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ALeD Project

ALeD Project. A uthoring using L e arning D esign. A uthoring using Le arning D esign. Collaborative project between two Further Education Colleges in Wales: Swansea College – Lead College Gorseinon College – Partner College. A uthoring using Le arning D esign.

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ALeD Project

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  1. ALeD Project Authoring using Learning Design

  2. Authoring using Learning Design • Collaborative project between two Further Education Colleges in Wales: • Swansea College – Lead College • Gorseinon College – Partner College

  3. Authoring using Learning Design Both colleges have extensive project experience, including: • X4L REALM Project • Common Investment Fund (CIF) SALIERI Project • South West Wales E-training Network (SWWETN) • Becta – round one NLN Materials • SWaNI Interoperability Project

  4. Authoring using Learning Design Project’s Aim: • To implement and evaluate tools and systems that support design for learning within post-16 education This will be achieved by: • Embedding existing tools – i.e. LAMS and Moodle, within teaching and learning in both partner institutions

  5. Authoring using Learning Design The project aims to develop learning design exemplars, using LAMS and Moodle, up to level 4 in the following areas: • LRC Student Induction • Holistic Therapies • Initial Assessment • Modern Languages • Art / Design / Media

  6. Initial Student Assessment • Levels will range from Basic Skills Entry One to Basic Skill Level 2 in communications and numeracy • Pilot group will be students from the Community Operations curriculum area • This curriculum works with diverse students cohort, such as: • Asylum Seekers • Long-term unemployed • Learners with Special Educational Needs • Prison Service Learners

  7. Initial Student Assessment • 14 – 16 disaffected youth • Specific student group with individual needs • Assessing learners’ emotional intelligence, self-confidence and motivation • RARPA and ACRO will be used as models in writing these sessions • Assessing students’ learning styles and emotional intelligence • Recognised that addressing these needs will enhance academic success of learners

  8. Learning Resource Centre Induction • Developed ready for use in September • LRC staff will work with the same student groups in March • Enhance practical research skills of students • Area which is recognised by LRC staff as one which is overlooked

  9. Learning Resource Centre Induction • Raise learners’ awareness of their learning styles - building on work done within 14-16 area • Each student group will determine level • Both LRC induction and initial screening will maintain coherence by working with same student groups throughout academic year • The project team will attempt to recognise and reward progress made and underpin attitudes and skills crucial to effective learning which have been improved

  10. Holistic Therapies • Part-time HNC course • Part-time adult learners • Sessions will be designed with reusability in mind • Hoping to reuse/repurpose materials originally designed for Holistic Therapies in Biology, Beauty Therapy, Sports Science

  11. Modern Languages • Initially designed for part-time French language students • Predominantly conversational courses • Test of reusability in A Level French and International Baccalaureate • Test for repurposing in other modern languages such as German, Spanish and Welsh • Interested in the delivery of courses in Welsh • This has resulted in our hope to translate LAMS into Welsh

  12. Art / Design and Media • Covers a huge variety of different courses • All at levels three and four: • HNC Multimedia • ‘A’ Level Art • GNVQ Art and Design • All individual artistic disciplines • Many of the student group are part-time adult learners

  13. Project Deliverables • A methodology for evaluating the Learning Design tools and systems that support design for learning • A minimum of 18 Learning Design exemplars that illustrate best effective pedagogic practice of using Learning Design tools • A minimum of 5 case studies from a range of curriculum and support areas • Report on the impact of the outcomes of the project • Recommendations on how design for learning tools can be used and embedded effectively • Recommendations on how Learning Designs can be shared and re-used effectively

  14. Summary • So, remember it’s ALeD for: Authoring using Learning Design Not……

  15. ALeD Project Authoring using Learning Design http://aled.swancoll.ac.uk

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