare occurrences


project details


In a typical chemistry class, it is often difficult to teach learners the correct use of apparatus and

safety precautions for handling chemicals and equipment before they perform an experiment.

They also need to have a clear understanding of chemical reactions and how to handle them.Such experiments are often time consuming with unpredictable outcomes and prohibitive safety

considerations. This Q-project was initiated to explore the potential of video technology as a

medium for teaching practical experiments in the classroom. The capturing of practical

experiments and activities on video delivered through the College intranet offered a quick method

of illustrating expected outcomes of experiments for use in the in the classroom. It also enabled

learners to access remotely learning materials hosted on the intranet, reinforcing learning and

meeting different levels of learner ability. The material was design to meet the requirements of

the AS in Chemistry offered by OCR.

Foundation Chemistry

Elements and their compounds (1) reactions with hydrochloric acid reactions with oxygen and water the properties of limewater

Elements and their compounds (2) the oxidising power of chlorine tests for halide ions chains and rings

The oxidation of alcohols control of oxidation using differentreaction conditions

Benefits

Demonstration techniques using video in this way save time and are safe Material is easily accessible by the learner Video technology as a learning medium can enhance the experience for learners It allows learners to compare classroom practices Learners learn better through visual aids

Applicability

Plan to use ILT as part of the learning programme Award or achievementsApplication

Name of project

Curriculum example

Institution

Video clips for dangerous experiments

Science - Chemistry

Winstanley College, Wigan - North West of England

Q project award

Awarded by:

LSDA


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Facilitate Online Learning Award or achievements

Name of project English GCSE online Beacon Award for e-learning

Curriculum example English Awarded by:

Institution The Sheffield College, Yorkshire & Humberside AOC

Application


Unit C*

C* 1 Facilitate

online learning

for individuals

C*2 Facilitate online

learning for

groups of

learners

C*3 Support the

development of

online learning

communities

Who is it for?

English GCSE Online is suitable for

learners who find it difficult to get to atraditionally taught classroom based

course and dont already have an

English GCSE qualification.


areas?

This method of online learning

implementation can be applied to all

subjects.


project details


The college recognised the need for flexible learning opportunities for those who had been

previously switched off from education or simply could not attend a traditional class. College staff

developed an online GCSE English course in which learners study with classmates and tutors viaa WebBoard conferencing system and email.

The majority of course activities took place online with tutor support by email. This involved using

web-based course materials, completing assignments and participating in collaborative activities

with fellow learners. This was supported by:

guidance from an experienced English GCSE specialist who provides online support twoor three times a week, or as necessary

quality learning materials which explain everything clearly and in detail tutors facilitating small online classes of learners to offer support and encouragement

External evaluation of the course indicated that the course has been highly successful and

highlights contributing factors as: quality of course design and materials quality of tutor support individualised learning facilitated by the online environment formative assessment embedded into the course differentiated teaching facilitated by the online environment team working - use of tutor strengths to enhance learning strong administrative support

Benefits

In the period examined the course had a 100% success rate.Every learner who completed

achieved a grade C or above. More than half of the learners achieved grade A or A*, and in

2002 one third achieved grade B.

Applicability


13/2611

Track and assess learners using ILT Award or achievements

Name of project Portable portfolios (Palm PDA) Innovative ICT Project

Curriculum example NVQ based programmes Awarded by:

Institution Dudley College of Technology, West Midlands LSDA

Application


Unit F

F1 Track learners

participation with

the help of ILT

F2 Assess, with the

help of ILT, what

individuals have

learned and

achieved

F3 Record and

report on

learners

progress and

achievements

using ILT

Who is it for?

Learners who work towards evidence-based accreditation in the work place

and those interested in innovative

applications of new technology and

the benefits of e-portfolios.


areas?

This methodology could be applied to

any evidenced-based programme

Further information and links toproject details


This project was developed for learners who work towards evidence-based accreditation in the

work place. It gave them an opportunity to do so with minimal disruption to the workplace by

fitting into the work patterns of that environment. Through an electronic equivalent to the paper-based portfolio, it provided a sustainable, affordable and efficient method of assessment and

verification.

