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Portfolio update assessed and passed by ALT on 13th August, 2020.

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Portfolio update assessed and passed by ALT on 13th August, 2020.

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Practice-Focused Research in Further Adult and Vocational Education (2020)

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Practice-Focused Research in Further Adult and Vocational Education (2020)

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This book examines how educational practice can be improved through practice-focused educational research. The editors and contributors explore the issues involved in breaking down boundaries between educational research and practice - research often seen as an elitist activity that can only be determined by a favoured few - as well as the socially constructed nature of boundaries between academic and vocational education. Containing illuminating case studies written by practicing teachers from the further and vocational education sector, it posits that educational research should enable teachers to learn from research in order to improve their own educational practice. This book will be of interest and value to scholars of further and vocational education, as well as those wanting to bridge the gap between research and practice.

Educational Practice FAVE Further Adult and Vocational Education Professional Learning Educational research Researcher-practitioner

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Practice-Focused Research in Further Adult and Vocational Education

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This book examines how educational practice can be improved through practice-focused educational research. The editors and contributors explore the issues involved in breaking down boundaries between educational research and practice - research often seen as an elitist activity that can only be determined by a favoured few - as well as the socially constructed nature of boundaries between academic and vocational education.

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My CPD aims and targets for the coming year span both the functional and theoretical sides of learning technology use. My main targets for the coming 12 months are:

·        To familiarise myself with team collaboration through the use of Slack and evaluate its capabilities in comparison to Trello, This will enable me to inform colleagues and learners about the benefits, challenges and designer mindsets for each platform

·        To continue to develop my knowledge of AR and VR as this is a real challenge for small independent training providers who may not have the budget for significant technology spends. AR and VR have some significant mentions in the new T Level outline content documents and may feature significantly in the specifications for the Digital and Construction courses. I need to keep abreast of affordable technologies which are accessible for educators with less experience so that I am able to guide them in their use as well as having an overview of the uses of complex, cutting-edge new technologies for learning

·        A significant area for my professional development will be developing my knowledge of underpinning pedagogy and in particular critical digital literacy allied to Social Purpose Education. My first step has been to sign up as a delegate at the 3-day Hybrid Pedagogy conference at OU, Milton Keynes in March where I will be presenting my Doctoral research and looking to collaborate by extending my professional network. I aim to enter into dialogues with those with more experience in critical digital pedagogy and the use of learning technology for social purpose. I hope that experience will introduce me to the work of new theorists and literature in this area which I can use in my own practice

·        An ongoing aim is to ensure that I am keeping my learning technology-focussed professional network dynamic and fresh and encouraging others to enter into communities of practice around evidence-informed learning technology use. With the aim in mind, I continue to work as active member of the ALT West Midlands Learning Technology Group and also aim to extend my range of contacts and experience with BERA.

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My latest project involves collaboration with Touch Consulting on the #StudyGood programme which allows FE provider teams to undertake self-assessment, review their systems and data and make horizon-scanning, learner voice-centred curriculum interventions.
The CPD modules I will be facilitating are:

Designing and delivering a bespoke employer-informed curriculum

Using work experience and placements to build learners' identity as professionals & life-long learners

Developing learners who are active members of the community

I will be helping FE teams to engage in blended Communities of Practice as well as growing their digital confidence, skills and techniques.
Reflecting on my current projects and changes to my work there appears to be clear community and social purpose themes emerging from the curriculum focus. As these projects are DfE/ETF funded then perhaps this is some national impetus we are seeing - both in digital and F2F community focus. What I will need to do is to develop my knowledge of the attributes of successful community-building projects with both digital and social purpose focus, going beyond use of technology for work and learning to its use with moral, emancipatory purpose.

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I declare to the best of my knowledge the statements and evidence included in this submission accurately describe my practice and are drawn from my own work with the input and support of others duly and clearly recognised.

All content is accurate and links functioning at time of presentation to ALT.

As RC acted as my initial CMALT assessor I would be delighted to have her assess this re-certification, but would equally be happy with any choice made by ALT.

Signed on 27/11/2019: Lynne Taylerson

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BERA blog Twitter Netnography Lynne Taylerson

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PhD in Education - research on social media-based professional learning for teachers

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PhD in Education - research on social media-based professional learning for teachers

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My main and most challenging CPD over the last 2 years has been the M Phil that I began in 2017 and have now transferred to Doctoral study, completing my PhD in Spring 2020. This has been an entirely new learning technology experience investigating teachers’ use of social media (Twitter, specifically) for professional learning using a netnographic approach. This research work has raised my awareness of the importance of critical digital pedagogy and how teachers’ CPD choices re bound up in their personal and professional identity, engaging in social media-based learning dialogues in rhizomatic online spaces where ‘community is the curriculum’ (a phrase coined by Cormier). The work has also required significant CPD around the new BERA ethical guidelines for researchers, especially related to social media-based research (see blog and Journal article below for reflections on this).

I’ve undertaken research on and then used a netnographic study (after Kozinets) to analyse teachers’ activity on 3 Twitter-based educators’ communities over a 6-month period and found that thematically, dialogues fall under 3 lenses. The ‘Pedagogy’ and ‘Learning Community’ lens discourses show teachers collaborating to build technical and practical wisdom and dialogues under the ‘Identity and Voice’ lens speak to educators’ praxis in demands for agency in CPD choice and a desire for holistic, democratic learning experiences for their students. Value-laden, political engagement is a key part of participating educators’ identities and they demonstrate critical digital pedagogy. Community participants advocate for Social Purpose Education. Subsequent focus groups and 1-1 interviews have enabled me to perform member checking corroborating my ‘3 lens’ model. Participants tell me they gain valuable learning from online activity and discourses replace the sense of community removed by fractional contract working and removal of staff room learning cultures. My work is being published in the BERA Journal in December 2019 and as a book chapter for Palgrave-McMillan's ' Practice-Focused Research in Further Adult and Vocational Education'

(Gregson, M. ed.) in Spring 2020.

