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Outstanding Teaching Learning and Assessment Brochure-emfec projects

Principal focus of the project

This report draws together the learning from projects in 50 providers across the East Midlands exploring aspects of teaching and learning development. The whole programme was managed by the EMFEC Group with Nottingham Trent University analysing case study activities and preliminary findings (further analysis, e.g. of impacts on learner outcomes, would require a longitudinal analysis.

 

The 11 case studies focused on: investigating the impact of the coaching and mentoring staff development model, exploring the impact of online learning, exploring the impact of a new teaching and learning strategy, encouraging Teaching and Learning practitioners to explore, experiment and improve their confidence and skills in effectively using e-technologies, identifying and sharing practices that are effective in embedding mathematics within a vocational context, identifying current Information and Learning Technology skills amongst teaching staff, identyfying opportunities and address barriers to the sharing of outstanding practice in the use of social media in TLA. Also, supporting the development of "outstanding" delivery in work-based learning through a programme of peer evaluation and co-teaching; creating curriculum resources to support outstanding teaching and learning; investigating the effectiveness of an online learning pack as a digital teaching and learning strategy.

Areas of learning
What is this about and what were the main findings?

The research carried out by those projects has identified many examples of expertise, effective pedagogy and outstanding practice. Findings included: coaching and mentoring positively impacts staff performance and staff's happiness in their role, most learners enjoy undertaking online learning and the instant feedback, learning the new strategy increased teachers' socialising, confidence and engagement, tutors felt supported and develope dtheir own skills, tutors were enthusiastic and confident in explaining the maths elements and assessing their students’ understanding of this maths; learners wanted to be involved and engaged and have their learning checked (in addition to having a knowledgeable teacher); teachers' increased their use of ILT; learning technologies can overcome economic, cultural and geographic barriers when tehy are being used well; Peer observation was effective in supporting and encouraging teachers and assessors to be reflective practitioners and to learn from each others’ experience; results suggested that institutions should provide appropriate levels of time for tutors to develop their SOLA pack digital strategies.

Resource form
Number of participants who worked with the project
100+
Learners
10+
Organisations
50+
Staff
Name(s) of authors

Simon Fenely - EMFEC Group

Name of associate programmes

OTLA

Summary

This report draws together the learning from projects in 50 providers across the East Midlands exploring aspects of teaching and learning development.

Resource Type: Project Overview
Web link for this resource: OTLA-Booklet_FINAL_Jun16_v4.pdf