The development originated as a response to a number of issues arising within NVQ based

assessment, which included needing to:

decrease the volume of paper in learner portfolios encourage learners to gather work-based evidence regularly find a sustainable way of gathering, storing and assessing work based evidence identify a more time-efficient way for tutors and verifiers to assess evidence gathered

The simplicity and ease of operability of the system made it easier to collate and log work basedevidence and map this against the criteria than traditional systems. The project was also

successful in introducing palm PDA applications to learners and tutors, thus making them more

aware of how applications of non-PC IT products could be applied in these situations.

Assessors are able to have access to all learners portfolios at any time through either a Palm

Pilot or a standard web browser.Two-way communication is facilitated through the integral

messaging system without the need for email or additional software. The project has increased

the flexibility with which assessors work with learners and the variety of sources available for

evidence generation. Internal/external verifiers are also able to access portfolios through the

Palm Pilot or Internet when required.

Benefits:

Maximises the opportunities that work-based learning offers Learners gather work-based evidence with ease Applicable to a variety of work-based situations Time-efficient way for tutors and verifiers to assess evidence Internal/external verifiers are able to access the portfolios through the Palm Pilot or

Internet as required

Applicability


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Champion the application of ILT to teaching and learning Award or achievements

Name of project ILT Champions ILT Champions award

Curriculum example General Awarded by:

Institution Thomas Danby College - Leeds, Yorkshire and Humberside region NILTA

Application


Unit G

G1Provide

information to

support ILT

developments

G2Identify and

disseminate good

practice using ILT

G3Design and

implement

development

programmes to

enable staff to use

ILT

G4Contribute to the

evaluation of the

organisations ILT

strategy and

practice

Who is it for?

Primarily for post-school education

but the methodology is applicable tomany organisations which want to

embed ILT into curriculum

implementation.


areas?

Principles can be transferred to many

teaching and learning organisations.


project details


Thomas Danby College sent two members of staff to take part in the NLN ILT Champions

programme including a current director of a faculty. Information about the ILT Champions

programme was cascaded within the college and as a result one ILT Champion started to initiatedevelopments with the college VLE. Enthusiasm for the VLE led to the setting up a network in the

region where staff could share good practice, problems and solutions, and they instigated a

number of initiatives within the college, with substantial support from the senior management

team.

The College supports the embedding of e-learning through the college strategic plan in a

number of ways:

a specific ILT Intranet site and regular ILT newsletter an ILT mentoring programme for new staff to ILT; mentors have a laptop or time

allowance

induction programme for all new staff which includes ILT training and awareness in house training programme in place which includes the Ferl Practitioners Programmewhich staff access online

good practice events open to all staff to share experiences and learning materials regular ILT meetings are arranged to inform and update staff on ILT developments examples of staff using ILT are celebrated on large posters to encourage others staff development programme for ILT in place which includes small ILT curriculum

projects and LSDA Q projects

ILT surgeries held 4 times a year the college teacher training courses, in consortium with Huddersfield University, cover

ILT

Benefits:

The College 3-year strategic plan covers the embedding of e-learning in teaching and learning

quality assurance, self-assessment and observation. These activities allow the resulting action

plan to be revised every 6 months.

Applicability


15/2613

Plan to use ILT as part of the learning programme Award or achievements

Name of project Information Handling Skills Project SFEU Project

Curriculum example General Awarded by:

Institution SFEU in conjunction with associate Scottish partners SFEU

Application


Unit B

B1 Identify

opportunities for

using ILT

B2 Provide ILT

materials to

support learning

B3 Select

appropriate ILT

learning

environments.

Who is it for?

The development of this project can

be tailored to meet groups of 16+learners across a range of different

organisational settings.


areas?

Can be used in a variety of settings:

as a resource to demonstratesearch skills or techniques

within training sessions/courses

course work (include inplanning sheet) seminars and tutorials


project details:


There are many resources available for information skills and information literacy which are often

written by library and information professionals for other colleagues or for learners undertaking

research or assignments. This means the language and much of the content may not beparticularly appropriate for a 16+ audience.

The Information Handling Skills Project was developed to find learning materials that exemplified

a range of information skills needed for post-school learners The project developed interactive

online courses to demonstrate how to use and retrieve information from a variety of sources for

example books, newspapers, journals, CD-ROMs and the web to name just a few and set these

within a variety of scenarios/themes such as Employment; Leisure; Research; Shopping and

Travel.

