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2015 Research linking Blended Learning to OTLA 

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2015 Research linking Blended Learning to OTLA 

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6 Projects on How the OTLA projects implement key Ofsted criteria api.excellencegateway.org.uk › resource › etf:2251

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August 2020 PDF of virtual Bitmoji Classroom Some of the material will be limited

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August 2020 PDF of virtual Bitmoji Classroom Some of the material will be limited

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Some of the material will be limited.

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July 2020: No Judgement Grades from Ofsted but a part focus on Blended learning provision.

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July 2020: No Judgement Grades from Ofsted but a part focus on Blended learning provision.

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Exclusive: Former private school inspection chief to be Ofsted chair

DfE guidance for schools returning in September says that, in the event of a new coronavirus outbreak, schools may be advised to close temporarily - in which case, remote education plans should be in place.

Identifying the barriers schools have faced and are still facing in managing the return to full education for pupils.

How pupils are settling back into expected routines and behaviours.

How any identified and specific health and wellbeing issues for particular pupils are being addressed and what may be needed at local and/or national level to support this.

"And we will help them through collaborative conversations, without passing judgement - this isn't inspection by stealth. We'll use our visits to listen to school leaders' experiences and plans, and to provide constructive challenge."

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Ofsted to focus on schools' 'blended learning'

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Exclusive: Former private school inspection chief to be Ofsted chair DfE guidance for schools returning in September says that, in the event of a new coronavirus outbreak, schools may be advised to close temporarily - in which case, remote education plans should be in place.

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July 2020 Covid-19 Resilience Plan  for the post-16 secto

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July 2020 Covid-19 Resilience Plan  for the post-16 secto

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Guidance for blended learning

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Using Social Media for Teaching and Learning @ BCoT

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Update July 2020: Jisc Guide to Blended Learning

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Update July 2020: Jisc Guide to Blended Learning

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What is blended learning?

Blended learning provides a combination of face-to-face learning and dynamic digital activities and content that facilitate anytime/anyplace learning.

With so many digital technologies available on both proprietary and free-to-use platforms, developing blended learning approaches can seem like a daunting task. Finding the right approach that meets the needs of your learners is challenging at a time when practitioners are increasingly being asked to do more with less.

How does this differ from hybrid learning?

As a response to the COVID-19 pandemic the majority of UK universities and colleges plan to offer some onsite teaching, but have also moved to a greater use of digital delivery. The terms hybrid learning and online learning are being used more and carry an added layer of nuance at present.

The has published a useful 'taxonomy for digital learning' that clarifies these terms and helps students understand what kind of experience they are likely to receive in the 'new normal.' For many, there is a degree of fluidity between the terms blended learning and hybrid learning and they are often used interchangeably. However, hybrid learning is often used where the students themselves have a greater degree of choice as to how they engage with their learning and can move between onsite and remote delivery seamlessly.

What you can do

You need to know what platforms are available and how they support teaching and learning effectively. What do you want your learners to do? How do digital tools and techniques help learners to achieve the learning outcomes?

Make your content accessible and engaging

Enriching blended learning content with appropriate images, audio and video can add variety and impact. Make sure your digital content is copyright-friendly. Our inspiring learning blog includes a post on copyright-free resources.

Accessible practice builds-in quality and provides benefits for all. Our blog post about keeping accessibility in mind provides quick tips for ensuring your resources can be used by all learners. For more ideas, see the advice we prepared with the National Deaf Children's Society about including learners who are deaf or hard of hearing.

Change your presentation style

You might want to start by taking a look at how you plan and deliver presentations. We share some of our favourite tools and techniques for making presentations interactive, engaging and accessible for the audience in a post on our Responding to Coronavirus blog.

Use collaboration tools

Many blended learning approaches are complemented by having backchannels where learners can collaborate more informally outside of contact time, whether it's sharing ideas via Twitter hashtags or peer networking in social spaces using their own devices.

The film below shows how this has improved learner engagement and support at Basingstoke College of Technology (BCOT).

have produced the Social Media Toolkit: a practical guide to achieving benefits and managing risks to provide further guidance on how social media can be used with learners.

Get learners involved

Involve your learners in all aspects of developing your blended learning approach. More ideas for including students are available on the Change Agents Network blog. Involving learners provides you with reassurance that your content meets their needs.

Experience it for yourself

Experiencing blended learning first-hand is also a good way to pick up handy tips and tricks from others.

There are many free online learning courses that provide an excellent overview of this topic, such as the blended learning essentials MOOC on FutureLearn, delivered by the University of Leeds. Or choose another free course from the Open University or Coursera that covers a personal interest and enjoy being a learner again!

How we can support you

Designing the student experience is at the heart of blended learning.

Our advice and guidance helps you develop a strategic approach to combining digital and traditional techniques - so you can put blended learning into practice, while our accessibility guidance and community resources can also support you in ensuring blended learning resources and experiences are as accessible as possible.

Contact your dedicated Jisc account manager for further information.

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Blended learning provides a combination of face-to-face learning and dynamic digital activities and content that facilitate anytime/anyplace learning. With so many digital technologies available on both proprietary and free-to-use platforms, developing blended learning approaches can seem like a daunting task.

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2012 Impact on Digital Technologies on Learning 

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2012 Impact on Digital Technologies on Learning 

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Digital Technology Review

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Effectiveness, Evidence, Cost

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2018 A year in Review of Blended Learning Studies. 

