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Tweets by theukfechat

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Denial, opposition, rejection or dissent: why do teachers contest research evidence?

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Denial, opposition, rejection or dissent: why do teachers contest research evidence?

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Lou Mycroft Using affirmative ethics of joy to go beyond expectation. About the Speaker: Lou Mycroft is a nomadic educator, writer, and coach - one of further education's original and influential 'Dancing Princesses'.

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Dr. Kevin Orr - What is the value of subject-specialist pedagogy in college teaching? by Niagara College on Livestream - Livestream.com

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Bolton and Hopwood Hall Colleges Collaborative event

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Bolton and Hopwood event (Blog published week 17/12)

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Bolton and Hopwood event (Blog published week 17/12)

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Along with our growing selection of episodes from The Society for Education and Training Podcast, view our list of 10 inspiring and informative podcasts aimed at professionals working across further education, vocational teaching and training.

1. The Evidence Based Education Podcast

This monthly podcast discusses key issues in the field of evidence-based education, particularly focusing on how the gaps between policy, research and practice can be bridged, and how good practice in all three areas can have a positive impact on pupil outcomes.
Listen to The Evidence Based Education podcast
2. Mr Barton Maths Podcast

Craig Barton is a secondary maths teacher, TES maths Advisor, creator of Mr Barton Maths website and Diagnostics Questions website, and author of 'How I Wish I Taught Maths'. His podcast offers interviews across a range of topics, including: lesson planning, problem-solving, motivation and cognitive conflict.
Listen to Mr Barton Maths podcast
3. The Teaching Space

Martine Ellis hosts The Teaching Space, a weekly, term-time podcast for the teacher or trainer who "wants to love their job and be an amazing teacher without taking work home in the evenings".
Listen to The Teaching Space podcast
4. The Creative Classroom with John Spencer

From ways to boost collaboration in student projects, to the difference between being busy and being productive, this podcast looks at how teachers can transform classrooms into "spaces of imagination and wonder".
Listen to The Creative Classroom with John Spencer podcast
5. Tests of Life

This podcast, hosted by Andy Fisher, aims to help students, parents and teachers to navigate the hidden curriculum so that young people can thrive in the classroom and beyond.
Listen to Tests of Life podcast
6. The EdTech Podcast

The EdTech Podcast gets behind the personalities in global education innovation and EdTech. Hear from educators across early years, schools, higher and further education, along with investors, start-ups, blue chips, government and students. Listen to insights from interviews, events, and access live podcasts.
Listen to The EdTech podcast
7. The Cult of Pedagogy Podcast

Teaching strategies, classroom management, education reform, educational technology - if it has something to do with teaching, this podcast is talking about it. Jennifer Gonzalez interviews educators, students, administrators and parents about the psychological and social dynamics of school, trade secrets and more.
Listen to The Cult of Pedagogy podcast
8. Tes - The Education Podcast

The Tes podcast brings you all the latest news, reviews and interviews with special guests from the world of education.
Listen to TES - The Education podcast
9. The NCETM Maths Podcast

This is a regular podcast from the National Centre for Excellence in the Teaching of Mathematics (NCETM), exploring areas of interest and debate in the teaching of maths across all school and college phases.
Listen to The NCETM maths podcast
10. Teacher Wellbeing

Listen to find out more about teacher wellbeing, positive schools and burnout prevention. This podcast is aimed at inspiring and empowering educators of all kinds to take back control of their health and happiness.
Listen to Teacher Wellbeing podcast
How to listen to an iTunes podcast on Android

Download and install Podcast Republic by searching for 'iTunes podcast' in the Play Store. When you select the episode you will be asked to 'Add Url' and click on 'Done', which will then take you to the audio. You can also use the app Podbean, which works in a similar way.

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View our list of 10 inspiring and informative podcasts aimed at professionals working across further education, vocational teaching and training.

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Posted on September 4th, 2018

Cerian Ayres, Head of Technical Education at the Education and Training Foundation

Welcome to the Teach Too blog: Building a Professional Community of Practice

We invite you as Further Education (FE) and Training sector providers and employers to contribute to the Teach Too blog to share your learning, experiences, resources and ideas as we work collaboratively to address technical education reform implementation integrating Teach Too principles and approaches.

The aim is to build a community of practice by posting newsletters, enabling effective practice and useful resources to be shared widely. Read our newsletters below:

Please email your newsletters, resources and video links to ETF Teach Too Associate Mark Ravenhall for review prior to upload at markravenhall@sky.com.

Although there are suggested monthly themes please do not feel restricted by them. We are happy to receive contributions from colleagues supporting the drive for excellence in technical education and training.

What is Teach Too?

Teach Too is an Education and Training Foundation development programme, aiming to address quality improvement in technical education and training, implementing Teach Too principles and approaches based on the recommendations of the CAVTL Report.

The aim of the programme is to support collaborative partnerships between FE Sector providers and industry. The emphasis is on two-way street- genuine collaborations, encouraging people from industry to spend some time teaching their work. This will enable both a national core and locally tailored element, giving employers a direct involvement in designing, planning, developing and in some cases delivering technical programmes.

Teach Too approaches implement the key characteristics on which excellent technical and vocational teaching and learning programmes depend:

a clear line of sight to work

'Dual Professional' teachers and trainers who combine occupational and pedagogical expertise and are trusted and given the time to develop partnerships and curricula with employers

access to industry-standard facilities and resources reflecting ways in which technology is transforming work

clear escalators to higher level vocational learning, developing and combining deep knowledge and skills.

Find out more on our Teach Too webpage.

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Teach Too: Building a Professional Community of Practice

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Posted on September 4th, 2018 Cerian Ayres, Head of Technical Education at the Education and Training Foundation We invite you as Further Education (FE) and Training sector providers and employers to contribute to the Teach Too blog to share your learning, experiences, resources and ideas as we work collaboratively to address technical education reform implementation integrating Teach Too principles and approaches.

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I recently attended Wonkfest17 (6 and 7th November 2017), a conference dedicated to UK higher education (HE) policy and the brainchild of those at WonkHE. At the event, David Goodhart recounted the social divide he wrote about in his book, The Road to Somewhere: Populist revolt and the future of politics (Goodhart, 2017) in which he positions UK society as composed of those who look at the world from anywhere and those who look at the wold from somewhere. Goodhart defines the 'anywheres' as those people with a liberal, inclusive mentality, degree educated and unlikely to hold strong friendships with those that are not degree educated, and those who voted to remain in the Brexit referendum of June 2016. The 'somewheres' being those less likely to move away from their place of birth, less likely to be degree qualified, and more likely to have voted 'leave'.

Goodhart's conclusion was that anywheres are now far more prevalent in society and this shift has caused an unsettling of the somewheres which - in part - has led to Brexit. Irrespective of where you sit on this contentious (arguably reductionist) positioning, Goodhart asked: 'have universities lost touch with their local communities?' This was met with an audience question of: what can universities do to address the issue of losing touch with the 'somewheres'?

Excuse the tangent, but the fact that this question was asked indicated to me that the general feeling in the room was that there was a need for higher education institutions (HEIs) to reconnect. I should mention, the room was filled with representatives from universities (largely but not exclusively those from London and the south), HE policy advisors, senior management including vice chancellors, student union representatives and other students, and representatives from Professional Statutory Regulatory Bodies - as far as I was aware there were no other further education (FE) colleges represented.

