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E-learning & OfSTED. RSC Eastern Presenation July 2014 (pdf)The Speed dating presentation as a pdf RSC Eastern Presenation July 2014 (ppt)The Speed dating presentation as a PowerPoint elearning and speed dating evidence sheets as pdfA collection of the Speed dating sheets in pdf.

e-learning & OfSTED

The 10 unique behaviours of e-learning wider paper, explaining the thinking behind the 10 unique behaviours and benefits of e-learning to education The 28 questions that cover the e-learning contributionQuestions to be asked in evaluating the e-learning contribution RAPTA in a NutshellReview and Plan Technology in Action Evidence checker (pdf)What your ability to be able to find evidence says about your college - (a Table) OfSTED HandbookHandbook for the inspection of further education and skills from September 2012OfSTED - Information about further education and skillsOfSTED - How colleges improve - Report summaryA document from OfSTED providing further guidance on the characteristics of what good colleges are doing.

The VLE home: The 4 pillars of provision. Education Technology Action Group - Our Reflections.pdf. Further Education Learning Technology Action Group (FELTAG) recommendations: government response. How we are supporting you through the FELTAG recommendations. The publication of the FELTAG report and the government response to FELTAG - which was looking to find how we can best support the further education sector with the evolution of new technologies, for the benefit of learners, employers and the UK economy - has been met with a lot of enthusiasm.

How we are supporting you through the FELTAG recommendations

But there has also been some confusion, especially around the definition of a 10% wholly online course component. Advice from the Skills Funding Agency Has the question ‘are further education providers supposed to be having 10% of their courses delivered online by 2016’, been echoing round the staff room?

Well now we have the answer from the Skills Funding Agency (SFA) through their ‘delivering online learning: SFA response to FELTAG report’. The SFA response says: “We are not expecting providers to convert 10% of learning delivery in each programme of study ‘en bloc’ to online to meet a ‘directive’. Join the conversation. Review And Plan Technology-in-Action (RAPTA) RAPTA is a tool, developed by LSIS that helps to plan and to evaluate the contribution e-learning makes to teaching, learning and assessment, and its management, in the post-compulsory sector.

Review And Plan Technology-in-Action (RAPTA)

It invites users to look at the use of learning technologies and evaluate them against the Ofsted CIF requirements, using ten core themes as a guide. It is considerably simpler than large-scale tools such as Generator and has been very successful in trials and in practice. It is based around narrative backed up by evidence, rather than clunky checklists. It has been designed for use by any learning organisation, not just colleges or larger providers. JISC Infokit : Mobile learning.

John Dewey, writing in the early years of the twentieth century, may not have foreseen the proliferation of 21st century ‘mobile devices’ but, in the quotation to the right, he does point out something that remains relevant: that mobile learning involves change, initiative and adaptability.

JISC Infokit : Mobile learning

Mobile learning involves change in the sense that the ability to communicate with tutors and peers, as well as access learning resources, changes what is possible in education. It takes initiative for leaders to create a vision to sustain that change and, finally, mobile learning requires adaptability by members of staff to carry out the change. This infoKit is a practical guide to thinking through the issues relating to institutional adoption of mobile learning. It follows a JISC Mobile and Wireless Technologies Review which delves deeper into the theory behind mobile learning and the wider context.

Emerging Practice in a Digital Age Bee motif. Self assessment tool for the FE sector. National and regional customer services. Using technology to improve curriculum design. Testing a new curriculum design in a real-world learning context is a key stage in the iterative cycle of curriculum design and redesign.

Using technology to improve curriculum design

Close collaboration between multi-professional teams who support teaching and learning is required as students interact with a designed curriculum. IT, learning and library staff, careers officers, learning technologists and educational developers work alongside academic staff and may need support to develop new skills, as may any students involved in the curriculum design process. Virtual tools and spaces for learning design can facilitate the experimentation, evaluation and iterative design process at this stage, increasing understanding within course teams and sharing effective practice.

At City University London staff developed a cascading ripple model of staff development helped to build capacity and make the curriculum a major talking point. Technology supported processes as the design is realised help to monitor and support student engagement.