That said, engagement was problematic and the vast majority of participants did not formally document informal online activity as CPD or disseminate outcomes from it. I feel that this area is an important one requiring further research. When my PhD is complete I aim to undertake further practitioner research exploring how we might better capture the value and impact of teachers' short, informal social media-based learning dialogues and look to encourage them to use forms of 'bite size' online CPD to develop their practice and professional networks.

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Supporting Others with New Project Management and Collaborative Tools

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Supporting Others with New Project Management and Collaborative Tools

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One thing that I think really challenges teachers and their learners is the wide variety of learning platforms and digital tools used in learning and work around FE. I’ve been reflecting on this because as an experienced user of Moodle, Blackboard and Trello I’ve recently also had to familiarise myself with Edmodo, and now Slack wt some self-

As experienced learning technologists we accept that all of these systems use a similar user set of operations where we upload assets and then link to them often using some form of tiny MCE. What I think some organisations fail to appreciate is that though a move from 1 platform to another can be done with a little ‘mental translation’ and experimentation by ILT-literate practitioners, how bewildering this can be to those with lower levels of digital experience and resilience. Often trainee teachers talk to me of ‘one change too many’ or ‘not another new system to learn’. I think we forget that they may have VLEs, LMSs, CRMs, social media and specialist software to wrangle as part of their job and some new teachers arrive in the sector from industry with no experience of, say, PowerPoint or Excel past a basic level. Personally, I’ve struggled with Slack’s more ‘organic’ way of approaching collaborative tasks versus my previous tool for this kind of project, Trello. I'm self-teaching with YouTube but then I have the confidence to do this without frustration or blame.

What I would be valuable, on reflection on my platform challenges, is to step back from a ‘click here then there’, functional training model. Instead we need to develop learners’ and teachers’ broader IT and ILT skills to give higher cross-platform confidence to help them 'get inside the heads of the system designers'  and this is something I plan to focus on in my ITE work in the coming months with the help of the FAB model:

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As well as developing maths and English, teachers facilitating T Level programmes from 2020 will need to identify and develop embedded core and specialist digital skills in the curriculum.

This module, with its counterparts in maths and English, is aimed at T Level teachers, trainers, assessors and learning support staff. The word 'teacher' will be used in the text for these roles for brevity.

The module will investigate barriers to digital skills development, help you to identify which core digital competencies learners will need for work and learning and will ask you to evaluate your readiness to develop the digital skills which are embedded into the curriculum.

The module also explores the identification and use of digital boundary objects that we can use to build bridges between the digital worlds of leisure, education and work. It invites you to explore how you can give learners meaningful experiences around how digital skills will be used in the workplace in their specialist area, allowing them to work with digital tools and files in realistic workplace scenarios.

Using professional standards and skills frameworks, the module closes by pointing you towards some sources of support available to you.

As you work through the module you will be asked to reflect on your practice. An embedded digital notepad will be available to record your reflections on key topics. You will be able to print out your notes as a permanent record at the end of the module.

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About this module: Developing Embedded Digital Skills

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As well as developing maths and English, teachers facilitating T Level programmes from 2020 will need to identify and develop embedded core and specialist digital skills in the curriculum. This module, with its counterparts in maths and English, is aimed at T Level teachers, trainers, assessors and learning support staff.

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Some years ago, I was part of a team running digital CPD for educators. We were consistently struck by the same thing - for every person enthusiastically getting their phone out at the front of the class, there was another sitting at the back with their arms folded (sometimes glaring at us). Later, one of us asked if we'd managed to get through to the 'Folded Arms Brigade'. The name stuck and FAB was born.

We wanted to understand what was underlying some educators' resistance to bringing digital into their practice. With support from the ETF's practitioner research programme we ran a series of action research projects between 2014-17. We used Thinking Environment interviews to dig deep into what limited people's engagement with digital and tested a series of interventions to try and get educators over the hump.

Our findings led us to the FAB (Folded Arms Brigade) Model of Digital Resilience:

We have used the FAB Model consistently since, in one-to-one 'digital nursing' (see below) and in group training sessions. It is not an artificial construct. It fell out of what people told us about how digital made them feel and react. The point of FAB is digital agency: getting people to the point where not only do they feel fluent in a single platform, app or device, but they have faith that that they can carry some of that fluency over to the next programme, app or device.

For any given digital challenge, each of the four FAB elements needs to be addressed in turn; of course an individual may be working on a number of digital challenges at once.
1.First Principles
Interviewing digitally resistant educators was a humbling experience. We had not realised how powerfully jargon blocked individuals from pushing on. One educator told us they couldn't make sense of the word 'icon': "that's something you worship in church." Another said they had painstakingly rewritten an important document because a colleague had "saved it to the cloud. I mean, where is this cloud?"

As human beings, once we feel excluded from something, the defences go up. We learned to invest time in exploring language, before going onto devices.
2. Purpose
Many of the educators we interviewed got stuck at this stage. They did not have, could not figure out, or were not willing to admit a purpose for what they were being asked to do. Resistant feelings often channelled into panic at this stage. We spoke to people who lacked confidence around the simplest digital processes at work, but who said breezily, "I'm on Facebook all the time." Facebook is one sophisticated platform, even for the unwary, so the issue was never about capability. It was about each individual finding in each platform, app or device a purpose which was meaningful to them.

No purpose = no point.
3. Support
Standard digital support did not get a good press in our research. Whether well-meaning colleagues, IT technicians or the grandkids, the majority of educators we interviewed had bad experiences of asking for help. Reflections ranged from, "they went too fast for me" to "they made me feel stupid". Whatever good intentions, it was evident that the 'knowledgeable expert' could be counter-productive.