So, what was Goodhart's response to this question? You guessed it. Universities must connect with their local FE colleges to make this connection to their local community. This response was striking in its equal measure of assumption and naivety. Surely, HEIs could do more than connect to their local community by proxy (particularly given the civic university claims of many). And, cuttingly, is it really the case that others share this limited picture of the role, function and context of FE colleges (in relation to HEIs)?

We know that in recent years we have seen the HE space that colleges occupy shift and reduce. This, amongst other things, is a consequence of the lifting of the student number cap and continues to be an issue in light of the apprenticeship reform agenda. On the latter, HEIs are now operating in a space normally occupied by FE colleges, with the levy creating a financial incentive for many universities to step into the delivery of apprenticeships; something they may not traditionally have done. This bridging (or blurring, perhaps?) of the vocational and the academic via higher and degree apprenticeships is a positive for UK HE students; I see real merit in the type of programmes and subsequent opportunities apprenticeships provide. That said, it does change the relationship between FE colleges and their validating HEI partners in that both are potentially competing for the same students (apprentices).

When Goodhart suggested universities get in touch with FE colleges this read as a unidirectional arrangement; colleges appear in this scenario to offer a route to the somewheres, to transform them into the anywheres. I am a strong believer in the transformative power of higher education, but colleges need to tackle this unidirectional assumption.

So what's the answer? For me it is about colleges knowing their space. By that I mean, knowing their value, their market and having a strategic plan that factors in wider HE but is not driven by the assumption that some branches of possible provision are 'already taken'. I'm not naïve enough to suggest that colleges can hold a slice of the market without experiencing any competition, nor am I suggesting that HEIs are all one-and-the-same; there are nuances between HEIs and, of course, many positively add to the range of HE on offer via subject specialisms, well-rounded approaches to student engagement, and innovative design and delivery. Colleges need to respond to this. If a HEI partnership works for an FE colleges and addresses local student and skills need, then it is merely a case of understanding the value the FE colleges offers in this scenario. Or, if there's a need to reposition there are routes to this. For instance, a college with taught degree awarding powers (TDAP) can offer Level 6 and 7 apprenticeships and should therefore be in a better place to address the skills gap.

This presents an interesting scenario, one reminiscent of the UK polytechnic model (or one with similarities to the USA community college or the German two-pronged 'vocational or academic' tertiary education routes). Goodhart, Alison Wolf and others at Wonkfest17 spoke of the need for diversity in the range of higher education programmes universities offer (there was mention of BTECs, HNDs, HNCs and sub-degrees) with Goodhart suggesting universities might do well to move into this space, adopting a 'super colleges' blend on vocational courses and bachelor's degrees, not realising that many FECs are doing this exact thing already.

It is clear from Wonkfest17 rhetoric that HEIs need FE colleges; colleges must realise this. We need to (re)define our institutional strategies to harness the market we (should) hold and generate a pathway to occupying a space of vocational and technical education that is not simply as HEI feeder. Reputation is key, of course; in the session before Goodhart's, I attended a debate on apprenticeships at which a Vice Chancellor from a UK university suggested that although HEIs recognised merit in creating apprenticeships in partnership with FE colleges (to enable a Level 2 to Level 8 apprenticeship spectrum) there was "reluctance to endorse FE colleges" via such a partnership. He was speaking broadly here, not (just) about his institution, but the message was loud and clear. As I said, reputation is key.

My challenge to those colleges offering HE is to know the space you occupy and to know how to react to a knock on the door from your neighbouring HEI if they have apprenticeship ambitions. Don't get me wrong, a shared apprenticeship offer is to be applauded if it serves a function and addresses a sector/student need, as is the aim of improving connections with the local community: both could benefit students, our local economies and widening participation. But, if what motivates the HEI to knock at your door is a desire to tap a student market just because it's profitable and/or to shoehorn students into HE spaces that they do not wish to occupy, we in FE colleges must be strong enough to ask whether this really benefits learners.

Polytechnics, anyone?
Dr Nicola Watchman is Higher Education Research and Innovation Manager at Newcastle College. Reference
Goodhart, D. (2017) The Road to Somewhere: Populist revolt and the future of politics. London: C Hurst & Co Publishers Ltd

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January 2018, Further education colleges: forget your place and claim your space, Dr Nicola Watchman

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I recently attended Wonkfest17 (6 and 7th November 2017), a conference dedicated to UK higher education (HE) policy and the brainchild of those at WonkHE.

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For many lecturers and managers in college Higher Education (HE) writing analytical articles is not part of their usual professional remit. However, although we talk about multi-modal being the way forward for 21st-century communication, the written article or paper remains the default dissemination method of choice for many academics and critics.

This can leave college HE academics in an awkward space. Colleges often lack the institutional structures which support our colleagues in HEIs. Research shows that between the lecture and the workshop, the meeting and tutorial there isn't always space or time for college HE teachers to research, let alone write an article for publication.(Lea, 2016)

Looking at alternative forms of writing to the peer-reviewed journal article is one answer and was explored throughout the AoC Scholarship Project. Practitioners from the sector have been invited to submit Case Studies and Think Pieces. A Case Study is relatively self-explanatory, a think piece perhaps less so. The OED defines a think piece as: An article in a newspaper, magazine, or journal presenting personal opinions, analysis, or discussion, rather than bare facts.

The particular antecedents of the think piece are unclear. Haglund (2014) traces the term back to the 1930's; indelibly linked to journalism. Today, the form and structure of a think piece varys widely according to context. The form is frequently used in education to support students in articulating and arguing informed ideas and is commonly linked with cultural politics and blogging (Staten, 2015)

When used in more academic contexts a think piece is not merely an opinion-piece. It is a forward-facing piece of writing that provokes ideas and discussion. It is not a narrative of practice but a persuasive presentation of key concepts. The author's critical position is clearly defined. A well-written think piece can analyse, inform and critique.

Think pieces do not ramble. They are lucid and short, often between 500-1000 words. The brevity of the think piece supports the time-starved. Writing a think piece takes the space of a cancelled meeting or an unexpected snow day. It's an ideal way to share your perspective on critical issues, or bring debates from discussion seminars or conference presentations to a broader audience.

Based on my personal experience, writing a think piece is rewarding on both a personal and professional level. The writing process is educational and reflective. Ideas become more developed and better curated - more securely underpinned by theory and research. You get the enormous excitement of having your work reviewed and published. Often, you are afforded recognition from your college for having had your work reviewed and published.

And, of course, we learn through challenging ourselves and reflecting. I wrote my first think piece three years ago. It was a challenge for me and deeply exciting when it was published. I have since had the joy of encouraging others to write and acting as a peer reviewer. If you had told me that I would be studying for a PhD three years ago, I would not have believed you. My confidence to start that journey began with that think piece being published.

However, I would like to see the think piece in college HE evolve further. It might be interesting to see us use the affordances of the web to make our published outputs multi-modal, possibly illustrated, and/or with an audio element. And in the process challenging the notion that writing has to be our default.

It would also be interesting to see how the electronically published short article might be used to share applied research in practice. Here, aspects of the case study, the think piece and the action research project might be combined. If you read the think pieces on the AoC Scholarship Project web pages, these often go beyond the idea of an 'article' or 'opinion piece'. Instead, they stray into unfamiliar territories that bring critical theory or theoretical positions into subject-level discussions, introducing interesting ideas that might well be explored further through more formal research projects, or link to case studies and research findings.