The content takes the learner from the known to the newin appropriately sized stages and

caters for different abilities. The materials are designed to be interactive and stimulate

responses from the learner - engagement being one of the most significant factors affecting howthe learner progresses.Examples include:

Planning, searching for information, searching the web, Boolean searching and keywords Evaluating the suitability and reliability of information sources and currency of information.

The projects aims and objectives were to develop online learning materials that would:

Involve use of information skills within a range of media - text-based, internet, etc Produce online content developed on the principle of using interactive, multimedia

elements to support the pedagogy

Be generic but written in such a way as to include a wide range of topics and skillsrelevant to as wide an audience as possible

Benefits:

These courses aim to help those within the 16+ age bracket to use a variety of information

sources, build up user confidence in research skills and develop skills that will help them in all

aspects of life.The resources are generic and can be used in a variety of ways:

as a resource - self directed or taught to demonstrate particular skills or techniques within curriculum-based work and tutorials

Applicability


16/2614

Plan to use ILT as part of the learning programme Award or achievements

Name of project ICT Focussing on MLE/VLEs ICT Curriculum Development Project

Curriculum example Hospitality & Catering, Key Skills Level II Awarded by:

Institution Consortium, Belfast Institute FHE (Lead College- Northern Ireland) FENI

Application


Unit B

B1 Identify

opportunities for

using ILT

B2 Provide ILT

materials to

support learning

B3 Select

appropriate ILT

learning

environments

Who is it for?

The development of this project can

be tailored to meet all groups andacross the different organisationalsettings.


areas?

The methodology adopted can betransferred to any teaching and

learning environment.The team recommend thatorganisations should use a project-based approach to the embedding of

VLEs in teaching and learning.Organisations need to consider theimplications of a VLE for class contactand learner attendance.


project details:


This consortium based project examined issues in relation to VLE implementation. The projectgroup reviewed the potential of a number of virtual learning environments (VLEs) and working

examples of VLE course sites were produced (using Blackboard) in:

Hospitality and Catering IT Key Skills Level II Learner Induction

The issues of transferring to other VLE platforms (IT Campus and Virtual Campus) were

investigated. Pedagogic issues were considered and a generic Guide to the use of VLEs wasproduced. Other implementation issues such as quality assurance, disability, staff development,learning support, technical issues and MIS issues were investigated. The group also examined

opportunities for collaboration across the Post-school Sector in Northern Ireland.

The project objectives were to:

Evaluate the potential of a number of MLE/VLE platforms.

Produce and pilot a generic guide to MLE platforms.

Produce working examples in a number of curriculum areas, focussing on any wherethere is little integration of electronic based material in the curriculum.

Produce a strategy for the use of the outcomes of the project in college staffdevelopment on ILT programmes, which will have an impact on the learner.

Explore the wider organisational issues relating to MLE/VLE e.g. network, staffdevelopment, MIS, quality assurance, and learning support.

Explore the issues arising from accessing external electronic resources.

Contribute to a central bank on ILT resources.

Explore the opportunities for collaboration across educational sectors and liaiseeffectively with them and to take account of on-going research.

Consider any implications that the project outcomes may have for learners with learning

difficulties or disabilities.

Benefits

Learner feedback clearly demonstrated that:

VLEs offer a new and exciting learner-centred approach.

They appeal to a new generation of learners, providing flexibility and encouragingcreativity within the implementation process

Applicability


17/2615

Develop and adapt ILT materials to support learning Award or achievements

Name of project Business English Exchange for Learning Project

Curriculum example English, ESOL & EFL Awarded by:

Institution Henley College, Coventry, West Midlands JISC

Application


Unit D

D1Plan and

structure ILT

materials

development

D2Develop design

specifications for

ILT materials

D3Design ILT

materials

Who is it for?

The target audience are native

speakers, ESOL and EFL learners butthe approach could be tailored for

other groups across a wide range of

organisational settings.

The re-purposed materials will be of

maximum benefit to a wide range of

learners, especially at levels 1 and 2,

enabling them to gain the necessary

skills with an accompanying

qualification if desired.


areas?

The methodology adopted can be

transferred to any teaching and

learning environment.


project details:


The project created a collection of standards compliant reading and writing learning objects

based around the theme of Business English and the construction of letters, memos, reports,

articles, lists, notices and leaflets for general business purposes. Research in this areasuggested that at present few such materials exist in electronic format.

