1. Jo Richler- Wigan & Leigh CollegeDecember 2004 First there was Pedagogy then Andragogy and finally Re@lity

2. Jo Richler- Wigan & Leigh CollegeDecember 2004 Pedagogy: refers to the integration of a deliberate curriculum content and design (a system of information or subjects that are organized for students), educational materials, instructional strategies and techniques, teaching and learning styles, design of the physical environment, and evaluation procedures which provide focus and purpose for students and teachers to engage in learning together (Giroux, 1988; Giroux & Simon, 1992; Popkewitz, 1992). In short, pedagogy is everything needed for the learner to learn and the teacher to teach.

3. Jo Richler- Wigan & Leigh CollegeDecember 2004 Knowles’ Andragogy A set of core adult learning principles that apply to all adult learning situations. It may also be considered a set of guidelines, a philosophy, a set of assumptions or a theory. SIX Principles of Andragogy: 1. The learner's need to know 2. Self-concept of the learner 3. Prior experience of the learner 4. Readiness of the learner 5. Orientation to learning 6. Motivation to learn

4. Jo Richler- Wigan & Leigh CollegeDecember 2004 People Environment Systems Learning

5. Jo Richler- Wigan & Leigh CollegeDecember 2004 People

6. Jo Richler- Wigan & Leigh CollegeDecember 2004 Learning Resource Teams The members of learning teams must 4be competent in the use of Information and Learning Technology 4be able to manipulate the new learning resources 4understand the principles, practices and potential of self-directed learning and technology

7. Jo Richler- Wigan & Leigh CollegeDecember 2004

8. Jo Richler- Wigan & Leigh CollegeDecember 2004 Section vii Learning resources Evaluation of the quality of the learning opportunities offered by the subject provider: learning resources and their deployment 20 Reviewers should ask: Is the collective expertise of the academic staff suitable and available for effective delivery of the curricula, for the overall teaching, learning and assessment strategy, and for the achievement of the intended learning outcomes? Are appropriate staff development opportunities available? Is appropriate technical and administrative support available? They should then evaluate the effectiveness of the deployment of academic and support staff in support of the intended learning outcomes. Sources of information will include staff CVs, internal review documents, external examiners' reports, and staff development documents. Review activities may include direct observation of teaching (where carried out), discussions with teaching teams, and discussions with students. As a result of these activities reviewers should be able to judge whether there are appropriately qualified staff who are contributing effectively to achievement of the intended outcomes.

9. Jo Richler- Wigan & Leigh CollegeDecember 2004 21 Reviewers should ask: Is there an overall strategy for the deployment of learning resources? How effectively is learning facilitated in terms of the provision of resources? Is suitable teaching and learning accommodation available? Are the subject book and periodical stocks appropriate and accessible? Are suitable equipment and appropriate IT facilities available to learners? They should then evaluate the appropriateness of the learning resources available, and the effectiveness of their deployment. Sources of information will include equipment lists, library stocks, and internal review documents. Review activities will include direct observation of accommodation and equipment, discussions with staff, and discussions with students. As a result of these activities, reviewers should be able to judge how effectively the learning resources are deployed in support of the intended outcomes.

10. Jo Richler- Wigan & Leigh CollegeDecember 2004

11. Jo Richler- Wigan & Leigh CollegeDecember 2004 75. In general, students are able to gain access to the learning resources they need including relevant and current book and journal stocks. However, across all subjects, reviewers found that 32 per cent of LRCs need to update and review their library stock in order to provide appropriate support for the HE courses offered. LRCs frequently find difficulty in providing appropriate journals. Colleges can provide better access to learning resources if there is more effective deployment of resources, opening of LRCs during the lunchtime period and out of term-time, a review of opening times for evening and part-time students, and limited access to, or management of, recommended texts. Membership of a large consortium of FECs and HEIs is generally beneficial, enabling students to access several LRCs and make use of shared electronic resources. 76. Some LRCs provide discrete induction programmes for new students. Subject-specific support is of particular value, where an individual member of the LRC staff liaises with staff and students in that subject and may belong to the programme committee. Learning from HE in FECs in England

12. Jo Richler- Wigan & Leigh CollegeDecember 2004

13. Jo Richler- Wigan & Leigh CollegeDecember 2004

14. Jo Richler- Wigan & Leigh CollegeDecember 2004

15. Jo Richler- Wigan & Leigh CollegeDecember 2004 Re@lity

16. Jo Richler- Wigan & Leigh CollegeDecember 2004 Info Zone e-zone write zone search zone

17. Jo Richler- Wigan & Leigh CollegeDecember 2004 Time Management Learning Styles Reading Strategies Note Taking Exam Preparation HE Zones

18. Jo Richler- Wigan & Leigh CollegeDecember 2004 Managing Complex Change but X + SKILLS + INCENTIVE + RESOURCES + ACTION PLAN = CONFUSION VISION + X + INCENTIVE + RESOURCES + ACTION PLAN = ANXIETY VISION + SKILLS + X + RESOURCES + ACTION PLAN = GRADUAL CHANGE VISION + SKILLS + INCENTIVE + X + ACTION PLAN = FRUSTRATION VISION + SKILLS + INCENTIVE + RESOURCES + X = FALSE STARTS VISION + SKILLS + INCENTIVE + RESOURCES + ACTION PLAN = CHANGE