And we also need to consider the naming of things. The think piece, for all its intrinsic value, is still primarily tied to ideas of journalism and blogging rather than academia. Haglund (2014) shows how 'think piece' is often used as a pejorative term. However, to the interpretative researcher, the think piece might well share our shifting truths in a way that is more useful than the peer-reviewed article. Both practically and conceptually there is value to the think piece, but let us also consider how it might be developed and articulated further as an accepted academic form of electronically published writing.

In the meantime, if you haven't thought about contributing a think piece, why not start jotting down your ideas on a subject in college HE that you have strong views on and see where it takes you. The editorial board for the think pieces would be very pleased to see a draft, and offer support to develop it further. Or just send your ideas to me personally if you want some early feedback (s.crowson@hca.ac.uk).
Sarah Crowson is the Scholarship Development Manager at Hereford College of Arts References
Haglund (2014) Why 'think piece is pejorative', Browbeat. Available at: http://www.slate.com/blogs/browbeat/2014/05/07/think piece_definition_and_history_roots_of_the_word_show_it_has_long_been.html. Accessed 15/3/18

Lea (2015) The Scholarship Project Literature Review, Association of Colleges. Available at:

https://www.aoc.co.uk/system/files/Final%2026%20Jan%20-%20Scholarship%20Project%20-%20Literature%20Review.pdf. Accessed 15/3/2018

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April 2018 - Why write a think piece?, Sarah-Jane Crowson

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For many lecturers and managers in college Higher Education (HE) writing analytical articles is not part of their usual professional remit. However, although we talk about multi-modal being the way forward for 21st-century communication, the written article or paper remains the default dissemination method of choice for many academics and critics.

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Posted on November 21st, 2019

If you work in FE Colleges, especially at middle management levels, or you're involved with further education in a local authority or through a charity, you want the young people you support to have the best experience they can possibly have, writes Debbie Sorkin, National Director of Systems Leadership.

To make this happen, you often need to work with lots of different people in different sectors. You will have your learners, their families and carers. You will have your own staff teams and colleagues across your organisation, line managers, and people at the top of the organisation. And you will have prospective employers, partners in Higher Education, the NHS, local authorities and other stakeholders.

Getting everyone facing in the same direction can be hard. People will have different perspectives and priorities. Cultures and expectations can be different. You might not be the most senior person in the room. So you won't have a lever you can pull to magically make 'stuff' happen. You need to influence other people. And that assumes you can get your voice heard in the first place.

How you lead when you're not in charge

There is a new programme from the Education and Training Foundation (ETF), designed to help you work and lead more effectively in these situations. The two-day module, taking place in London on 15 January and 17 March 2020, will help you to:

build better relationships across sectors and organisations

engage with stakeholders

strengthen your influence

change the way people think so that they change how they work

build a sense of shared purpose and ambition

motivate your teams to work with change

work in real collaboration and partnership.

The programme, already rolled out successfully for people working in SEND earlier this year, is based on tried and tested tools and techniques you can try out to help you start to work - and lead - differently, build relationships and trust, align your goals so that people start pulling in the same direction, and make some real progress in working across other departments, organisations and sectors.

It is also grounded in practice, so you can apply these approaches to real-time issues that you're facing. This programme is for you if you are:

a middle or senior manager in an FE College

a middle or senior manager working with the FE sector in a local authority

working in an Independent sector training provider

working in a community organisation with an interest in vocational education

a middle or senior manager working in Specialist Education.

Further information

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If you work in FE Colleges, especially at middle management levels, or you're involved with further education in a local authority or through a charity, you want the young people you support to have the best experience they can possibly have, writes Debbie Sorkin, National Director of Systems Leadership.

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Digital Transformation and Innovation in Further Education

Promoting and sharing best practice in independent, blended and digital learning

1st July, 2019 - Heart of Worcestershire College & The Artix, Bromsgrove

A one day conference focussing on innovation and best practice in the use of digital technology to enhance the learning experience.

The increasing demand for digital skills across the UK workforce outlines the importance for the FE sector to ensure that its supply of graduates meets employers' demands for those digital skills. A culture of engaged and collaborative teaching innovators is required to help scale up learners' use of digital methods across the curriculum to accelerate learning and encourage essential and rapid digital progress.

It is an expectation of today's learners that the Further Education sector should not only keep abreast of technological advances, it needs to fully embrace current technology and be bold enough to experiment with evolving practices. Even more essential is the need to empower our teachers with the skills and confidence they require to deliver education to an audience that not only deserves, but more so expects, technology to be embedded within and to enhance their learning experience.

The implementation of forward-thinking digital pedagogy and technologies such as: flipped classrooms, personal learning networks, VLEs, e-portfolios, cloud services, MOOCs, virtual and augmented reality, and gamification, play an essential role in meeting these needs.

The Blended Learning Conference event brings together teachers, digital developers and education leaders to share experiences and offer insights into how they've used technology to improve the overall student experience, from teaching, learning and assessment to student communication and welfare.

This event provides an exciting opportunity to gain and share knowledge, discuss strategies, benefit from others' experiences and see new innovations from industry leaders.

"Best practice and future technologies"

Stuart Laverick｜ Principal and CEO, Heart of Worcestershire College - Opening welcome

Stuart has been in education for 35 years working in the school, college and university sectors. His consultancy and research interests have been in the areas of strategy and marketing. Stuart is a member of the Worcestershire Local Enterprise Partnership (WLEP) Board and Finance, Audit and Risk (FAR) Committee. He is the West Midlands representative for ASCL FE and is its Chair.

Chris Rothwell｜ Director of Education, Microsoft UK - Keynote

Michelle Swithenbank｜ Chief Executive and Principal, Hull College Group - Keynote

The conference will be based in Bromsgrove, Worcestershire at Heart of Worcestershire College and the Artrix Arts Centre.

Address:
Artrix, Slideslow Drive, Bromsgrove, B60 1GN

Free parking is available at the Artrix Centre. HoW College is situated in view from the Artrix car park.

By road:
The Artrix is ideally located for access from the M5 (Junctions 4 and 5) and M42 (Junction 1), from which it is just a short drive on the A38 to the venue's ample free car parking (follow the brown signs).

By rail:
For delegates arriving by train we will be providing a shuttle bus between Bromsgrove station and the Artrix at key times, to and from the conference.

Accommodation:
The Premier Inn Bromsgrove Central is conveniently situated within walking distance from the Artix.

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Digital Transformation and Innovation in Further Education｜Blended Learning Conference

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Promoting and sharing best practice in independent, blended and digital learning A one day conference focussing on innovation and best practice in the use of digital technology to enhance the learning experience. The increasing demand for digital skills across the UK workforce outlines the importance for the FE sector to ensure that its supply of graduates meets employers' demands for those digital skills.

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We've been on the lookout for the top ten social media superstars in further education (), and we had some great entries!

A huge thank you to everyone who took the time to apply and congratulations to our #JiscTop10 winners.

The competition celebrates the excellent social media work being done by sector professionals out there - and the most innovative ways of using social media to add value to their practice. Each winner will receive an edtech visit to their institution, robot included.

The final line-up was chosen by a panel of and social media experts, including Jisc's head of and skills, Paul McKean; Jisc's digital content manager, Richard Tatnall; TES columnist, teacher founder of UKFEchat, Sarah Simons, and Week journalist Sam King.

Paul McKean said:

"It's great to see the variety of ways practitioners are using social media to support their practice. The top ten use a whole range of platforms in many diverse and exciting ways.

