This toolkit is offering a step-by-step guide to creating staff-student partnerships for use by providers and reflects the key findings from four pilots.
The objectives of the pilot were to identify, explore, develop and disseminate, through four practitioner-led collaborative projects, effective approaches to developing student-staff partnerships to enhance staff members’ digital capabilities.
The objectives of the pilot were to identify, explore, develop and disseminate, through four practitioner-led collaborative projects, effective approaches to developing student-staff partnerships to enhance staff members’ digital capabilities.
This toolkit is offering a step-by-step guide to creating staff-student partnerships for use by providers and reflects the key findings from four pilots.
As part of the OTLA National Technical Skills Programme, Gateshead College undertook a feasibility study to see if they could create an incubation studio that could support a transitional stage for students progressing from college game development and digital courses into the creative digital sector, specifically focused on the Games/Virtual & Augmented reality industries.
A case study of the development of a blended learning package which includes self-guided distance learning based on Google.
Phones, tablet and computers have loads of features built-in which can help you read, write and communicate.
This resource consists of a printed poster which helps get the word out to learners and staff about these features. They can then access short videos on how to use the features.
This toolkit consists of 10 project summaries, case studies and resources, exploring the implementation of the Apprenticeship Standards.
The teaching materials are made up of five topics, each divided into four units. This document contains all of the materials for all five topics, which can be delivered in any order. The topics are typical for learners at this level, reflecting priority needs and, as far as possible, universally engaging subject matter relating to learners’ lives, experiences, opinions and plans. Each unit is accompanied by a set of instructions with ideas for the teacher/practitioner on how to use, adapt and supplement them.
All of the materials developed for this project are intended to support practitioners (teachers, classroom assistants, volunteers and others) working with ESOL learners who are new to ESOL and new to literacy. The guidance document introduces the suite of resources and includes a series of top tips, a summary of key knowledge and skills, and a bibliography of useful resources for all those working with learners who are new to ESOL.