We tested the concept of the "digital nurse", a different blend of know-how and empathy: a digitally confident individual who doesn't know everything (but knows how to google) and knows they can figure things out if they push on through. Later research really brought home the power of digitally nursing in groups - rather than one-to-one - to avoid creating dependency.
4. Fluency
We defined fluency not as knowing everything, but as knowing how to get by, a bit like getting around on holiday with conversational French. To be digitally fluent means pushing on through, following FAB processes and knowing how to get help.

Once 'FAB' fluency is established in one area, digital confidence can be applied to other programmes, apps and devices. Transferability is not 100%; there are new First Principles to explore and Purposes to establish, but the individual is on their way up in terms of their digital agency overall.

The later projects identified five additional FAB principles:

Simple stuff, but if you say, "it won't let me in," you're maybe giving up, whereas, "I can't get in" gives you the chance to try again.

Fitting with the Thinking Environment approach to interviews, which is all about identifying and overturning untrue limiting assumptions, we encouraged participants - and ourselves! - to identify resistance and take a few moments figure out what might be happening.

As we have seen, digital nursing is about knowing just enough, and about knowing how to bring ease to digital learning. One of the joys of this work is in seeing educators digitally nurse one another - not as experts, but as critical friends.

We learned that one thing nervous educators quickly learned to do was bookmark, which of course means that once a bookmark was lost - because of an upgrade, or switching to a new device - the source was also lost. Going the long way round means using a search engine or typing in the URL until a neural pathway is formed. Combined with good password 'hygiene' (using a phone app such as Keeper), this proved to be a powerful principle for developing digital confidence.

Learning to harness the power of the 'computer in your pocket' - away from organisational firewalls - affords educators with a glimpse into what might be possible - and the chance to explore ways of making the possible safe.

When we stumbled over FAB we had no idea of where it would take us. Education is awash with 'models', many of which turn out to be the Emperor's New Clothes when you try to apply them to real-life. FAB really works. Please do get in touch if you want to explore how it might work for you.
Footnotes

1. These are published in various places, please contact loumycroft@loumycroft.org or @loumycroft if you want to read some more.

2. A set of processes which enable people to do their best thinking. See Nancy Kline, More Time to Think (2009).

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Some years ago, I was part of a team running digital CPD for educators. We were consistently struck by the same thing - for every person enthusiastically getting their phone out at the front of the class, there was another sitting at the back with their arms folded (sometimes glaring at us).

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New projects. new tools, always learning

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New projects. new tools, always learning

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A new project has extended my experience with digital tools and pedagogy.

My role as Digital Lead for the DfE/ETF T Levels English, maths and digital CPD programme for FE teachers has required me to design 1-hour of elearning on developing workplace digital skills for T Level learners. This required significant CPD as I needed to familiarise myself with the T Level rationale and framework, the new General Digital Competencies authored by DfE/IfATE and research where digital skills sit in the new qualifications coming on stream in 2020. My task was then to design an asset suitable for teachers with a range of digital, pedagogic and FE sector experience. This was a challenging brief as the asset needed to be suitable for new FE teachers and experienced colleagues without having alternative paths through the asset for different experiences (a shame not to have differentiated flexibility, but a requirement of the design brief).

My solution has been to embed a series of support links and extension reading alongside reflective exercises allowing participants with different levels of experience and perspectives to be accommodated. These built during the module via ‘Notepad’ into reflective journal and action plan that practitioners could export for their CPD log. I felt that it was also important to embed some digital skills pedagogy so used Mycroft’s FAB model as I feel that digital resilience is a key attribute for teachers and learners to develop.

I am now collecting feedback on the design to allow me to refine it based on delegates’ experiences. On reflection I think that it may have been better to 'push' for an asset with 3 levels of path based on user experience - though that would have necessitated deciding whether ‘experience’ should be judged on FE sector expertise or digital skills level, which brings its own complexities. The design also needed to fit with 2 companion pieces for maths and English onto a pre-determined template which do ‘force my hand’ somewhat and all added to the design challenge. As elearning designers we will always be a little dissatisfied as compromise is always required!
What I now need to do is ensure that I continue to keep abreast of each new T Level specification and assessment framework as it is launched so that I am able to refine my resources to be dynamic, reflecting the wide and growing range of digital skills and professional behaviours required by the new qualifications.

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touchconsulting Ltd has been contracted by the Education and Training Foundation to deliver Study Programme support to organisations across the education and training sector to enhance and develop their 16-19 Study Programme provision, leading to improved outcomes for learners.
23 providers can take advantage of an innovative, high-quality tailored and subsidised support package (£1,750) spanning September 2019 to March 2020. This includes:

a launch webinar (25th November)

six days of bespoke Study Programme mentor support tailored to meet your organisation's needs

two in-house CPD modules from a menu of four as follows:

1. Designing and delivering a bespoke employer-informed curriculum

2. Using work experience and work placements to build learners' identity as industry professionals and life-long learners

3. Using maths and English confidently in your vocation

4. Developing learners who are active members of the community

You will also have:

access to a blended Community of Practice within and across 23 providers

priority access to three Study Programme Guides created for the sector

fully subsidised places at the March 2020 #StudyGood Conference

For full details, click here

If you would like to register your interest, click here
Only a few of the 23 places are still available, so do act quickly to avoid disappointment. To book, click here

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#StudyGood - Reimagining Study Programmes (2019 - 2020)

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Would you like to enhance and develop your 16-19 Study Programme provision and improve outcomes for your learners? Take a look at this innovative, tailored and subsidised support package, which runs from September 2019 to March 2020. The package is available to just 23 providers and there are only a few places still available, so do book now to avoid disappointment.