"It's noticeable that, while the practitioners come from across the spectrum of the curriculum, our top ten are all keen to share their own practice, either via social media, such as hosting #UKFEchat debates on Twitter, or their own blogs, but also in 'real life' by hosting local Teach Meets.

"I'm also pleased to see the use of social media is having an impact, too, for example, it is cited as a contributing factor in attracting 'a wider range of local students than our normal geographic profile'."

Richard Tatnall added:

"What stood out for me was the real-world impact these social media activities are having. Among our ten superstars' submissions were examples of social media initiating new partnerships; securing student work experience (it's worth checking out #ReadingCollegeTakeOver for more on this); and even contributing to successful project bids.

"When the impact of social media moves beyond the screen like this, its value really becomes clear. Our winners have provided many great examples of how investing in blogs and other social media channels can have big pay-offs for both practitioners and students.

"It's certainly an exciting time to be a social media advocate in at the moment as new practices are constantly being tried and tested and our winners are leading the way for its integration throughout teaching and learning."

The Jisc top ten social media superstars of 2018

Aftab Hussain, strategic lead for information learning technology, Bolton College

Anshi Singh, IT lecturer, Reading College (Activate Learning)

Jade Easton, deputy head of commercial services, Kingston College

James Donaldson, head of additional learning needs and wellbeing, Cardiff and Vale College

James Kieft, learning technologies manager at Activate Learning

Learning technologies and library services team, Petroc College

Lisa Shields, lecturer in marketing and retail, City of Glasgow College

Scott Hayden, media lecturer, teacher trainer, digital learning ambassador at Basingstoke College of Technology

Simon Reddy, teacher at City College Plymouth and the University of Plymouth

Tony Payne, student experience manager, East Kent College Group

Aftab Hussain, strategic lead for information learning technology, Bolton College

@Aftab_Hussain

Since joining Bolton College in November 2013, Aftab has kept an active blog which showcases the ILT projects underway across the college. The articles and projects are shared on LinkedIn.

This attracts attention and has led to a successful project bid to the Education Training Foundation, which promoted the use of Ada, Bolton College's cognitive assistant for students, teachers and support teams. The project, which concluded in October 2017, also attracted attention via social media of IBM's Watson Conversation Team, who visited Bolton College in June 2017 to view its work on the Ada service.

In July 2016, the Education Recording Agency did a case study on the college's use of personalised video content based on the social media posts about the service. The use of social media has also led to an increasing number of staff visiting Bolton College to learn more about its ILT services and projects.

Aftab says the primary aim of his social media posts is to raise awareness of how analytics and technology can be combined in radically different ways to support students, teachers and support teams.

Judges' comments

Aftab's social media use has resulted in college-wide benefits, which show he is a real team player. By writing regular blog posts, and sharing the latest tech developments at Bolton College, he has attracted attention from leaders in edtech and beyond.

@TeachAnshi

Anshi uses social media to connect with educators across the globe and also to promote awareness of abuse and gender equality.

This year she organised a Teach Meet (#TMReading17) which was successful and will go ahead again this year, all promoted by social media.

All level 3 students interact on social media and have set up their own blogs to share and connect their learning with the real world. The hashtag #L3ClassAnshi is used to post any course-related items.

Twitter/Facebook/Instagram/LinkedIn/Google community/YouTube and other websites effectively extend learning beyond the classroom and Anshi uses these platforms to seek work experience placements for students. As a result, all level 3 students were able to do work experience by taking over social media accounts of local businesses.

Finally, Anshi is starting a pilot project to teach responsible use of social media to students in vocational courses.

Judges' comments

Anshi is a prolific tweeter who uses the medium to collaborate with colleagues from around the country, organise events to share learning, as well as raising awareness on a range of issues.

She shows great enthusiasm for creating new online connections, harnessing the medium as a tool to instigate work experience opportunities and industry collaboration. The college project she is leading to teach responsible social media use demonstrates her commitment to leading learning and good practice.

Jade Easton, deputy head of commercial services, Kingston College

@KC_BTECsport

Jade is a pioneer in the college's use of Twitter and set up @KC_BTECsport. She is active in celebrating past students' successes to inspire and motivate applicants to vocational courses and highlights present students' success as they progress.

The impact has been buoyant in terms of enrolments and applications on the sports courses and the college has attracted a wider range of students than its normal geographic profile.

Social media activity has been instrumental in securing connections with local sports clubs and universities to give the students further enrichment. Jade also retweets local community events, which has helped up-skill current students and allows them to showcase what they do via a social media platform. She proactively shares what the college does and uses it as a positive tool to advertise good practise in the institution, but also opportunities in more widely.

Judges' comments

Jade has opened a whole host of opportunities for her students by delving into the Twittersphere. She has built an account that attracts the attention of potential employers and future applicants to Kingston College by documenting and celebrating the journey of current and former students through pictures, hashtags and frequent engagement with other Twitter accounts.

James Donaldson, head of additional learning needs and wellbeing, Cardiff and Vale College

James says that social media in general and, in particular, developing a personal learning network (PLN) on Twitter and blogging has allowed him to develop as a reflective practitioner and lead the conversation around additional learning needs reform in schools and colleges in Wales.

He likes to use social media to promote, share and teach technology online, linking colleagues, parents, researchers, health and social services, edtech providers and users to think about disrupting the status quo and driving positive change.

James is a co-organiser of Teach Meet South Wales, and has led UKFEchat tweet meets around those with additional learning needs wellbeing and support for learning and used social media to link with fellow educators and change-makers. For example, he was asked to present at Bett 2018 by Microsoft on the use of mixed reality to support transition for learners with additional and special educational needs and disability.

Judges' comments

James has used social media as a force for good, using Twitter and an online blog to start discussion and enlighten fellow educationalists on the additional learning needs reform happening in Wales. He regularly retweets content about ALN and SEND issues, which has earned him a dedicated follower count.

James's enthusiasm and engagement with the wider community has led to sharing good practice through real life and online meets. His research into how analytics can help support ALN learners is an interesting project and has potential for far-reaching implementation.

James Kieft, learning technologies manager at Activate Learning

@james_kieft

James uses social media to keep up to date with technology tools and see how others are making use of these tools. James puts the tools he likes on his blog and YouTube channel, where he suggests how they could be used to benefit teaching and learning.

As a result, there has been an increased use of educational technology tools within the classrooms at the colleges he works at.

Colleagues across the education sector have responded by suggesting tools James should feature on his channels and what it has allowed them to achieve with their learners.

This work has resulted in Activate Learning winning an Beacon Award and being shortlisted for a TES award for technology usage.

He also engages through Google Plus and Google Plus communities, Twitter and various Twitter chats such as #UKFEchat.

Judges' comments

James is making tech accessible to teachers by making video explainers of the latest online tools that are available. The time put into the videos, and the sheer quantity of them, shows how dedicated James is to giving educators the skills they need to enrich their lessons.

By investigating what's on offer and curating what he finds useful he has successfully removed a barrier in tech engagement - colleagues' lack of time. James has created a highly useful means to support colleges and share good practice, within his college and beyond.

Learning technologies and library services team, Petroc College

@PetrocLTLS

This team uses a combination of Wordpress, Twitter and Facebook to communicate across three campuses and beyond. As demand on time has increased, the team found it hard to maintain the same level of face-to-face support and saw how social media could help.

