- Slides: 16
WORDLE Worcester Digital Literacy Enterprise Richard Goddard Worcester College of Technology
Questions: any time • Presentation will be online on our project website from tonight.
Project aims • • • Check progression of Digital Literacy Develop Digital Literacy framework and roll out Develop new blended learning approach and test Develop range of short validated qualifications Make validated courses widely available Disseminate findings and examples
Develop Digital Literacy framework • Two strands 1. Personally Accountable Learning packages to encourage learners to engage with online learning 2. Validated (Open College Network WMR) courses for both teachers and learners
1: Develop blended learning approach • Personally Accountable Learning (PAL Packs) • 15% or more of all L 2 and L 3 courses delivered online • Planned by teachers, supported by ILT team • Models: ▫ Self-Study example ▫ Revision and Reinforcement example
Problems 1. Mixed reception by teachers 2. Very mixed ability and digital literacy 3. New funding model for FE • Responses: 1. Demonstrate saving in future time once developed; retain courses; 2. Clarify guidance, more CPD and one to one support, plus teachers undertake OCNWMR qualification Unit 2 (Structuring a VLE Course) 3. Scratch head. . .
Outcomes from PAL • Lessons learned: ▫ ▫ ▫ More support needed for teachers and learners Responsibilities to be defined Engagement and assessment monitoring needed Timetabling essential Better and more familiar planning process • Result: • SOLA – Scheduled Online Learning and Assessment
Find out more about PAL and SOLA diglit. wortech. ac. uk • Create own user account (ac. uk, gov. uk, sch. uk) • All PAL content available as zips • SOLA information and rationale to be added • SOLA example to be added
Develop validated qualifications • Open College Network (WMR) Level 2 • BOLD: Blended Online Learning Delivery ▫ Unit 1: Blending Traditional and Online Learning Techniques ▫ Unit 2: Structuring your VLE Course ▫ Unit 3: Promoting Active Learning Online • OSL: Online Skills for Learners ▫ Unit 1: Search Engine and Online Information Skills ▫ Unit 2: Using a VLE for Learning ▫ Unit 3: Building a Professional Online Presence
Each unit • Largely self study • Supported online and some face to face by tutor • Assessment varies – some by result, some assignments • 8 hours per unit minimum over 5 weeks
Live site • Structural templates, not finished course • About the units • Bold Unit 2: Structuring a VLE Course • OSL Unit 3: Building a Professional Online Presence
Successes and problems • Substantial number of teachers through Bold Unit 2 • Some students through OSL Unit 3 • Still improving other units and “de-WCTing” • Difficulty with getting student sessions timetabled in • Changing student attendance patterns • Three units to qualification too much for most teachers and learners – none undertaken yet
Using the OCN units Reminder: diglit. wortech. ac. uk • Create own user account (ac. uk, gov. uk, sch. uk) • • Work through, but no tutor support Available as zips Adapt and prettify to institutional needs Run locally: negotiate with OCNWMR
Report and conclusions so far • In draft form but well advanced • Drawing conclusions from failures as well as successes • Pleased with response to PAL and units so far • Good to have concrete shareable outputs • Twitter feed didn’t work • Blog did work as an internal sharing method • Changing team members both negative and positive
Thank you • Further questions/discussion?