1. SOLA And the Study Centres

2. WHAT ARE STUDY CENTRES? 5 curriculum based Study Centres, no central library PCS feature more heavily than books Good electronic resources Study Centre Assistants support learning as well as provide the library service Delivering sessions in classrooms to groups

3. S cheduled O nline L earning and A ssessment

4. 60 hours pa of all Level 3 courses delivered online (MOODLE) as independent learning 30 hours pa of Level 2 That is a LOT of hours Originally intended to deliver all of it in Study Centres WHAT?

5. WHY? The need to be lifelong independent learners Reduction in funding along with increase in GLH requirement

6. Funding requires supervised, timetabled, assessed INDEPENDENT Compromise HOW?

7. SOLA Assessor Course teaching staff Study Centre staff Personal Tutor Who is responsible for what?

8. CRQ Managers CRQ Leaders ILT staff LEARNERS!

9. SOLA sessions are NOT supervised or run by teaching staff.

10. THE HEADER SECTION OF ALL SOLA MODULES INCLUDES: The name and level of the course & the unit The Learning Outcomes The approximate online hours Contact details Active dates and deadline(s)

11. EACH BODY SECTION INCLUDES: An introduction One or more resources Social tools One or more self-assessment tasks One or more marked assessment tasks An assignment A way for students to confirm task completion and reflect on their learning

12. THE FINAL SECTION INCLUDES: Further feedback option allowing students to state that they have completed the SOLA Module and to reflect on their learning. The opportunity to receive a Certificate of Completion (where relevant)

13. WHAT DOES IT LOOK LIKE?

14. INTRODUCING SOLA TO THE LEARNERS Started it right at the beginning to get the learners used to the idea Used Moodle and the SOLA format for induction

15. Insufficient capacity Some in classrooms Impact on “genuine” independent work – Study Centres busy! Not all learners who use the SC are involved in SOLA Necessary to identify “non-bookable” PCs reserved for independent learners IMMEDIATE IMPACT

16. Some conflict Dislike having to move learners because a SOLA group is booked Problems with poor behaviour CONTINUED IMPACT

17. POSITIVES!! Moodle induction led to specific sessions with learners  Timed appropriately, learners had started their courses Much more successful Recognition that Study Centres were used by learners before SOLA

18. MORE POSITIVES!! Team work – ILT, academic staff, Personal Tutors and Learning Coaches All (SOLA) learners using the Study Centres Still busy, just “different” busy

19. SOME LESSONS LEARNT? Online induction – hmmmm Starting Need to be much (much!) stricter on behaviour rules Personal contact

20. THERE WILL ALMOST CERTAINLY BE MORE OF THIS!