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BRITE in Brief. ‘Staffing, Learners and Learning Environments’ 12 January 2006 . Today’s objectives?. To offer a brief explanation of BRITE’s role and to give a summary of the current ‘state of play’ vis-à-vis BRITE’s links with colleges

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Brite in brief l.jpg

BRITE in Brief

‘Staffing, Learners and Learning Environments’

12 January 2006


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Today’s objectives?

  • To offer a brief explanation of BRITE’s role and to give a summary of the current ‘state of play’ vis-à-vis BRITE’s links with colleges

  • To highlight current and future work relating to Inclusiveness and Accessibility

  • To take questions


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Staff development programme

Virtual Staffroom

Seminar programme

Information/support

Loan Bank

Resource Centre

Advice on teaching and learning strategies (including, but not only assistive technologies)

Website

What’s on offer through BRITE?


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Accrediting expertise

Promoting good practice

Creating links between practitioners /colleges

Raising standards

Modelling Inclusiveness &

Designing and delivering training

Sharing information

Giving advice

Supplying resources

Building capacity

The BRITE role in Professional Development


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Implementing Inclusiveness

BRITE aims:

  • To make a significant and distinct contribution to the ‘collective effectiveness’ of colleges as inclusive organisations.

  • To extend the skills and build the confidence of individual staff to be inclusiveness practitioners and agents of change.


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Realising Potential

BRITE aims:

To develop, and add value to, partnerships with other stakeholders in the pursuit of effective transitions and cross-sectoral collaboration to meet students’ needs.

To research, design and demonstrate strategies that lead to the creation of learning environments in which individuals achieve their potential.


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Facts and figures

  • All Scottish Colleges have put at least one member of staff through full BRITE training

  • There are 150 BRITE links registered in the BRITE Virtual Staffroom

  • 81 individuals have reached Unit 4 stage (January 2006)


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Facts and figures

  • Next intake (June 2006) for the 4-unit training programme is fully subscribed already

  • Applications received for December 2006 intake

  • The BRITE website contains a searchable list of all BRITE links with contact details


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Facts and figures

  • An average of 200 ‘other’ staff attend BRITE training seminars each year

  • BRITE handles over 2,500 enquiries per year relating to aspects of Inclusiveness, access and technology

  • 55% of colleges borrowed equipment in 2004/5


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The continuing role for BRITE

  • To work with colleges and support BRITE links, in partnership with other agencies, to turn aspirations of Inclusiveness into reality

  • How?


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To change the culture from…..

  • Extra or ‘special’ arrangements being made to try and facilitate access to learning


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To a collective mindset where…

  • College facilities and learning environments are designed to avoid excluding any individual or group


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Emerging from Merger

-Customised training

- team building

- change management

- action planning

- solution focus

Inclusive Design

Handbook

factors in ‘learning space’ design: use of colour/ergonomics acoustics/lighting, etc

refurbishmt planning

accessibility focus

Some BRITE examples!


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Unit 4 OA assignment

-CPD activity

- organisational analysis focused on answering the question -

- How Inclusive is My College?

- yielding a wealth of data and a ‘rich seam’ of ideas

‘Lead by example’

Seminars

open to all staff in all colleges

staff see/try/apply learning technologies in live situations

Equipment Loan users build confidence and expertise – and then share experience via Virtual Staffroom

Some BRITE examples!


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The challenge for all of us…..

To create learning opportunities that are consistently:

  • Accessible, aspirational, challenging and relevant

  • for Individuals with differentbackgrounds, learning styles, abilities and expectations in

  • Widely variedcontexts, media, modes, locations and environments


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How effectively do colleges utilise the expertise of their BRITE links?


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Example 1

  • Are BRITE links involved in policy development and/or review; on estates/facilities upgrading issues; on marketing and publicity matters?


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Example 2

  • Are the ‘Unit 4’ Organisational Analysis reports authored by BRITE links valued in colleges – and the findings and/or recommendations utilised?


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How effectively does the ‘Inclusiveness’ message penetrate the curriculum?


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Example 1

  • Do students on multimedia and web design courses learn about the importance of website accessibility, and how to achieve it?


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Example 2

  • Do trainee chefs find out about nut allergies or Halal food or dietary restrictions for people with diabetes?


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Example 3

  • Are students of landscape design encouraged to consider sensory planting or path gradients or non-slip surfaces?


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Example 4

  • How many sports coaching students ever have a placement where they’re asked to referee a wheelchair basketball match?


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Example 5

  • Do beauty therapy students become skilled in the application of cosmetics on African or Asian skin?


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What else is needed to achieve articulation between BRITE training, TQFE and CPD?


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