Bending without breaking developing quality flexible learning experiences

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. © University of South Wales 2

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 CHOICE © University of South Wales 4

Traditional/Blended/Online (QAA B 3 Chapter) • Distance-learning with: • Programme delivery, learner – no direct contact with the degree-awarding body, its support and staff or other students assessment are all – a programme of study provided by staff of delivered and learning the degreesupported by an awarding body on organisation that is not the its campus(es) degree awarding body. © University of South Wales 5

Quality Assurance (B 3 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 …. . . • • FLEXIBL E RETH INKING ? © University of South Wales 6

Quality Enhancement Curriculum Learning Approach Assessment • Flexible Offer • Prior learning • Learning Through Technology • Assessment and learning • Feedback and feed-forward © University of South Wales 7

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 © University of South Wales 8

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

Learning Through Employment FLECS Performance Management (20) APA Contemporary Management Practice (20) Level (4) Recruitment and Selection (10) - APEL Contract Law (15) ch e Level (5) Customer Service Excellence (20) y As Psychology in the Workplace (10) ro a Law for Managers (20) , eo d i. v sts g. , e dca s ou , po n ro asts h nc c c Fa - d vo Ap p Strategic Management (20) e to Fa Le Level (6) n Sy s Strategic Management & Accountability (30) ng Management in education and training (30) . g , s e tion ou rac n ro te ch in ce ar ni Level (7) er line p Pa. On Curriculum © University of South Wales

Modules Back “Shell” Traditional Learning Outcomes Prescribed content based on academic learning Reflective content based on workexperiences Assessment style and approach + Assessment style and approach © University of South Wales 11

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 © University of South Wales 12

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

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/ © University of South Wales 14

Feed forward & feedback (QAA B 6 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. © University of South Wales 15

QAA B 3 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; © University of South Wales 16

QAA B 3 Chapter on Learning and Teaching Back …. . is delivered directly by the degree-awarding body; © University of South Wales 17

QAA B 3 Chapter on Learning and Teaching Back …. . by staff of the degree-awarding body; © University of South Wales 18

QAA B 3 Chapter on Learning and Teaching Back ……takes place at the location of the degreeawarding body © University of South Wales 19