The platforms act as a shop window for the team to display learning technologies and library services to all.

Daily tweets have an eclectic style, including the odd GIF and personal news, so the account stays friendly and interesting. Specific hashtags promote various LTLS projects and initiatives. For example, #PetrocReads5 is promoting a reading challenge through a live Twitter feed on the library services Moodle page and there's been a big uptake among staff and students alike. #PetrocGoogle5 promotes online Google training as part of the college's rollout of Chromebooks and Google GSuite (Wakelet), and #PetrocLTA is a starting point for discussing learning, teaching and assessment.

The active promotion of Twitter has encouraged lecturers to create their own curriculum-based Twitter accounts and embed them within their Moodle course pages.

Judges' comments

The team has used social media as a way of continuing to support students at the library, countering the lack of time available for face-to-face contact. They use social media to its fullest advantage, not only in terms of in-college promotion but to the wider public.

The team's understanding of the importance of tone in online communication is an impressive and rarely discussed nuance. Their welcoming online 'persona' transforms the outward direction of marketing information into an inclusive and ongoing conversation.

Lisa Shields, lecturer in marketing and retail, City of Glasgow College

Lisa has used Twitter since 2010, when developing her teaching practice as a new lecturer.

At the start of the academic year she encourages students to follow her and arranges them into course groups in the List feature, without following them back. This way, she can look at student tweets when required, or converse if need be without seeing their tweets in her feed. Those students who have graduated go into a list of alumni so that she can maintain links with them in their careers.

Lisa regularly posts relevant articles and identifies stand-out advertising campaigns and refers to the tweets in class. Frequently, advertising agencies involved in the campaigns will engage with the post, giving an opportunity to promote the course and the students as informed future professionals.

Recently, when undertaking an educational podcasting project known as Retail Chat she created a separate Twitter account to promote the work, and hopes to expand this as a way of further engaging students.

Judges' comments

Lisa's organisational skills are exceptional, establishing online lists of college alumni and her course groups, and a second Twitter account set up just for posting educational podcasts she records with professionals in the retail industry.

Lisa ties the importance of engagement with social media to her teaching curriculum and skilfully engages learners. This is an excellent example of modelling good practice. This is an inventive and committed use of social media platforms.

Scott Hayden, media lecturer, teacher trainer, digital learning ambassador at Basingstoke College of Technology

A social media and edtech advisor to The Education Foundation and Edtech UK, Scott is in charge of a team that trains staff in creative and innovative approaches to teaching and learning.

All students now use social media and digital technology in a professional and responsible way that enhances their digital reputation and employability skills.

The techniques Scott has developed have been cited by Edexcel and Ofsted as outstanding practice of engaging both students and industry and he was shortlisted this year for the TES award for outstanding use of technology.

Judges' comments

Scott's passion for teaching students and colleagues about the benefits of social media is clear. His involvement with EdTech UK shows he has his finger on the pulse and is committed to keeping at the forefront of how teaching can evolve and adapt in an increasingly digital age.

His ongoing exploration of how communication platforms can be used to support students and staff alike is both exciting and inspirational. He clearly cares about what he does, about the people he works with, and those he works for - his learners.

Simon's use of social media to help engage apprentice plumbers was born from his 2014 PhD on college courses and apprenticeships in plumbing. The study found the plumbing curriculum in was dislocated and important aspects of apprenticeships were being ignored, including the experience of being part of a community of workers.

On returning to practice as an plumbing teacher in 2015, Simon noticed apprentices were distracted with smart phones, so he decided to capitalise on this.

He formed closed Facebook social media groups, with tutors, assessors, college managers, directors and apprentices. The apprentices put pictures and videos of their work on the Facebook group, and in classroom sessions other students instantly engaged with their own pictures and critical comments.

The students' responses were "extraordinary". They were interested in learning more, and continually compare/correct their own work performances with peers, which drives up standards.

Simon says the use of smart phones and social media communities shows that assessment can now be easily collected digitally and that students are more engaged and able to form professional communities, while emphasising practical work.

It's also worth noting that tests use employers' resources, so colleges don't need to buy expensive materials for assessment.

Judge's comments

Simon has created a platform for his students to develop professionally in the safety of an online Facebook group, which is an excellent use of the platform, and one that other teachers can learn from and implement easily (and at no cost!). His work has also proved highly motivational to students and colleagues alike.

Having shared his work internationally, Simon's academic expertise twinned with his ground-level experience of vocational teaching and learning make his insights into the value of digital pedagogy an exciting prospect.

Tony is a regular contributor to #UKFEchat and has co-hosted the #UKFEchat podcast this year.

He also leads and runs @lvpnet, which is a network for Learner Voice practitioners across the UK. Its Facebook community, with more than 200 members, is a place to collaborate and share best practice.

Tony also hosts regular networking events around the UK to ensure technological innovation is at the heart of Learner Voice.

Tony has recently completed a year's secondment with , where he supported the development of an online Learner Voice Framework to allow institutions to self-assess their collaboration with learners and build an action plan to expand work into new areas of development.

Judges' comments

Tony's Twitter account @lvpnet shows he is keen to work inclusively and in open discussion around best practice with fellow Learner Voice practitioners. Tony uses social media to advocate for the value of Learner Voice and in doing so, in collaboration with the , has created a powerful tool to enable institutions to improve their own Learner Voice offer.

Tony's engagement with wider policy through Learner Voice Network, and #UKFEchat has seen him emerge as a valuable thought leader.

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Jisc's top ten further education social media superstars of 2018

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We've been on the lookout for the top ten social media superstars in further education (), and we had some great entries! A huge thank you to everyone who took the time to apply and congratulations to our #JiscTop10 winners.

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Networking the Networks is an initiative aimed at making links between the many practice-led networks concerned with research and the use of evidence. All parts of the learning and skills sector and relevant parts of the HE and school sectors are included.

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Liam Alderton from East Coast College has participated and benefited from an ETF Professional Exchange Network. Watch our case study video to find out more about how this has impacted the college.

Professional Exchange Networks (PEN) are locally organised groups who engage regularly. They identify practitioner focused issues, and support practitioners to reflect on their practice, and share, collaborate and develop solutions.

These Exchanges act as regional hubs for groups of practitioners to work together. The Professional Exchange programme has been running since early 2016 and has seen over 2,500 practitioners involved.

What happens in a Professional Exchange?

Practitioners approach Professional Exchanges with their own idea of what it is they want to develop, learn or improve. Activity through Professional Exchanges can include small scale action research, training, coaching and the sharing of practice.

How will I know I have developed as part of a Professional Exchange?

When you join a Professional Exchange you will have the opportunity to identify what it is you want to develop, learn or improve. This is completed using a brief self-assessment that incorporates the Professional Standards. As you work your way through the Exchange you will be supported to review your progress against your initial starting point.

What might a Professional Exchange experience look like?

A practitioner joins a Professional Exchange Network in their local area. They have already identified that they have an issue with students engaging in the maths and English element of their study programme. When they attend their first Exchange meeting they meet three others who are also facing the same issue. They decide to undertake some action research and each trial three different methods of engaging their students. They work together to evaluate their findings. At the next Exchange meeting, each group reports back on their progress so far and share their learning and ideas with others.

Does it cost me to take part in an Exchange?

Professional Exchanges are free for practitioners to take part in. There may be some training activity you might need to contribute towards but the actual Exchange meetings and the connected activity is free.

I would like my organisation to be part of an Exchange, how can we do this?