The learning objects for writing focus on planning and drafting, paragraphing and general

principles of layout, task achievement, appropriate register and proofreading. They are based on

re-purposed activities that have been previously created by staff at Henley College Coventry.

They were originally linear activities in paper format, designed to be used in a face-to-face

session with learners.Where appropriate, writing tasks used the Biz/ed website

(http://www.bized.ac.uk) for sources of input.

The learning objects for reading focus on developing appropriate reading strategies such as

skimming and scanning, understanding gist and main points, identifying the purpose of a text,

inferring meaning and understanding structure through cohesive devices. The reading activities

consisted of re-purposed texts taken from the Biz/ed website site.The completed objects are

available for learners to use on a self-access basis or as part of a taught course utilising email

links to a named tutor.

The materials are designed for:

National Curriculum levels 4 and 5 Literacy levels 1 and 2 National Qualifications Framework levels 1 and 2 Council of Europe ALTE level 3

Benefits

The completed learning objects are:

appropriate for a wide range of users designed to cater for learners aiming to achieve a wide range of Business English

qualifications

enable the re-utilisation of resources developed from proven paper-based resources

Applicability


18/26

16

Facilitate learning online using ILT Award or achievements

Name of project Using MS Office to develop interactive learning materials Beacon Award for e-learning


Institution Virtualcollege (Coleg Sir Gr) AOC

Application


Unit C*


learning for

individuals


learning for

groups of

learners

C*3 Support the

development of

online learning

communities

Who is it for?

Any teaching/training staff who wish

to develop interactive learningmaterial.This training material has

numerous examples and illustrates

how MS Office can be used across

the curriculum


areas?

Could be used across the curriculum


project details


The broad aim of the project was to develop an online course for practitioners on How to create

ILT learning materials in MS Office. This Welsh Learning Network Enterprise project developed

an online course to develop appropriate in house learning materials. It provided the support andforums necessary to discuss key issues regarding embedding e-learning. The flexibility and

accessibility of the online course suited practitioners and removed the barriers of travelling and

geographical location.

The College developed and delivered the course using the Virtual College VLE at Coleg Sir Gr.

The structure of the course and learning materials has been accredited by EDEXCEL as a

college-devised BTEC Award/Certificate at Intermediate level.The project was designed to

contribute to innovation in teaching and learning, widening participation and lifelong learning.

Benefits:

The model introduces practitioners to principles of online implementation andassessment and develops the underpinning IT/ICT skills required to create learning

materials in MS Office

Allows use of computer communications software to participate in online communications The course VLE allows multiple ways of access for the learner, assessor, internal verifier

and external verifier.

Supporting materials are available online or on a CD-ROM Materials can be contextualised to suit varying abilities of individuals on different stages

of the ILT learning curve

Applicability


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17

F track and assess learners using ILT Award or achievements

Name of project Weblogs with learners TrEACL award

Curriculum example Basic Skills, NVQ Childcare Awarded by:

Institution LB Hounslow and LB Hillingdon, ACL services NIACE

Application


F1 Track learner

participation with

the help of ILT

F2 Assess, with the

help of ILT, what

individuals have

learned and

achieved

F3 Record and

report on

learners

progress and

achievements

using ILT

Who is it for?

This approach has been used by

Hounslow and Hillingdon LEAs withrelatively simple and low cost

technology to enable learners to

record their learning progress.


areas?

Could be used across the curriculum.

Use of this method does require that

learners have access to internet

connected computers at some time

(in or out of class). Learners will also

require basic ICT skills.


project details


Blogging is an existing popular method of creating online diaries. Weblogs or Blogs are personal

Websites consisting of regularly updated entries displayed in reverse chronological order.They

read like a diary or journal, but with the most recent entry at the top.

A fuller definition is given by Werbach (2003):

a personal Website that offers frequently updated observations, news headlines,

commentary, recommended links and/or diary entries, generally organized

chronologically.

This approach builds on this popular activity using accessible software. Blogs have been used by

Hounslow ACL service in a selection of classes to enable learners to record their learning

experiences and their progress.

Learners complete information in their Blogs on a weekly basis as a part of the course and these

can be used by the learner, the tutor and by external verifiers to seek evidence of progress.

