Supporting vocational trainers in prisons to embed EDS in their courses
This project investigated the barriers preventing vocational trainers from embedding digital skills in their course delivery.
This project investigated the barriers preventing vocational trainers from embedding digital skills in their course delivery.
This study sought to identify how the FE sector was performing against five key areas of opportunity with an emphasis on skills and mindset.
This study explored the experiences and perceptions of Pre-entry adult ESOL students and teachers at Derby College towards remote teaching, learning and assessment during the Covid-19 lockdown.
This study explored the extent to which a flipped-classroom approach using digital resources would impact on learner engagement and progression in Functional Skills English.
This study explored the extent to which remote learning impacted on the development of learners in Further Education.
This study explored the lived experience of the move to teaching and learning online through the global pandemic and lockdown.
This study explored why - despite knowledge being readily available online - educators were experiencing a lack of 'social presence' with disengaged students not feeling part of the teaching and learning process.
This study considered how much modelling could support ‘effective pedagogical practice’ in a post-lockdown context.
An anthology of action research accounts, containing 53 chapters written by practitioners from post-16 education settings across England, along with think-pieces from members of the OTLA programme team.
The aim of this project was to enable GCSE Maths resit students to engage successfully in online learning between their lessons by replacing 'homework' with 'preparation'.