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T Level Professional Development - Education & Training Foundation

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T Level Professional Development (TLPD) provides staff delivering T Levels with teaching skills, subject knowledge and confidence they need.

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Doctoral Studies with a social media focus

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Doctoral Studies with a social media focus

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In November 2017 I began Doctoral practitioner research as part of ETF’s Practitioner Research Programme (PRP) through SUNCETT at Sunderland University, investigating FE practitioners’ use of social media communities for informal professional learning. I have submitted the draft version of my completed thesis and am now awaiting feedback and preparing for my viva.
A precis of my research findings from the netnographic analysis and interview and focus group work can be seen in the attached PowerPoint file. I presented my research to a research group at the ALT conference in 2018 and to the ETF Annual Research Conference in July 2019.

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ETF Research Conf pres July 1st 2019 FINAL

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Since being awarded CMALT I have gained the following professional qualifications and statuses:

Holder of Society for Education & Training Advanced Teacher Status (SET ATS) awarded October 2018
Holder of Chartered Teacher Status (CTeach) from Chartered College of Teaching, awarded July 2019
Member of ETF Practitioner Advisory Group (PAG) for the FE sector since November 2017.

My ATS/CTeach portfolio had an edtech focus which involved mapping my digital and elearning work to the 20 ETF standards. This was a great learning experience as it allowed me to reflect on the fact that digital tools and skills augment all areas of teachers' lives and how essential it is that we help teachers develop critical digital literacy.

The compulsory Word document template format proved very frustrating to use and made it challenging to include the range of rich media evidence I wanted to offer. I feel that t is important to provide feedback to bodies which persist in using paper-based or Office template evidence only to make them aware of opportunities being missed with evidence richness and depth - as well as opportunities for development of candidates' digital skills. After joining other candidates in making the argument that the Status should not have been offered until an online portal was available, or SCORM-based evidence was allowed, these formats have now been made available to future cohorts.

Updates to my work role:
I continue to contribute to the ETF‘s Professional Exchange in the Midlands leading the Blended Learning, Teacher CPD and Digital Skills working groups.I have now also taken on the role of Digital Lead for the DfE/ETF English, maths and digital T Level professional development offer (TPLD) as well as acting as a facilitator for ETF’s #StudyGood Fe CPD programme focused on social purpose education and employer focused curriculum design.

Updates to my academic qualifications:
I began an M Phil qualification through Sunderland University and have now transferred to a Doctoral programme and will be completing my PhD in spring 2020. My area of study is FE educators’ use of social media for informal professional learning.

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LT Chartered Teacher Status Cert July 2019

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I have updated my CV to reflect the fact that I have achieved Advanced and Certified Teacher Status with ETF/CCT and have embarked on Doctoral study in teachers' use of social media for professional learning with university of Sunderland.

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I continue to use Facebook professionally via a Real Time Education company page to keep clients and contacts up-to-date with what my company has been doing and to share web links, articles and reading that I feel they will find interesting: https://www.facebook.com/realtimeeducation

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I feel that a positive and engaging professional profile on social media is a vital part of communicating and networking so I am a regular user and contributor to Twitter, Facebook and LinkedIn

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Confirmation and Signature & Suggested Assessor:

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Confirmation and Signature & Suggested Assessor:

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I declare to the best of my knowledge the statements and evidence included in this submission accurately describe my practice and are drawn from my own work with the input and support of others duly and clearly recognised.

All content is accurate and links functioning at time of presentation to ALT.

Signed on 03/09/2016: Lynne Taylerson

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My future plans centre around continuing to develop CPD programmes which will better enable teachers and trainers in FE, Skills, HE and ACL to use technology effectively for the benefit of their learners. This will include further work with the NOCNWM BOLD Level 3 course and Design Elearn at Level 4 as well as bespoke CPD events for ETF, WMCETT and VET providers such as HWGTA.
I feel that work with learning technology early adopters and the majority of experienced and enthused workforce had gone well and this development is becoming more self-sustaining. A major challenge area for me will be persuading experienced but reticent colleagues and new trainers (who will be time-poor and may be in fractional roles without sufficient access to CPD).
To do this I need to develop new, compelling CPD sessions which will be as contextualised as possible and will enable practitioners to achieve 'quick wins' with TEL. I aim to centre these on tools such as Padlet, Trello, Lino and a range of apps to enhance English and maths skills development.
As part of my training company's core business I will continue to enable organisations to leverage technology through social media training programmes and provide continued consultancy on learning environment development.
I aim to take an active role on the Steering Committee for the new ATL West Midlands Region Learning Technology Group as well as remaining active myself on social media to spread the word about the benefits of technology use in learning and development.
A major development area comes in me beginning work on distance elearning packages in safeguarding for Young Solutions in recent weeks. This contrasts to my background in blended learning. This means I need to develop my knowledge of gamification theory as well as rethinking some of my design practices. This is necessary as the final products will be distance, stand-alone, rather than VLE-based. My immediate plans are to conduct reading and research to improve my knowledge of gamification principles and dynamics, neuroscience concepts and how to design for engaging user experience.
I am looking forward to continuing my mentoring work on the Blended Learning Essentials mooc and may be involved soon in the redesign of a successor to it.
It's certainly going to be an exciting and challenging year ahead!

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A sample BOLD session - this one is on 'Who are the digital students and what are their needs?'

