A project introducing mobile technology resources to support Media Makeup programmes aimed to increase responsibility and ownership of students' personal progress as well as review the delivery method of teaching and the recording of learning throught the use of student owned mobile services.
This project developed processes and resources on Moodle to support a peer mentor programme for learners in the Computing department who find the transition from school to College or between college levels difficult and who can sometimes be more effectively supported by other students than by a member of staff.
This project aimed to increase the efficiency of Key Training’s apprenticeship delivery models by introducing recorded telephone-based assessment into the learner journey in ways that would benefit the learner, the assessor and the employer. The scope of the project increased to include the use of web cams and video recording software to use for employer and learner reviews.
The project aimed to transform CWT’s approach to curriculum design and delivery, creating a culture where e-learning is fundamental to the learning experience. This comprised of the creation of a web based platform and the introduction of smart board technology, as well as developing the skills of leaders to effectively manage the change in approach.
The VIPER project aimed to establish a strategy to improve the quality of video created in-house. By learning from the broadcast industry, the College aimed to see measurable improvements in video quality, resulting in videos that had a close to professional style that engage and stimulate learners, staff and other stakeholders.
This case study shows how Leeds City College sought to implement e-collaboration through the shared design of a distance learning course, and as a result save tutor time, reduce the College’s carbon footprint, increase productivity and improve cross-campus curriculum efficiency.
This project aimed to develop the interpersonal skills of work-based apprentices in hairdressing, and build confidence and capability in professional employer-valued competencies through the use of interactive technology to consult with and advise clients.
The project involved developing and testing a pilot online resource to support and enhance learner induction. The resource was designed to give learners both generic and subject-specific information, to support the standardisation of information given to learners at induction, and meet a variety of learner needs.
This project utilised touch-screen technology to allow learners to access high definition film clips in practical workshop environments. This aimed to improve achievement rates by increasing the opportunities for learners to safely observe tutor demonstrations.
This project explored the ‘suitability’, in terms of quality and learner satisfaction, of a range of existing technology solutions through analysis of staff and leaner evaluations from courses already delivered. The team also trialled some new technology, and where gaps in provision, existed delivered pilot programmes to measure the appropriateness of the technology.
