A case study describing a project aiming to develop an effective study skills programme building on accelerated learning, assessment for learning, and learning to learn.
The project aimed to share expertise and complementary skills between three Colleges and Adult Enterprise to generate technology and curriculum innovation to transform how adult learners transact and procure learning. The Project involved three Colleges working together with Adult Enterprise to design and market an online entrepreneurship
curriculum that can be sold in bite-sized chunks to adults using a commercial micro-payments system.
Calculate the value added in the learner journey and reduce wasted effort
This project aimed to streamline ‘learner journey’ organisational processes; increase enquiry to enrolment to ‘start’ ratios; and disseminate the learning experience and benefits of a wholly integrated learner journey administrative process. The project aimed to save over £200,000 in the first three years.
This project sought to harness technology to virtually bring together all the key people in a young person’s life so that they can jointly support him/her to reach their potential. The project focused on resources, student progress and achievement, staff development, enhancing value for money and enhancing the curriculum.
Through this project, the college aimed to recruit more students in a cost-effective way, advertising in a more diverse and efficient way and more frequently. Key elements of the project included recruiting student ambassadors to share and promote courses and promote the college, and the development of social media strategies.
This project arose from an identified lack of age-appropriate teaching and learning resources for adult learners at Independent Specialist Colleges. The project created a web portal (the ArkHive) to hold a range of existing and newly-developed age appropriate resources that contain reviews by users. The website is now live at www.ark-hive.co.uk.
This project focused on the implementation of functional skills delivery and raising English and Maths attainment amongst apprentices, by collaboratively developing a range of interactive learning resources to support the delivery of functional skills in the workplace.
The main goal of this project was to produce a standard approach across colleges in Sussex to the due diligence process of checking the suitability of WBL sub-contractors for a partner college. The project aimed to generate savings of £56,000 as well as achieving legal compliance and satisfying the requirements of Ofsted.
The project set out to explore the potential of eILPs (electronic Individual Learning Plans) to drive increased engagement with Moodle by practitioners and learners. In contrast with FE and HE institutions, ACL providers often struggle to develop use of VLEs, due to factors including: large numbers of part-time staff and learners; a wide range of IT skills in both groups; small eLearning training and support teams; and limited IT resources.