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The BOLD L3 Moodle course - example of layout learning resources and activities

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Design, Delivery and QA for Blended Learning CPD. Case Study - the NOCNWM BOLD L3 course

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Design, Delivery and QA for Blended Learning CPD. Case Study - the NOCNWM BOLD L3 course

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I have been designing blended and online learning programmes for 5 years beginning with individual modules for BTEC Computing and Initial Teacher Education then moving on to design and develop whole courses for blended delivery beginninng with the PTLLS Award for new teachers in PCE. I firmly believe that such programmes bring the flexibility needed for busy adult learners as well as allowing the mature dialogue they enjoy and developing important digital literacy skills at the same time.
Since September 2015 I have been engaged in the curriculum development and VLE design for a NOCN West Midlands Level 2 Award called Blended and Online Learning Delivery (BOLD).
The BOLD Award is intended for teachers, trainers and tutors in schools, FE, HE and ACL and aims to support them in developing the skills required to build and deliver and facilitate high quality, engaging blended learning. The course builds on the  success of its Level 2 predecessor, which I delivered and acted in QA capacity for.
The BOLD Level 3 qualification is made up of three units which can be studied entirely online with each unit delivered over a 6 week period with around 2 - 3 hours work required per week. The units are available as a full 6-credit Level 3 Award or can be studied individually in any combination. The Award is aimed at teachers who are relatively new to the use of online technologies to deliver or support blended learning.
My rationale behind the BOLD design is that each unit of the Award must model how blended learning can be delivered effectively both via a VLE such as Moodle and by using a range of online tools. Every topic has a ‘Tech Tool Tip’ and encourages participants to collaborate and to submit assessments using a wide range of learning technologies such as infographics, blogs and Wikis as well as encouraging dialogue via forums and glossaries. During the first module, learners engage in dialogue and submit work using the very tools they will use themselves as designers in the second 2 modules.

The 3 BOLD units are:
Preparing for Blended and Online Learning Delivery
Designing Blended and Online Learning and Engaging and
Supporting Learners in Active Blended and Online Delivery.

I have written the specifications for all modules, managed the accreditation process with NOCN, designed the Moodle VLE to be used as well as creating bespoke resources in the form of Articulate 'topic tours'. I have briefed the team who are to deliver the course which goes live in spring 2016 and will be acting in a QA capacity when the course begins.

From past experience, I have found that when a course such as this is delivered entirely online (with online tutor facilitation and feedback being the only interaction), that a sound induction informing learners of support and expectations is vital. Because of this I will also be designing both online and face-to-face induction sessions to ensure that all learners are well propared for their studies

Further details of the specification and key features of the Moodle course can be seen in the evidence below. I am indebted to Helen Pinn and Alison Wooton at HoW who have audited the course for me and made some helpful suggestions for further development of it. As they will be the main delivery team, I will hand it over to them as each module is completed so that they can add personalised touches to 'make it their own'.
I aim to trail the course with some new members of staff at HoW College in the next few weeks to establish clarity of instructions and resources, robustness of VLE and that work level and time commitment are appropraite for the qualification. Until this is done we can never be sure that a new course design is robust, fit for purpose and meets our learners' needs.

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Specialist Option: Producing learning materials, content and courseware - BOLD curriculum design

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Specialist Option: Producing learning materials, content and courseware - BOLD curriculum design

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Mentor on FutureLearn Blended Learning Essentials courses
http://onlinecourses.leeds.ac.uk/ble/ble-mentors.html

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Active Twitter presence includes key sector individuals and groups and regular contributions to #edtech and #ukfechat

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I have a strong record of working with others in the area of learning technology and prefer a team scenario to lone working by far. I believe that the formation of a diverse professional network allows a practitioner to keep skills fresh, stay updated with new technologies and resources and cascade what they have learned to others so that everyone benefits. With this in mind, I have been a regular attendee and presenter/facilitator at CETT meetings in the West Midlands, the JISC TLEG and Digital Student meetings. I have a valued and established Twitter network which has allowed me to collaborate with fellow professionals such as Deb Millar on The Learning Wheel and be an active contributor in #ukFEchat and #digitalpedagogy online meets.
I am a mentor on the FutureLearn Blended Learning Essentials courses which has allowed me to have a wonderful professional dialogue with those using learning technology as well as encouraging those just beginning to do so.
Past projects are too numerous to list but recent highlights for me have been:
Project Manager and Lead Researcher on ETF research into improving the quality of Initial Teacher Education with respect to learning technology development. I was fortunate enough to work with excellent teams at Kirklees and Worcestershire County Council on this project and their energy and enthusiasm made it the success that it was.

I wrote the tender for and am now one of the organisers for the WMCETT Professional Exchange Programme which is an ETF-funded teacher CPD initiative.  I 'sold' the idea of FELTAG based sessions as part of the bid and my work is now to help set up collaborative development networks around the FELTAG agenda. I am organising and facilitating CPD events at Worcester and Loughborough and a series of JISC webinars as my pat of this programme which runs from March-September 2016.

I am currently in the process of applying to be a member of the Steering Committee for the new ATL West Midlands Region Learning Technology Group.
I view these professional networks and the dialogues that occur in them - both F2F and online - as essential for my professional updating and to maintain a vital sector with learning conversations and resource-sharing seen as a weekly part of professional life. The lack of a regional presence in the West Midlands given its number of practitioners is a shortfall and I am looking forward to assisting Shirley Evans with taking this forward.

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Core 4: Communication and Working with others

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Core 4: Communication and Working with others

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Pye Tait - ETF consultation on new Professional Standards for the sector participation

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Email of thanks for participation in ETF PA Group meeting for SET

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I took an active part in both the Pye Tait consultation into the new ETF Professional Standards for those working in the FE and Skills sector at Warwick University.I also contributed actively to the work of the Practitioner Advisory Group in its consutation during the formation of the ETF's Society for Education and Training (SET) in London.My contributions to both of these series of events had a strong focus on the place of learning technology in FE and Skills. With colleagues from Warwick I took an active part in ensuring that one of the new standards related to effective use of technology in education. In the SET consultations, along with other colleagues I promoted the idea of webinar use for effective, accessible dissemination of CPD.I think that learnig technology use is often something that has been dismissed a 'a fad' until recent times by some politicians and educational bodies. ETAG/FELTAg have now begun to change this view but we do still need to maintain and active presence and voice advocating the benefits of technology while it is still dismissed as an unwelcome distraction by some.