Learners use a commercially available Web log service.

Benefits

The Learning and Skills Council (LSC), the Learning and Skills Development Agency (LSDA) and

the National Institute for Adult Continuing Education (NIACE) are collaborating on a national

system for recognising and recording progress and achievement in non-accredited learning. The

LSC aims to adopt RARPA (Recognising and Recording Progress and Achievement) as an

underlying quality assurance process for all Council-funded non-accredited learning in 2005/06.

The approach here has been seen to offer significant benefits in supporting the LSCs RARPAprogramme.

Applicability


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C* Facilitate Online Learning Award or achievements

Name of project Creative Writing Course TrEACL award

Curriculum example English Languages and Communications - Creative Writing Awarded by:

Institution The Adult College, Lancaster NIACE

Application


Unit C*

C* 1 Facilitate

online learning

for individuals


learning for

groups of

learners

C*3 Support the

development of

online learning

communities

Who is it for?

This course is appropriate for any

learners wishing to undertake acreative writing course. Learners will

require access to an internet linked

computer and have a basic level of

ICT skill to allow them to make use of

the course tools.


areas?

Could be used across the curriculum.

This method of online learning

implementation can be applied to a

range of subjects but is particularly

appropriate in subject areas where

the most effective communication

medium involves text based

implementation of information and

instructions


project details


This non-accredited online course in creative writing was provided by Lancaster Adult College.

The course was designed to provide online distance leaning for learners who might be excluded

from other modes of implementation:

Older learners with mobility or transport problems People with physical or mental health problems People in isolated rural areas Residential care workers Shift workers

Learners submit work by e-mail and comments and marks are then returned to them. Work can

then be submitted to the gallery of work. Provision is made for interaction between learners and

between learners and the tutor through the Virtual Learning Environment (VLE).

The majority of the course activities take place online with tutor support by email. Thisinvolves web-based course materials, completing assignments and participating in

collaborative activities with fellow students.

The course has now been offered once, and a review of the first run indicates that it hasbeen successful in attracting and retaining a range of learners in the key target groups

Benefits

The course offers an example of an online distance implementation method has been both

effective in attracting and retaining learners. The text-based nature of creative writing means that

this implementation method is particularly well adaptable to a text based online implementation.

Applicability


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Q - Conduct an ILT development project Award or achievements

Name of project Q - Projects LSDA Q Project Award


Institution LSDA LSDA

Application


Unit Q

Q1 Plan an ILT

development

project

Q2 Implement an

ILT development

project plan

Q3 Review the

impact of the

project

Who is it for?

The Q-project methodology can be used

by staff across all curriculum areas andassociated support areas where ILT is

to be integrated into teaching and

learning.

Can it be passed on to other

curriculum areas?

Cross-curriculum


project details

Approximately 50 projects ran during

2002/03 and 80 during 2003/04.

Associated Q-forms and project details

are available on:

www.learningtechnologies.ac.uk

Many of the materials produced are also

freely available from LSDA,

contact:[email protected]

Module Q within the Ferl Practitioners

Programme (FPP) contains a

comprehensive guide on implementing

unit Q.This is freely available fordownload under the NLN initiative:

ferl.becta.org.uk/fpp


Putting Unit Q of the standards into practice - funding was made available to allow organisations

to give time for staff to develop their ILT skills in teaching and learning. The application,

monitoring and dissemination follow the criteria laid down in the unit with respect to planning,implementation and review.

Application is made through a Q-form which outlines the criteria associated with unit Q of the

standards, i.e.

Project title, objectives and outcomes Beneficiaries, resources and any training requirements Action planning using milestones

Part of the Q-form is used to monitor the progress of the project and identify areas of concern or

adjustments in the milestones.

Another part of the Q-form is used to review the outputs achieved in doing the project and any

materials developed

Benefits

Encourages the development of ILT skills Follows an established project management structure Project creates time for staff to develop their ILT skills LSDA encourages dissemination of staff experience in doing a Q project and to share any

outputs produced

Applicability


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Jargon buster

Term Definition or description

Accessibility The degree to which computers are usable (or available) to users withvisual, hearing or mobility needs. Accessibility examples include the

ability to change font sizes, alter colour schemes, increase contrast and

include audio as an option on websites.