We are always keen to have providers support our Exchanges. This may be as simple as providing a location for a meeting to take place or providing a financial contribution to support the sustainability of an Exchange.

What areas do the Professional Exchanges operate in and how do I find out more?

Find your nearest Professional Exchange using . For general enquiries please contact Catherine Manning.

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Liam Alderton from East Coast College has participated and benefited from an ETF Professional Exchange Network. Watch our case study video to find out more about how this has impacted the college. Professional Exchange Networks (PEN) are locally organised groups who engage regularly.

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TEL Tales: stories of enhancing learning through technology - CORE Reader

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https://core.ac.uk/reader/74224243

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PhD thesis: professional identity

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Towards an understanding of the construction of the professional identity of vocational further education college teachers

Abstract

This thesis presents findings of a research project that was carried out within the field of Further Education (FE). The broad aim of the study was to gain a greater understanding of the professional identity formation process that vocational FE teachers undergo as they progress from the role of industry practitioner to teacher. The thesis develops and builds upon Robson's work and seeks to answer her 'call' for a better understanding of this complex identity development process that FE teachers undergo. In order to realise this aim, practising vocational FE teachers were interviewed across four different general FE colleges located in the south east of England. Responses were analysed using Illeris' (2011) theories of workplace learning. The findings of the study were grouped together to form themes and then distilled to establish how vocational FE teachers view their identity and what the key influences on the identity formation process were. The thesis presents two key assertions about the professional identity formation process. This study concludes firstly, that contrary to previous studies, formal initial teacher training is not highly valued by vocational FE teachers, it is placed second to experiential work-place learning on the job with the support of practitioner peers. This learning process, instigated by the practitioners themselves, involved various types of networking with peers and was encouraged by managers. Secondly, Illeris' workplace learning theory can be used as a lens to explain the rich learning process and the key elements that contribute to the formation of vocational FE teachers' professional identity. Professional identity formation takes place in a learning space influenced by workplace production, the individual, work practice and the community within the workplace. The work suggests that these findings make a contribution to knowledge in the field of FE and should be used to inform future discussions concerning the professional formation of vocational FE teachers and the development of their practice

Publisher: UCL (University College London)

OAI identifier: oai:eprints.ucl.ac.uk.OAI2:10064593

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Towards an understanding of the construction of the professional identity of vocational further education college teachers - CORE

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This thesis presents findings of a research project that was carried out within the field of Further Education (FE). The broad aim of the study was to gain a greater understanding of the professional identity formation process that vocational FE teachers undergo as they progress from the role of industry practitioner to teacher.

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The resources available through this website are designed to help inform subject-specialist pedagogy for science, engineering and technology teachers who work in Further Education (FE). The material is presented as videos, animations and text. Depending on your role please click on the link below to access the resources.
Read full introduction

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The resources available through this website are designed to help inform subject-specialist pedagogy for science, engineering and technology teachers who work in Further Education (FE). The material is presented as videos, animations and text. Depending on your role please click on the link below to access the resources.

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Cultures, colleges and the development of ideas about teaching in English Further Education - CORE Reader

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Teaching and Learning in Further Education: the Ofsted factor - CORE Reader

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OTLA

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Abstract

This article presents findings from our collaborative Outstanding Teaching, Learning and Assessment (OTLA) project which employed an action research methodology to explore Equality and Diversity (E&D) practices within our settings. Identified issues included lack of staff confidence exploring E&D in the classroom; lesson observations reporting "tokenistic" or "strained" E&D work, and concerns that shared or collaborative E&D practice within or between educational settings rarely occurred. Our question therefore was how best to empower teaching and learning communities to effectively promote equality and celebrate diversity. We attempted to establish a Professional Learning Community (PLC) (Vescio et al, 2008), whilst simultaneously seeking to engage learners more actively in the design and development of their E&D work. These processes helped enable symbiotic knowledge exchange between staff, and between staff and learners, enriching teaching, learning, and assessment practices as collective E&D practices began to travel within and beyond the realms of our settings. Future endeavours include further exploration of the impact of our E&D PLC upon learning and assessment outcomes, with particular focus on further collaboration with learners, examination boards, and third sector partners to aid diversification of both internal and external assessment practices.

Keywords

professional learning community, equality and diversity, community learning, collaborative practice

How to Cite

Meaby V. (2018) "Establishing Professional Learning Communities to Support the Promotion of Equality and Celebration of Diversity: Reflections from a North-East Community Learning Teacher", Teaching in Lifelong Learning. 8(2). doi: https://doi.org/10.5920/till.538

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Establishing Professional Learning Communities to Support the Promotion of Equality and Celebration of Diversity: Reflections from a North-East Community Learning Teacher

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This article presents findings from our collaborative Outstanding Teaching, Learning and Assessment (OTLA) project which employed an action research methodology to explore Equality and Diversity (E&D) practices within our settings. Identified issues included lack of staff confidence exploring E&D in the classroom; lesson observations reporting "tokenistic" or "strained" E&D work, and concerns that shared or collaborative E&D practice within or between educational settings rarely occurred.

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A podcast discussing all things Teaching, Learning, Assessment and Quality in Further Education. Hosted by Stef Wilkinson, specialist in Quality improvement, innovation and strategic approach.

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The Further Education Trust for Leadership is an independent think tank established to strengthen and develop the leadership of thinking from, in and about the further education system.

Our mission

The Further Education Trust for Leadership (FETL) aims to foster and support the leadership of thinking in further education and skills. FETL offers opportunities to colleagues in and around the further education and skills system. We do this through our programme for the exploration of future possibilities, the events we offer and the resources we produce. We support sector colleagues to undertake research and development activities in areas which are of interest to them and which are relevant to the leadership of thinking, in pursuit of intelligent sector development. Their thinking in turn informs the creation of new, collaborative spaces of possibility, encouraging generative engagement with relevant partners.

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The Further Education Trust for Leadership is an independent think tank established to strengthen and develop the leadership of thinking from, in and about the further education system. The Further Education Trust for Leadership (FETL) aims to foster and support the leadership of thinking in further education and skills.

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Page not found - The Education and Training Foundation

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Resources and continued professional development (CPD) for staff in FE

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CollectivEd working papers guidance for writers

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Unwritten: (re)imagining FE as social purpose education

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Unwritten: (re)imagining FE as social purpose education

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Detailed Record

Title:

Authors:

Mycroft, Lou¹ loumycroft@loumycroft.org

Source:

Research in Post-Compulsory Education. Mar2018, Vol. 23 Issue 1, p94-99. 6p.

Document Type:

Article

Subject Terms:

*Teacher education
*Further education (Great Britain)
*Learning
Socialization
Work environment

Author-Supplied Keywords:

digital
hegemony
Multi-disciplinary
open resource
postcapitalist
posthuman
rhizomatic
social purpose
Utopian

Abstract:

Drawing on stories from ten years of social purpose teacher education in the UK, this paper assumes that the future of further education is still unwritten. It illustrates complex and workable ideas via a theorised sketch of the fictional Bee Learning Programme, an imagined education setting of the future. The narrative that follows is designed to provoke. [ABSTRACT FROM AUTHOR]

Copyright of Research in Post-Compulsory Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Author Affiliations:

¹School of Education and Professional Development, University of Huddersfield, Huddersfield, UK

Full Text Word Count:

2380

ISSN:

1359-6748

DOI:

10.1080/13596748.2018.1420732

Accession Number:

128359681

Publisher Logo:

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Unwritten: (re)imagining FE as social purpose education

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Title: Authors: Mycroft, Lou1 loumycroft@loumycroft.org Source: Research in Post-Compulsory Education. Mar2018, Vol. 23 Issue 1, p94-99. 6p. Document Type: Article Subject Terms: *Teacher education*Further education (Great Britain)*LearningSocializationWork environment Author-Supplied Keywords: digitalhegemonyMulti-disciplinaryopen resourcepostcapitalistposthumanrhizomaticsocial purposeUtopian Abstract: Drawing on stories from ten years of social purpose teacher education in the UK, this paper assumes that the future of further education is still unwritten.