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Learning resources from the Data Security session

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Examples of content from Safeguarding - Emerging Issues session

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Examples of content from delegate workbook for Safeguarding Introductory session

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a) Understanding & Engaging with Legislation, Policies & Standards

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a) Understanding & Engaging with Legislation, Policies & Standards

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My work as director and lead trainer at Real Time Education requires me to keep my knowledge of a wide range of legislation up-to-date and well as having a broad awareness of how policy is implemented in practice.

The RTE course offer includes:
- Safeguarding (Introductory and Targeted levels and Emerging Issues)
- Equality and Diveristy
- Data Security and Protection

Delivery of this curriculum using a blended approach for many organisations including the NHS, 2 County Councils and many third sector organisations requires me to regularly use UK.GOV portals to refresh and update my knowledge on legislation. I must remain familiar with the open online resources available on other support sites such for those delivering learning around Prevent and Online Safeguarding.

An integral part of the Safeguarding training is recognising and taking action against cyberbullying, online grooming, cybertheft and digital footprints. I have found the NSPCC, JISC and CEOP web resources invaluable during the planning and delivery of these sessions. These sessions and the E&D input also cover in depth the Prevent Strategy for anti-radicalisation.
The Data Protection and Security sessions cover safe storage, transfer and disposal of digital data as well as covering the legislation of the Data protection Act and what this means for companies in practice.

Each session that I design and deliver addresses not just the requirements of legislation but asks delegates to examine their current practice and organisational policies and procedures and make action plans to make these more roust in the future. I feel that professionals need to get together and hold a dialogue about what legislation will mean for them in practice rather than just attending to the detail of it. I always work to ensure that they set up collaborative professional networks and use those already available online to assist them when working with children and at risk adults or with learners in FE and HE.

See section 2a evidence for delegate comments on these sessions.
Though the materials for these sessions are RTE copyright, I have included some screenshots of them as evidence below.

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Example SOLA observation with learner feedback comments

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Minutes of SOLA segment of QUIST (Quality Standards meeting)

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Segment from SOLA induction on Moodle

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As part of my work with the HoW SOLA (Scheduled Online Learning and Assessment) team I have co-designed a 'digital induction' which is a 2 hour programme undertaken by all full-time vocational learners at the College at the start of the year.
The induction is imported onto each course Moodle gateway and enables staff to assess each learners' strengths and areas for development. Activities comprise conducting online research, downloading, saving, editing and uploading files, adding entries to a glossary and posts to a forum and completing an online quiz and finally giving feedback on the induction experience. This builds a powerful profile of each learners' digital literacy on entry as well as aiding initial assessment of interpersonal and literacy skills.
The added benefit of this induction is that on successful completion, learners will have had experience of using all the main Moodle tools that they will be engaging with in course activities for the rest of the year as well as setting up a folder structure for their files and finding out about their College ID and NUS cards.
Outcomes from the induction are the ability to put in place extra support (from the SOLA team or learning support colleagues) as well as informing digital literacy sessions for the rest of the year.
In my SOLA role I also sit in on QUIST meetings each term which are events where Student Reps from all full-time courses feed back on their learning and pastoral experiences at HoW to SLT and curriculum leads. This enables me to ask Reps from all areas about their use of SOLA, Moodle and wider use of learning and assistive technologies and the support offered to them during learning.
Powerful insights have come from these meetings - including the need to modify the induction sessions to incorporate the main areas of Moodle!
On a weekly basis, I also visit classes while they are working on SOLA (which all full-time Level 2 students do for an hours a week and all Level 3 for 2 hours). As well as observing them I also chat to the learners about what they like and dislike, levels of difficulty and ease of access and clarity of the courses. These dialogues have led me to add more videos, podcasts and clearer instructions into my Moodle designs as well as briefing the rest of the team to enable us all to be better learning designers. Nothing can replace a continued dialogue with the end-users of our learning objects when it comes to refining them for the future and student meetings have been instrumental in this for me.

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Comments from recent RTE clients on training provided:
http://www.realtimeeducation.co.uk/recent-clients.html

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CPD delivered to HoW lecturers on best practice in SOLA, the Colleges online learnin programme for L2 and L3 vocational learners

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HUDDCETT CPD session on FELTAG implications and ETF research project

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OER session for HoW and HCA lecturers

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What is Blended Learning?' - CPD session for CANDI College tutors, Henley College SLT and HoW College lecturers

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a) Understanding of Teaching, Learning and Assessment Processes

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a) Understanding of Teaching, Learning and Assessment Processes