Asynchronous learning Asynchronous learning refers to learning opportunities and support that

do not have to be accessed at fixed times e.g. interaction between tutors

and learners occurs intermittently with a time delay

Authoring tool Any software that is used to produce content for publishing on the Web

or on a CD-ROM.

Blended learning Using ICT as appropriate alongside traditional methods such as

discussion or face-to-face teaching.

Blogs Weblogs or Blogs are personal Websites consisting of regularly

updated entries displayed in reverse chronological order. They read like

a diary or journal, but with the most recent entry at the top.

CBT Computer-based training. A term used, particularly in the context of

work-based skills learning, to describe teaching and learning which uses

a computer as the instructional implementation medium.

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CD-ROM Compact disc read-only memory. A computer storage medium suited to

information that requires large storage capacity such as graphics,

sound, or video. The disc is read by a laser and the contents cannot be

altered by the user.

CMS Content Management System. A system used to manage the publication

of content on a Web site.

Collaboration technology Software, platforms, or services that enable people at different locations

to communicate and work with each other in a secure, self-contained

environment.

Courseware Computer software and associated materials designed for educational

or training purposes.

Discussion boards Forums, on the Internet or an intranet, where users can post messages

for other users to read and respond.

Facilitative tools Electronic applications used in online courses as part of course

implementation. Examples are mailing lists, chat programs, streamed

audio, streamed video and WebPages.

e-learning E-learning is learning supported or enhanced through the application ofInformation and Communications Technology.

Granularity The level of the smallest piece or chunk of learning content in e-

learning materials - these may be combined to make up a coherent

piece of learning content.


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Learning environment The physical or virtual setting in which learning takes place.

Learning object A self-contained piece of learning material with an associated learning

objective, which could be of any size and in a range of media. Learning

objects are capable of re-use by being combined together with other

objects for different learning purposes.

Learning platforms A term used to describe the software and systems that are used to

deliver e-learning. The software facilitates access to and management

of learning materials - examples range from CD ROM materials being

used on laptops to MLE and VLEs.

M-learning Mobile learning. Learning that takes place via such wireless devices as

cell phones, personal digital assistants (PDAs), or laptop computers.

MLE Managed Learning Environment (MLE) refers to the whole range ofinformation systems and processes of a college or that contribute

directly, or indirectly, to learning and the management of that learning.

(An MLE incorporates a VLE - see VLE). An MLE can be either

purchased as an off the shelf software package or developed in house

e.g. on a college Intranet.

Mentoring Educational and professional development support provided by

experienced colleagues. Examples provided through the NLN

programme in the e-learning context are the ILT champions and e-

Guides.

MP3 The technology used to process and download music from the Internet.

A standard technology and format for compressing a sound sequence

into a very small file (about one-twelfth the size of the original file) while

preserving a high level of sound quality when it is played back.


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Multimedia Multimedia or multiple media is the use of computers to present text,

graphics, video, animation, and sound in an integrated way. In learning

materials these range from simple PowerPoint slide shows to complex

interactive simulations.

Online learning A method of learning whereby some of the learning takes place via the

Web or similar electronic means (such as an Intranet).

PDA Personal digital assistant. A handheld device that combines computing,

telephone, filofax and networking features.

PDF Portable document format. Developed by Adobe Systems to enable

users of any hardware or software platform to view documents exactly

as they were created - with fonts, images, links and layouts as they

were originally designed.

Repurpose To reuse content - by revising, restructuring or repackaging it - for a

different purpose or in a different way than was originally intended.

SCORM Sharable Content Objective Reference Model. A series of e-learning

standards that specify ways to catalogue, launch and track course

objects.

Synchronous learning Learning which takes place in an environment where the tutor and the

learner are simultaneously present, although perhaps at different

locations, and communicate with each other in real time.

URL Uniform Resource Locator.The address of web sites, documents andother resources on the World Wide Web.

Virtual classroom The online learning space where learners and tutors interact.

VLE Virtual Learning Environments are systems that support a range of

learning contexts, ranging from conventional, classroom implementation

to off-line, distance learning and online learning.


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Lifelong Learning UK

4th Floor, 32 Farringdon Street

London, EC4A 4HJ.

Telephone: (020) 7332 9513

Facsimile: (020) 7332 9501

E-mail:[email protected]

website: www.lifelonglearningUK.org

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