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ETF's David Russell discusses how the 2019 General Election could impact FE practitioners

FE News catch up with Education and Training Foundation's CEO, David Russell at the SET (Society for Education and Training Foundation) 2019 conference. We chat with David about how the election could potentially impact the sector and practitioners.

These are uncertain times and depending on the outcome of the election and which Political party wins, or whether a potential coalition Government of multiple parties comes into power after the 12th December election, David explores what could this mean for the sector.

David chats through what he anticipates would remain as the delivery models after the dust has settled after the election.

More continuity than change, but also lots of possibility for positive change!

What the election could mean for practitioners: Thinking about ways forward for 2020 and how to deliver excellence.

It's a tricky question, isn't it? It looks like one of the most unpredictable elections we've ever had, so, it's quite speculative thinking what it might mean for FE policy. But let's have a go, cause it's always fun!

T Levels

Some things won't change. I think one of the big things that the ETF is focused on is T Levels and preparing the FE workforce to teach T Levels successfully. Now you can never be sure, but my money would be on T Levels continuing very strongly post-election, whatever happens.

The reason I say that is I think they have cross-party support. There will always be critiques and criticism about details of design, or details of implementation. But broadly, I think everyone's bought into the idea that a new high-status tech qualification is a good thing, as long as it's implemented sensitively, and carefully, and doesn't do any collateral damage along the way.

I think T Levels will probably stay whatever happens, and I think that momentum will continue.

Senior Leadership

Another thing I think I'll stay the same is there's a lot of focus just now on senior leadership, and the quality of senior leadership in the sector being sustained. So, there's anxiety about the succession planning.

Is there enough talent coming through to replace the leaders we have at the moment?

The job of running an institution in FE is just getting tougher and tougher, so I think that will remain a theme. The ETF will continue to do hopefully more and more work on leadership development.

English and maths resit policy

Other things more up for grabs: So English and maths, you know, the English and maths resit policy is very contested and quite controversial. Some people strongly support it, some people really don't like it at all, don't think it's the right policy.

I think that could change. I think if there were to be a change of government, it probably would change. But even if there isn't a change of government, it's possible that a new set of ministers might take a different view on it. So that's one to watch.

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Consistency

My own view on that is that one of the most damaging things that politicians can do is keep moving the goalposts, keep changing things. Quite often I would say you have to have quite a high bar to reach before you want to change something.

If you've put a lot of time and effort into changing something on the ground that affects tens of thousands, hundreds of thousands of learners, you've got to be really sure that you have not just reason to change it, but you have something better to change it to.

This is the big thing. It's easy to criticise a policy, but you have to be clear that you have something better that you can move to without causing too much cost and dismay along the way.

So, a bit less policy change would be a good thing, from my perspective.

Lifelong Learning

Apart from that, there's lots of thinking about lifelong learning now coming out of the Labour Party, which is quite exciting.

I think lifelong learning is such a powerful concept. It ebbs and flows in terms of its political popularity, but I hope that it will come back very strongly, whatever happens in the election.

Often that's the way, one party might take up an idea, but then it becomes more mainstream again and everybody talks about it. So, I'm quite excited about the idea that lifelong learning might become more of a priority.

Lifelong learning, not just about retraining for when the economy changes, if we don't have the same supply of skilled and semi-skilled labour post-Brexit, but also lifelong learning in the sense of education, as well as retraining. I'm quite excited about that as well.

So, I think more continuity than change, but also lots of possibility for positive change!
David Russell, CEO, Education and Training Foundation (ETF)

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how could the 2019 general election impact fe practitioners? #setconf19

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How could the 2019 General Election impact FE practitioners? #SETConf19

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ETF's David Russell discusses how the 2019 General Election could impact FE practitioners FE News catch up with Education and Training Foundation's CEO, David Russell at the SET (Society for Education and Training Foundation) 2019 conference. We chat with David about how the election could potentially impact the sector and...

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Workforce development inc: systems approaches, democratic engagement and boundaries to dual professionalism 

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Workforce development inc: systems approaches, democratic engagement and boundaries to dual professionalism 

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Dual Professionalism in Further Education

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Can too long away from industry lessen credibility. Partnerships References Bostock, J., & Wood, J. (2015). Supporting student transitions 14-19. Oxton, England: Routledge. Cohen, L. M. (2004). A guide to teaching practice. New York: Routlege. Duckworth, V., & Tummons, J. (2010).

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Our approach uses visual thinking and visual thinking methods, mainly Graphic Facilitation and Graphic Recording, to support people coming together to plan, assess, create and do.

Creating a GIF whilst work was in progress while creating a graphic record for Bromley College of their Values strategy
You can click on the picture below to go to Engage Visually's Flickr Pages where more of the visual work can be seen;
Graphic Facilitation focuses on interactive ways to support conversations and thinking and Graphic Recording focuses on live event visual recording, creating a live large-scale graphic record of your meeting, event or conference.

Graphic Facilitation and Graphic Recording; also known as Live Scribing, Visual minutes, Visual maps amongst other terms, can help you lever greater engagement, creativity and productivity in your work, whilst they are different they are also complimentary, use them independently or together

Using visual methods in a wide range of settings adds dimensions and depth to a host of activities including; meetings, projects, workshops, training, focus groups, events, and conferences.

Strategic thinking and development

Organisational development

Building ideas, innovation, and solution discovery

Planning, design, and development

Supporting leadership and developing strong teams

Engaging stakeholders

Engaging and working with communities

Reviewing, evaluating and reflecting

Engage Visually is UK based, working frequently in London, Manchester, Birmingham and many other cities and towns across the Uk. We also work throughout Europe and globally. We love the diversity of the work we have been involved with. If you wonder whether Engage Visually is a good fit for your work please do get in touch and we can start a great conversation.

Clients

Engage Visually is proud to work with a diversity of incredible clients including:

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You can click on the picture below to go to Engage Visually's Flickr Pages where more of the visual work can be seen; Graphic Facilitation and Graphic Recording; also known as Live Scribing, Visual minutes, Visual maps amongst other terms, can help you lever greater engagement, creativity and productivity in your work, whilst they are different they are also complimentary, use them independently or together Using visual methods in a wide range of settings adds dimensions and depth to a host of activities including; meetings, projects, workshops, training, focus groups, events, and conferences.

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Middle Leadership in FE

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Smith, Rob and Duckworth, Vicky (2019) Transformative teaching and learning in further education: summative report. Project Report. University and College Union, London.

