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Bending without breaking: developing quality flexible learning experiences

Bending without breaking: developing quality flexible learning experiences. Professor Jo Smedley & Mary Hulford April 2014. Abstract.

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Bending without breaking: developing quality flexible learning experiences

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  1. Bending without breaking: developing quality flexible learning experiences Professor Jo Smedley & Mary Hulford April 2014

  2. Abstract Flexible learning enables learner choice regarding pace, place and mode of delivery to engage with an increasingly diverse range of students. Through formal and informal approaches, it enables every student to develop as an independent learner, study their chosen subject in depth and enhance their capacity for analytical, critical and creative thinking. This paper discusses various learner journeys and the opportunities that flexible learning can offer as a backdrop to considering the attributes of a quality flexible learning experience.

  3. Seminar Aims • Raise awareness of the value of flexible developments • Promote existing flexible initiatives in local and global contexts • Progress flexible developments

  4. Learner Journeys CHOICE

  5. Traditional/Blended/Online(QAA B3 Chapter) • Programme delivery, learner support and assessment are all provided by staff of the degree-awarding body on its campus(es) • Distance-learning with: • no direct contact with the degree-awarding body, its staff or other students • a programme of study delivered and learning supported by an organisation that is not the degree awarding body.

  6. Quality Assurance (B3 Chapter) • A student's place of study ……. • A student's programme of study ……. • A student is directly supported ……. • A student is routinely working with other students; • The assessment of a student's achievement …... Flexible Rethinking?

  7. Quality Enhancement

  8. Conclusions and Further Developments • Flexible learning: • Embedded part of traditional learning • Innovation and creativity • Design for learner needs • Develop/refine systems to accommodate • Student Experience

  9. Summary • Email: jo.smedley@southwales.ac.uk mary.hulford@southwales.ac.uk • Skype: jo_smedley • Webpage: http://celt.southwales.ac.uk

  10. Learning Through Employment FLECS Paper Synchronous, e.g. On-line interaction Face to Face Asynchronous, e.g. video, vod-casts, podcasts Learning Approaches Curriculum

  11. Modules Back “Shell” Traditional Learning Outcomes Learning Outcomes Prescribed content based on academic learning Reflective content based on work-experiences + Assessment style and approach Assessment style and approach

  12. Prior Learning Back • APL: accreditation of prior learning • APCL: accreditation of prior certificated learning • APEL: accreditation of prior experiential learning • APE/CL: accreditation of prior certificated and/or experiential learning • APL&A: accreditation of prior learning and achievement http://www.heacademy.ac.uk/assets/documents/flexiblelearning/Flexiblepedagogies/Review_of_Transfer_of_Credit_Report.pdf

  13. Learning through technology Back • VLE • Core Systems • Online assessment & feedback tools • e-portfolio tool • Lecture capture • Blogs, wikis, online reading lists • Webinar tool • Unified calendar • Off-air recording • File-sharing • Data storage

  14. Assessment for Learning Back • Assessment for learning • Promoting learning as the basis for reflection and dialogue between staff and students (formative) • Assessment of learning • To determine student attainment against predetermined criteria (summative) • http://celt.southwales.ac.uk/resources/af/

  15. Feed forward & feedback(QAA B6 Chapter) Back • Timely and supportive with personal challenge; • Assessment using those criteria; • Feedback based on the criteria and timed so that students can use it constructively in their next stage of learning; • Ongoing dialogue between students and staff, students and peers, and students and employers.

  16. QAA B3 Chapter on Learning and Teaching Back ……… is physically located within the higher education provider whose academic award will be given on successful completion of the programme of study;

  17. QAA B3 Chapter on Learning and Teaching Back …..is delivered directly by the degree-awarding body;

  18. QAA B3 Chapter on Learning and Teaching Back …..by staff of the degree-awarding body;

  19. QAA B3 Chapter on Learning and Teaching Back ……takes place at the location of the degree-awarding body

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