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Flexible Developments

Professor Jo Smedley

Head of Flexible Development & Student Success

Centre for Excellence in Learning & Teaching (CELT)

March 2014

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Seminar Aims

• Raise awareness of the importance of flexible developments

• Promote existing flexible initiatives in local and global contexts

• Progress flexible developments

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Learner Journeys

• 19th century learning

• 21st century learning• Learning here and now

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Learner Journeys

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CHOICE

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Developing Flexibly

Curriculu

m

• Open Educational Resources• Flexible Mechanisms

Learning Approach

• Prior learning• Seamless learning experiences

Assessme

nt

• Assessment and learning• Feedback and feed-forward

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Moving Forward

• What is your current flexible “offer”?

• What works? Why?

• What is your flexible developments “dream”?

• How could they be progressed?

• What would be needed to move forward?

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Summary

• Email: jo.smedley@southwales.ac.uk• Skype: jo_smedley• Webpage: http://celt.southwales.ac.uk

– Flexible Developments– Student Success

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© University of South Wales8

Joseph Newton Smedley(1853 – 1925)

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What are OER’s?

• Learning and teaching materials made freely available online for anyone to use– Full courses, course modules, lectures, games,

teaching materials and assignments– Text, images, audio and video, interactive.

• Sharing: iTunes U, SlideShare, YouTube, Jorum.

• OERu

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OER: Raising Awareness

“The most compelling argument for the release of OER is the marketing opportunities

that it provides. The more you release, the more people know about you.”

Mary Stuart, Vice Chancellor, University of Lincoln

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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)

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• 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.

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Learning through technology

• VLE • Core Systems• Online assessment &

feedback tools• e-portfolio tool• Lecture capture

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• Blogs, wikis, online reading lists

• Webinar tool• Unified calendar• Off-air recording• File-sharing• Data storage

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• Understand employer needs • Review and refine work-related and work-

based curriculum and learning • Support participants in work-related and

work-based learning developments• Review and refine work-related and work-

based learning quality procedures• Virtual in nature and presence

Flexible Learning in Employment and Community

Scenarios (FLECS)

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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) -

APELContract Law (15) Psychology in the

Workplace (10)

WBLPaper

Synch

ronous, e

.g. O

n-line

interaction

Asynch

ronous, e.g. v

ideo, vod-

casts

, podca

stsFa

ce to

Face

CurriculumLe

arning A

pproac

hes

Work Based Learning within the Flexible Framework

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Modules

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Reflective content based

on work-experiences

Learning Outcomes

Assessment style and approach

Prescribed content based on academic

learning

Learning Outcomes

Assessment style and approach

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Traditional “Shell”

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Drawing on experience

• 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

achievementhttp://www.heacademy.ac.uk/assets/documents/flexiblelearning/Flexiblepedagogies/Review_of_Transfer_of_Credit_Report.pdf

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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/

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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.

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