Abstract

Commissioned by UCU, the Further Education in England: Transforming lives & Communities research project aims to understand and provide robust evidence of how further education is vital in transforming lives and communities in 21st century Britain. It also provides evidence of how and why further education is an important lever for supporting social justice, sustainability and social cohesion; it presents a picture of colleges challenging intergenerational poverty and of offering people from diverse communities hope, agency and a positive orientation towards the future.
The first phase of the project (2016-17) led to the generation of a number of outputs which included, the production of an interim report, an interactive digital platform and a National practitioner handbook (Duckworth and Smith 2017A & 2017B). We gathered data from more than 150 participants across more than thirty five institutions: learners, teachers, managers, employers, community members, parents and other family members shared their stories. This enabled us to build up a robust qualitative evidence base to illustrate the nature of transformative teaching and learning, the power of further education to reach into diverse communities and its expanding 'ripple effect': the powerful individual, social, economic, and health benefits it produces (e.g. see Duckworth and Smith 2016, 19).
The first stage of the research sought to collate qualitative evidence of the distinctness of further education and its impact on individuals, society and the economy. In addition, we gathered evidence related to why teachers enter further education, how teachers conceive of themselves as further education teachers, how they respond to and overcome challenges and difficulties in their teaching career and finally how these factors influence their career progression. We emphasised the role of the teacher in making a difference to quality teaching and learning.
The second phase of the study (2017-19) expanded the qualitative data set and added a quantitative dimension. This involved developing, implementing and analysing two key surveys: one for staff and one for students. This enabled us to expand the theoretical underpinnings of the central concept of transformative teaching and learning that sits at the heart of the project. The first stage of the research used a sociological lens to uncover substantive evidence about how further education impacts hugely on research participants' identities as learners, their lives and the lives of their families and communities. The second phase sought to build on this and to flesh out key aspects of teachers' and students' experience in order to strengthen the psychological and quantitative basis for the claims we are making about transformative teaching and learning. Together the data from both phases constitutes a powerful evidence base to support the contention that the 'transformative' aspect of the research participants' educational experiences was an effect of a multitude of variables but that the teachers' role in this transformative aspect was a crucial facilitating factor.

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Transformative teaching and learning in further education: summative report

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Smith, Rob and Duckworth, Vicky (2019) Transformative teaching and learning in further education: summative report. Project Report. University and College Union, London. Commissioned by UCU, the Further Education in England: Transforming lives & Communities research project aims to understand and provide robust evidence of how further education is vital in transforming lives and communities in 21st century Britain.

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Leadership of Teaching and Learning

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Inspection and improvement in three further education colleges

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Mentors as Teachers, Learners, and Leaders

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Mentors as Teachers, Learners, and Leaders.

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advanced teacher status

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Preparing Leaders to Facilitate change through action research

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PREPARING LEADERS TO FACILITATE CHANGE THROUGH ACTION RESEARCH.

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Teacher Collaboration as a Mediator for Strategic Leadership and Teaching Quality

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Teacher Collaboration as a Mediator for Strategic Leadership and Teaching Quality

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Teacher Collaboration as a Mediator for Strategic Leadership and Teaching Q...

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Posted on November 25th, 2019
On Thursday 10 October, nearly 40 managers from Myserscough, Kendal and Barnsley Colleges met in Barnsley to take forward the Education and Training Foundation Advanced Practitioner (AP) project 'Developing a Culture of Excellence through Collaboration'. The ETF has funded four collaborative projects as part of its Professional Development Programme for APs during 2019-2020. The day was led by Sue Keenan (Myerscough), Tam Breeze (Kendal) and Stef Wilkinson (Barnsley). Advanced Practitioner Programme Mentor Colin Forrest reports on the day and previews the 2020 national APP Conference, which takes place in Birmingham on 27 March.

The first session, led by Sue, took us through thoughts on the Education Inspection Framework following the first few weeks of its implementation. The narrative was rich in metaphor, from Pollock to Orwell with a froth of candy floss on the way. Sue created a powerful and authentic picture of what 'Intent', 'Implementation' and 'Impact' look like in reality. The participants warmed to discussing their own practice through these new lenses. A sense of pride quickly filled the room as realisation dawned that the inspectorate's fresh expectations bought with them significant potential to expose the rich learner journeys that Advanced Practitioners (APs) and their managers in the three colleges are expertly facilitating.

Tam explored with us the six themes and key principles that frame Barnsley's Teaching and Learning strategies through the engaging session 'Lived or Laminated'. Things got off to a thoughtful start when participants were invited to consider how much of their time as managers was spent on teaching and learning. Ten per cent emerged as a consensus. In exploring this dynamic, participants worked with a wide range of colleagues in drawing out the values within each theme and reconstructing these for their own settings. This resulted in a powerful set of new thinking.

In the closing session, Stef spoke about how understanding 'brave leadership' fosters collaboration through challenging cultural norms. She encouraged colleagues to bring 'things that you are not OK with' into discussions about teaching and learning and to give careful attention to how patterns of behaviour are central to defining cultures within organisations. However, Stef went further - much further - by inviting colleagues to consider how taking ideas into practice and evaluating them has potential to create a sustainable narrative that brings rich rewards for learners and teachers alike.

So, a remarkable day, a game changer. The event started with a focus on curriculum, explored strategy in action, and concluded with the importance of culture change. New interactions were created, and existing relationships deepened. The shared values and vision of Stef, Sue and Tam created conditions that encouraged diverse and colourful understandings of 'excellence' to emerge. Aspiration, authenticity and action became the leitmotif for the project. It is clear that deep and sustainable impacts lie ahead.

This year's collaborative projects built on 15 projects that were funded last year to evaluate the AP's role. You can access case studies from last year's projects here. This year, the focus is on how the four collaborative projects extend, enhance and embed AP roles within their organisation to develop the quality of education.

Final reports and case studies will be available on the Excellence Gateway in Spring 2020. Project leads will also be sharing their findings at this year's national APP Conference, which takes place on 27 March 2020 in central Birmingham. Bookings for those external to the programme are now open. We expect places to book out fast - they did last year! The team will also be showcasing a new AP Guide: 'How managers can support and develop Advanced Practitioners - an organisational approach'. This guide complements the existing suite of Guides and resources designed specifically for APs.

The 2019-2020 collaborative projects are:

Myerscough College in partnership with Barnsley College and Kendal College project: Developing a 'Culture of Excellence' through collaboration

Bolton College with Hopwood Hall College project: The Next Chapter - Great Teachers, Great Sharing

Chesterfield College with Sandwell College, Lincoln College & Nottingham College project: Reclaiming the joy of teaching - developing happy, healthy capable, confident students and staff

East Surrey College with John Ruskin College, Academy of Contemporary Music, Reigate School of Art & WEA project: Building the capacity of the Advanced Practitioner role to drive quality improvement in pedagogical content knowledge across a diverse partnership collaboration

Colin Forrest
Advanced Practitioner Mentor

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Posted on November 25th, 2019 On Thursday 10 October, nearly 40 managers from Myserscough, Kendal and Barnsley Colleges met in Barnsley to take forward the Education and Training Foundation Advanced Practitioner (AP) project 'Developing a Culture of Excellence through Collaboration'. The ETF has funded four collaborative projects as part of its Professional Development Programme for APs during 2019-2020.

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yorkshire advanced practitioner network tickets

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yorkshire advanced practitioner network barnsley

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yorkshire advanced practitioner network barnsley tickets

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Eventbrite - @LeeDennisTLA @Stef_Wilkinson presents Yorkshire Advanced Practitioner Network - Friday, 15 November 2019 at Barnsley College, Old Mill Lane Campus, Barnsley, England. Find event and ticket information.