Arresting the digital tundra a study in adult digital skills evolution
Supporting adult learners returning to education to study EDS.
Supporting adult learners returning to education to study EDS.
This project investigated the barriers preventing vocational trainers from embedding digital skills in their course delivery.
This project evaluates the use of simulations to support learners in developing digital skills in practical contexts previously excluded in prisons, for example, performing online transactions, accessing social media. It also considers how prisoners with digital design skills can be involved as ‘learner-designers’ in the production of simulation prototypes.
This guide is one of three guides commissioned by the Education and Training Foundation (ETF) and produced by touchconsulting Ltd as part of the #StudyGood programme (2019-2020). It has been written to provide young people with information about study programmes so that they are empowered to make informed decisions about the post-16 career pathways they would like to pursue.
This 2017/19 GBMET Outstanding Teaching, Learning and Assessment (OTLA 3) project used digital technology to improve teaching and learning by generating greater awareness of the use of Google tools for education and of digital technologies. Through the project, they created resources and services, including instructional videos, a study skills site and drop-in sessions for students, as well as staff templates and face-to-face training and a G+ Community.
Digital badges offer a way of accrediting skills often unrecognised by formal qualifications; skills essential to success at college and beyond. The aim of this 2017/19 digital recording of English and maths (DREAM) outstanding teaching, learning and assessment (OTLA 3) project by Eastleigh and East Sussex colleges was to see if using digital badges towards Functional Skills and GCSE qualifications in maths and English improves learner motivation, achievement and employability. By the end of the project, nearly 400 learners across the two colleges enrolled with the Open Badge Academy.
A project aimed using research evidence and employer collaboration to improve student success rates in GCSE maths and English resits and reduce the risk of learnerspeople not being in education, employment or training (NEET).
This Outstanding Teaching, Learning, and Assessment (OTLA 3) project, led by Newcastle College working with Community First North East, from 2017 to 2019, was initially designed to encourage collaboration and research among practitioners working in alternative education. It gave practitioners opportunities to explore the ingredients to create truly ‘alternative’ education programmes for young people not in education, employment or training. Early findings revealed the potential the alternative curriculum also had for improving most programmes targeting 16-19-year-olds.
In their Outstanding Teaching, Learning, and Assessment (OTLA 3) project in 2017/18 Kendal College and HMP Haverigg built on a previous Education and Training Foundation (ETF) project piloting the 'Effective Practice Guidelines' (EPGs) for assessment and tracking. They tested EPG-recommended approaches, such as ‘limiting assessment to what is necessary’ and ‘assessing for self-belief and motivation’. They focused on GCSE maths progress (or lack of it) at a microscopic level to enable learners to recognise, record and ‘own’ their progress.
This outstanding, teaching, learning, and assessment (OTLA 3) project in 2017/18, was led by North Tyneside Council Adult Learning Alliance (NTCALA). The aim was to identify and develop assessment for learning methodologies to promote learners’ self-belief and their capacity to be successful in mandated Department for Work and Pensions programmes. The project focused on assessing and tracking the communication skills of learners on two employability programmes.