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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

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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

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

  • To take questions

Staff development programme

Virtual Staffroom

Seminar programme


Loan Bank

Resource Centre

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


What’s on offer through BRITE?

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

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.

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.

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)

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

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

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?

To change the culture from…..

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

To a collective mindset where…

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

Emerging from Merger

-Customised training

- team building

- change management

- action planning

- solution focus

Inclusive Design


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

refurbishmt planning

accessibility focus

Some BRITE examples!

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’


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!

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

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

Example 1

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

Example 2

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

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

Example 1

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

Example 2

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

Example 3

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

Example 4

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

Example 5

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

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

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