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© University of South Wales Bending without breaking: developing quality flexible learning experiences Professor Jo Smedley & Mary Hulford April 2014
© University of South Wales 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. 2
© University of South Wales Seminar Aims Raise awareness of the value of flexible developments Promote existing flexible initiatives in local and global contexts Progress flexible developments
© University of South Wales Learner Journeys 4 CHOICE
© University of South Wales 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) 5 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.
© University of South Wales 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 …...…... 6
© University of South Wales Quality Enhancement Curriculum Flexible Offer Learning Approach Prior learning Learning Through Technology Assessment Assessment and learning Feedback and feed-forward 7
© University of South Wales 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 8
© University of South Wales Summary Email: firstname.lastname@example.org@southwales.ac.uk email@example.com Skype: jo_smedley Webpage: http://celt.southwales.ac.uk 9
© University of South Wales Level (7) Management in education and training (30) Strategic Management & Accountability (30) Level (6) Strategic Management (20) Law for Managers (20) Customer Service Excellence (20) Level (5) Performance Management (20) - APA Contemporary Management Practice (20) Level (4) Recruitment and Selection (10) - APEL Contract Law (15) Psychology in the Workplace (10) FLECS Paper Synchronous, e.g. On-line interaction Asynchronous, e.g. video, vod- casts, podcasts Face to Face Curriculum Learning Approaches Learning Through Employment
© University of South Wales Modules 11 Reflective content based on work- experiences Learning Outcomes Assessment style and approach Prescribed content based on academic learning Learning Outcomes Assessment style and approach + Traditional “Shell” Back
© University of South Wales Prior Learning 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 12 Back
© University of South Wales Learning through technology VLE Core Systems Online assessment & feedback tools e-portfolio tool Lecture capture 13 Blogs, wikis, online reading lists Webinar tool Unified calendar Off-air recording File-sharing Data storage Back
© University of South Wales Assessment for Learning 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/ 14 Back
© University of South Wales Feed forward & feedback (QAA B6 Chapter) 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. 15 Back
© University of South Wales QAA B3 Chapter on Learning and Teaching ……… is physically located within the higher education provider whose academic award will be given on successful completion of the programme of study; 16 Back
© University of South Wales QAA B3 Chapter on Learning and Teaching …..is delivered directly by the degree-awarding body; 17 Back
© University of South Wales QAA B3 Chapter on Learning and Teaching …..by staff of the degree-awarding body; 18 Back
© University of South Wales QAA B3 Chapter on Learning and Teaching ……takes place at the location of the degree- awarding body 19 Back
Chapter 5 Transfer of Training
Quality Assurance in eLearning Denise Kirkpatrick Pro Vice-Chancellor The Open University, UK.
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