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I hold a Masters in Education, a PGCE in FAHE and QTLS status.
I have extensive experience in curriculum design and management in the FE and Skills sector and in HE. An advanced user of learning technology, I have developed and managed highly successful, innovative blended learning programmes in Initial Teacher Training and Vocational Education and acted as mentor on MOOCs. I have ten years’ experience in QA/QI having acted as a lead IV liaising with 3 Awarding Bodies and 2 universities. I was Curriculum Leader for a DTLLS/DET programme in the Warwick University partnership and am now a guest lecturer on the programme as well as holding an Associate role with the Education and Training Foundation.
I became a LSIS Advanced Teaching and Learning Coach in 2009 and now train learning coaches using this model. I hold a Level 7 Diploma in Strategic Management through the CMI and IfL QTLS status.
I have 15 years’ teaching and management experience in Lifelong Learning. I began as a work-based, IT and broadcast trainer and staff mentor for the BBC at Pebble Mill and then worked as Curriculum Leader for the Computing department at Worcester College of Technology (now Heart of Worcestershire (HoW) College) delivering vocational and academic courses from levels 1 to 4, managing teams of staff and acting as a lesson observer and mentor.
I have designed, delivered and managed curriculum in Teacher Education for 7 years on programmes at levels 3, 4 and 5 and consulted on the creation of the new ETF professional standards as well as the formation of the ETF’s Society for Education and Training. I have extensive experience of working with external verifiers as well as being an Ofsted-trained observer and part of HoW’s lesson observation and CPD delivery team.
I have been awarded an ‘Outstanding’ grade in 9 lesson observations and external verifiers have commented upon my excellent practice.
I am an integral member of the HoW learning technology team which was recently awarded the AoC Beacon Award and TES FE Awards for Outstanding Use of Learning Technology. I have a fractional contract working to cascade the use of blended learning and underpinning pedagogy to practitioners as well as being a Design Elearn assessor. I recently acted as lead researcher and author of an ETF research project on ILT skills development on teacher training programmes and am currently developing a Level 3 Award in Blended Learning for OCNWMR.
I am now director and lead trainer of an OCN-accredited private training provider, Real Time Education Limited. (http://www.realtimeeducation.co.uk); we design and provide corporate training and personal and professional development courses, specialising in blended programmes of practitioner training and CPD, coaching and mentoring provision, digital skills development as well as providing education consultancy services. We design and deliver blended learning provision and provide consultancy on online curriculum development as well as corporate social media strategy. Recent clients include the Education and Training Foundation, the NHS in Birmingham, Health Education West Midlands and Warwickshire and Worcestershire County Councils as well as numerous SMEs in Worcestershire, Herefordshire, Warwickshire and the West Midlands.
Thoroughly embedding the use of learning technology has fundamentally changed the way that I plan and deliver learning. Allowing learners freedom to dictate the time, pace, path and pace of their learning has meant that they leave programmes that I design and deliver more independent and confident learners. Importantly, it has allowed access to flexible learning for those who may not have been able to undertake it due to location, family commitments, disability or time restrictions. Further, it allows me to deliver more accessible learning through use of videos, podcasts and animations which meet the needs of a wide range of preferences as well as being more accessible for SEND learners.

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Core 2: Teaching, Learning & Assessment Processes

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Core 2: Teaching, Learning & Assessment Processes

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Education and technology blog for RTE:
https://realtimeeducationblog.wordpress.com/

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Twitter use for dissemination and collaboration:
https://twitter.com/Realtimeedu

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Wiki creation and use as part of ETF research project management:
http://etfresearch.pbworks.com/w/page/75664271/ETF%20Research%20Project%20Wiki

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c) Supporting the Deployment of Technology in Learning

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c) Supporting the Deployment of Technology in Learning

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Also see evidence in 1(a) for discussion of Moodle design provided for HoW lecturers and the Specialist Option covering the NOCNWM BOLD L3 Award.
I believe that all educators can use learning technology but each one need to choose for themselves what fits their learners' needs and their pedagogy best. For that reason it is vital that they are provided with case studies and examples from vocational and HE areas and then reflect and discuss with peers how they can also use technology in learning.
This can often meet with resistance due to fears of role changes or even job loss, so it is my job to 'sell' the benefits of technology use - such as increased learner independence and autonomy, flexible and more inclusive learning and building of new skills for teacher and learner.
I have designed and delivered a range of bite size CPD courses both on the pedagogy behind blended learning and on operation of specific tools including Moodle, Web CT, Twitter, Facebook, educational apps and videos/podcasts for learning.
I am an active contributor and regular attendee at the JISC Student Experience Expert Group (formerly the Teaching and Learning Expert Group) as well as the Digital Student meets and have presented workshops at both of these development sessions outlining how blended learning can be implemented.
I have delivered CPD on blended learning and technology use at for HWGTA working fro Real Time as well as at HUDDCETT, Kirklees College, Henley College, Hereford College of Arts and CANDI College as part of the HoW Blended Learning Consortium's work. I have contributed to Westminster briefings in Manchester and Whitehall. I feel that the VET sector has been under-represented in high-level decision-making forums comparison to HE and that we need to ensure that we are more active participants in future to get the message across about the value of FE.
In my Real Time Education work I have delivered CPD on moodle operation for the British Diatetic Association ensuring that they make the important move beyond the 'resource bank' VLE model and use collaborative tools such as glossaries and forums as well as quizzes for assessment.
My next RTE project involves collaboration with WMCETT in the delivery of a ETF-funded 'Professional Exchange' CPD programme for teachers. As part of this I am organising 3 FELTAG-based CPD events at Loughborough College, with JISC via a webinar and at HoW College.

