Embedding e learning in initial teacher training
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Embedding E-learning in Initial Teacher Training Norman Borrett Bradford College Background to the research We have 500 students following PCET, BA (QTS) and PGCE training. Changes in the law from Sept 2005 require all FE staff to gain accreditation.

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Embedding E-learning in Initial Teacher Training

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Embedding e learning in initial teacher training l.jpg

Embedding E-learning in Initial Teacher Training

Norman Borrett

Bradford College


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Background to the research

  • We have 500 students following PCET, BA (QTS) and PGCE training.

  • Changes in the law from Sept 2005 require all FE staff to gain accreditation.

  • PCET course (that started in January 2005) used as a research pilot to embed e-learning.

Norman Borrett, eLearning Manager, Bradford College


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Two linked problems

  • Some tutors do not have sufficient experience or the skills to deliver e-learning as part of a blended learning solution.

  • Many PCET students were inexperienced in online techniques and had limited ICT skills.

Norman Borrett, eLearning Manager, Bradford College


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Research Aim

  • The aim of the research was to provide a more flexible and accessible programme of study by blending online learning through our VLE with traditional face-to-face learning.

Norman Borrett, eLearning Manager, Bradford College


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Process adopted

  • Course materials were identified and re-purposed for online delivery.

  • Online activities and assessments were designed to integrate with face-to-face (f2f) elements.

  • Tutors were trained in e-tutoring techniques through an online training programme.cont…

Norman Borrett, eLearning Manager, Bradford College


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Process adopted (continued)

  • Students were trained to use online technologies by blending initial f2f induction with online training materials.

Norman Borrett, eLearning Manager, Bradford College


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Integrating video, audio and MS PowerPoint presentations with MS Producer

PowerPoint synchronised to Video

Video and audio commentary synchronised.

Menu enables students to review different sections of the video

Norman Borrett, eLearning Manager, Bradford College


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Advantages of using MS Producer in a VLE for students:

  • They can re-play the video in their own time to review key points.

  • The menu allows ease of navigation to key elements in the presentation.

  • Presentation can be paused for reflection or to take notes.

  • PowerPoint slides reinforce key elements of the video.

  • PowerPoint slides can be downloaded for further use.

Norman Borrett, eLearning Manager, Bradford College


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MS Producer Interface

Timelines for ‘dropping in’ video, audio and PowerPoint

Norman Borrett, eLearning Manager, Bradford College


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Advantages of using MS Producer in a VLE for tutors:

  • Tutors can create stimulating learning materials that integrate video, audio and PowerPoint.

  • MS Producer allows authors to ‘cut and paste’ video clips into short segments to reduce file size.

  • Different bit rates and file sizes can be chosen for local, LAN, cable or dial-up. Typical file sizes are: 300 Kbps (58.6 MB); 150 Kbps (29.6 MB); 56 Kbps (11.4 MB).

  • The presentation can published directly to a web server.

  • The presentation can be loaded into a VLE and the tutor can then link asynchronous discussion topics with the presentation, and include reflection exercises and quizzes using VLE tools.

  • MS Producer fairly easy to learn (half day training enough to get going).

  • MS Producer free with MS 2003.

Norman Borrett, eLearning Manager, Bradford College


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Links to LLUK Draft Professional Standards

Norman Borrett, eLearning Manager, Bradford College


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Links to eCPD Framework Units

Norman Borrett, eLearning Manager, Bradford College


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Links to LLUK Draft Professional Standards

Norman Borrett, eLearning Manager, Bradford College


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Outcomes – for tutors

  • The integration of an online training programme within our VLE, re-purposed for the project.

  • New interactive course materials for integration into the VLE for further Initial Teacher Training courses.

  • New skills developed (use of MS Producer).

  • New opportunities for team working.

Norman Borrett, eLearning Manager, Bradford College


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Outcomes – for students

  • Improved skills in learning online.

  • Improved basic ILT skills.

  • Access to highly flexible, 24/7, materials.

  • Opportunities for highly flexible individualised learning.

  • Access to interactive software that supports independent learning.

  • The development of an online learning community.

Norman Borrett, eLearning Manager, Bradford College


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DISC & I-CARE models

  • Two different models were chosen to compare the elements of good practice with the actual outcomes from our PCET project.

  • DISC

  • I-CARE

    End…

Norman Borrett, eLearning Manager, Bradford College


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Tasks from the eCPD Framework1.2.2-4To think about…

  • What were the intended benefits of the e-learning intervention?

    • Would these be clear to learners?

  • How would you evaluate the intervention?

    • How was learning enhanced or supported?

    • Were the intended benefits achieved?

  • How could lessons learnt be applied to your own practice?

    • What teaching and learning approaches would maximise the value of this resource?

Norman Borrett, eLearning Manager, Bradford College


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