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In my work at HoW as well as when running my own business, Real Time Education, I deploy a wide range of technologies as well as delivering CPD sessions enabling others to begin to use them or employ them more effectively.
During my work as project manager and lead researcher on an ETF-funded research project into ILT skills development in Inital Teacher Education, I found a collaborative wiki a vital tool in project co-ordination, gathering qualitative and qualitative data from a geographically widely dispersed team and for making the research process transparent for our project evaluator. During the project I also made regular use of Blackboard Collaborate webinars. I feel there is no substitute for some regular face-to-face conversations (albeit on-screen) for team-building and effective dialogue when operating at a distance - the ability to share and work collaboratively on documents also proved a great advantage.
I am an avid user of Twitter and use it to disseminate findings from events such as JISC networks as well as collaborating with other technologists such as Deb Millar via additions to the 'Learning Wheel' via Google Docs. I feel that Twitter has been instrumental in allowing teachers across the UK to share experiences, strategies an resources and collaborate. I think it should be more widely adopted by the academic community to signpost resources and dialogues but consider that we have much to work hard to dispel some of its more negative connotations and trivial reputation.
In a time- and resource-poor sector, I think that social media will become an ever-more important tool for teachers to share practice and support each other. I feel we all need to work in future to make practitioners more aware of the breadth and quality of resources and support available to them online as well as the value of social media in raising the profile of the work done in FE, ACL and WBL.
In FE and HE in FE, I have designed and delivered Visual Basic and .NET programming courses and Flash anmation programmes to 16-19 year olds on BTEC level 2 and 3 DIplomas as well as on HND programmes and for adult learners in part-time evening classes using both Web CT and Moodle (see evidence part a). As well as employing Twitter for delivery on Initial Teacher Training courses and as a 'back-channel' for facilitating all-important learner feedback.
I write all content and co-develop my own company website at http://www.realtimeeducation.co.uk/ and also write an occasional reflective wordpress blog on education and technology topics.
I am currently developing my skills in Articulate to allow me to incorporate instructional animations, quizzes and screencasts with voice-overs into my Moodle courses and this is currently a key development area. Relying on OER is good to a point, but there are places where high quality, bespoke content can be a real selling point adding value to commercial blended courses, hence my need to develop further skills in this respect.
I am also assisting my husband as he branches out his company skills base from web design and video to include educational app development as we feel that specialist, 'niche' educational apps will play a big part in formal and leisure learning in the future. I think that in future, bite-size, flexible, accessible learning on-demand via mobile devices will form a substantial part of formal programmes, workplace CPD and how we learn outside education and work.
I am concerned that many teachers have yet to respond to this need call for flexibility and accessibility from our learners. This is an area where HE and FE may have market share taken by free online learning such as MOOCs and we need to ensure that we are responding to learners' calls for flexible, blended learning in vocational education.

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Sample H&SC placement reflective entry

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Reflective journals using Moodle databases in H&SC

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Assessment via Moodle quiz and gapped template download, completion and online submission with completion tracking

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Moodle video and forum use in H&SC

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In my work as a Blended Learning Advisor at Heart of Worcestershire College for the past 3 years, I have developed Moodle courses for 3 different Subject Sector Areas as well as assisting lecturers at the College in developing their use of technology.
I am passionate about promotion of VLEs as being so much more than a 'resource' repository. They should be used as engaging collaborative, discursive, reflective spaces where learners can develop digital and social skills so vital for their future life and careers.
Consequently, in my work with Moodle development for the VET course teams, I have developed courses which as well as using embedded video for case-study related delivery also incorporate database-hosted reflective journals, collaborative glossaries and regular discussion forum activities.
The addition of activity completion tracking and regular knowledge-check quizzes has been popular with the team as it has allowed them to view learner engagement and progress at-a-glance and support students more effectively.
My next aim is to encourage lecturers to embrace online feedback and widen opportunities for formative assessment. I feel that this will enable learners to get more timely and accessible feedback while on their placements; this will be an important development area as many students have commented that delays in formative feedback may affect their future performance.

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Twitter remains an invaluable tool for keeping up with breaking sector news and finding out what peers are doing in their CPD. Twitter forms such a major part of my professional updating I chose to undertake my Doctoral research on its impacts for teachers' learning.
For daily tweets on education and technology issues:
@Realtimeedu

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On qualifications, skills, experience, projects, presentations, collaborations and endorsements at LinkedIn:
https://uk.linkedin.com/in/lynne-taylerson-683b2348
After doing some self-directed CPD I have added a company page and a showcase page to my profile as I think that it is important that we evolve our social media presences and demonstrate positive footprints to colleagues and learners.

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You can view my full CV here showing educational history, job roles, key qualities and other professional information. I feel that my lack of CMALT accreditation is a major shortfall in my profile given my current job role and responsibilities.
I had noticed recently how many respected peers and LinkedIn contacts hold CMALT so am glad that I have finally set aside some time to achieve it, having put it off several times due to a busy working and home life.

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Personal and Professional Profile (purple shaded tiles added to reflect changes since CMALT accreditation in 2016 - the remainder of the portfolio is as originally submitted to ALT).

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Personal and Professional Profile (purple shaded tiles added to reflect changes since CMALT accreditation in 2016 - the remainder of the portfolio is as originally submitted to ALT).

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Job roles:

Former roles:
Sound Supervisor and IT Trainer /Mentor, BBC Pebble Mill

Lecturer in Computing, Worcester College of Technology

Curriculum Leader for Teacher Education,  Worcester College of Technology

Blended Learning Advisor, Heart of Worcestershire College

Current roles:
Director and Lead Trainer, Real Time Education Limited,

Associate, Education and Training Foundation and Herefordshire and Worcestershire Group Training Association
Society for Education and Training Practitioner Advisory Group member

Professional Groups, Memberships and Volunteer Work

ALT member since 2012, now member of the Steering Committee for new ALT's new West Midlands Region Learning Technology Group acting as Communications Officer.

Active member of JISC T&L Experts Group

Mentor and project management team member on FutureLearn Blended Learning Essentials courses 1 - 4

Co-ordinator of the Education and Training Foundation's West Midlands Professional Exchange at WMCETT

Education:

Halesowen Grammar School, & Tertiary College - A Levels in Physics, Chemistry, Pure & Applied Mathematics, 11 O levels.

Open University: First Class Honours, Computing, (2000)

Wolverhampton University: Masters in Education (2005)

CMI: Level 7 Diploma in Strategic Management (2013).

And other things...
I live in the middle of the Wyre Forest just outside Bewdley in Worcestershire with husband Rob and an assorted menagerie of goats, chickens and cats.