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2018 A year in Review of Blended Learning Studies. 

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Easy to read studies about what works and what is not working in digital delivery.

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In recent years, the concept of blended learning has become increasingly popular in employee training. It's much more than a buzzword. This methodology-a hybrid of classroom lecture and self-guided (usually online video) content-is actually based on decades of findings from academic and scientific research. Such studies continue even now, with several dozen scholarly papers published every year.

While the majority of this research never gets a mention in the countless blog articles seen by learning and development (L&D) professionals, these scholarly findings matter. Knowing what's been tested, what has and hasn't worked and why can help ensure the success of your own employee training program. So, to update you with the latest hard research into blended learning and related e-learning best practices, here's a summary of 10 of the most notable and relevant studies from 2018. For your convenience, I've paraphrased the researchers' abstracts, highlighted key findings that seem particularly pertinent to corporate L&D and provided links to the original sources so you can dive deeper.

1. How does blended learning affect exam results?

2. How does mobile technology improve blended learning?

3. Do learners prefer and actually use online videos?

4. What course environments do learners prefer?

5. Does video production quality matter in eLearning?

6. What video factors improve or hamper blended learning?

7. Does integrated feedback improve blended learning?

8. Does blended learning work better than traditional lecturing?

9. Can blended learning enable early prediction of success?

10. Do learners perceive some models of learning as more valuable?

Study in Progress

Most of 2018's research on blended learning sprang from universities. This isn't surprising, because just like corporate L&D departments, such institutions have a profound need to provide educational options that are not only engaging but effective at achieving the desired learning outcomes and with maximum ROI. Just as a learning culture is important for all companies, instructional designers especially can benefit from seeking out and reviewing the latest scholarly research into eLearning and other educational aspects applicable employee training. To learn more about blended learning and how it can help your organization, download our white paper, Why Blended Learning Is the Fastest Way to Close Digital Skill Gaps now.

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2018 Blended Learning Studies: The Year in Review

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With an increasing popularity for blended learning in corporate training, stay updated with the latest research into blended learning studies and related e-learning best practices with a summary of 10 most notable and relevant studies from 2018. Click here to know more!

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Post 16 and or Maths

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Testing the impact of high-potential projects, generating new evidence of 'what works'

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2017 Examples of Effective Digital Practice

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2017 Examples of Effective Digital Practice

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Introduction

How can digital technology help you achieve a truly transformative student experience? How do you develop the strategic vision, practices and infrastructure to make that happen?
We have asked a selection of UK learning providers to tell their digital breakthrough stories, adding in points of guidance from their experience to help make your digital journey a smoother one.

Taking up the digital challenge is never easy, but providers with success stories to share can offer insights into how to transform strategy, policy, practice and culture.

Some short, some more detailed, our case studies have been organised into six sections to help you get the most from the digital revolution taking place in the further education and skills sector.

Get involved

Effective practice, like technology, is constantly evolving so we continue to encourage you to share your examples of effective practice with digital technologies.

Strategy and vision

Strong leadership and a clearly articulated vision for the use of technology continue to be hallmarks of a digitally capable organisation. The ability to realise your organisation's digital ambitions is especially important when a reorganisation or merger is planned.

As a result, a senior member of staff with broad influence needs to assume overall ownership and responsibility for ensuring the vision is translated into practice.

Without this clear-sighted leadership, your organisation could miss out on the benefits technology brings - the efficiency gains, the improved appeal for younger learners and the increase in creative learning and teaching that our case study organisations tell us they have experienced.

Creating a culture that enables others to innovate is a very special skill

But digital leaders cannot act alone. Success depends equally on collaboration, communication and an open and responsive organisational culture. Creating a culture that enables others to innovate is a very special skill indeed, as our case studies show.

Read our senior managers' thoughts on what it takes to become a digitally capable organisation. You will find further senior manager interviews under the different strands.

What senior leaders are saying
David Jones OBE, DL, chief executive, Coleg Cambria

"A college leader who does not embrace technology is an out-of-date leader."

David, 2017 TES FE leader of the year, believes college leaders have a duty to pay more than lip service to technology. An early adopter of Twitter and Google Apps, he says senior managers should set an example by using up-to-date digital technologies themselves.

Read more from David (pdf).
Debra Gray, principal of Grimsby Institute for Further and Higher Education, and deputy chief executive of Grimsby Institute Group

"We owe it to our learners to be at the cutting edge, not the back end of technology."

Despite the impact of funding cuts, Debra believes good digital leadership still holds the key to achieving excellence. To succeed, colleges need to take advantage of the business efficiency gains and innovative learning potential that technology offers.

Read more from Debra (pdf).

Examples of effective practice

Our case studies give an insight into the steps providers have been taking to embed their strategic vision across the whole organisation.

Case study: Forth Valley College - making learning work

Forth Valley College's commitment to "making learning work" lies at the heart of its strategic plan to 2022.

Just like a well-balanced ecosystem, the college's aim is for an environment in which systems and infrastructure, culture and practices function in harmony to produce the best quality outcomes for learners. Learners lie at the heart of everything the college aims to do.

This vision for a high-quality learning experience began in 2014 with a business transformation strategy which introduced SharePoint - a single, college-wide platform giving staff and students on different campuses uniform access to information and services. At the same time, a custom-built business management system provided managers with instant access to data for decision making and curriculum planning.

Principal and chief executive, Ken Thomson, believes that getting the digital infrastructure right is the first step in the drive for transformation. Once everything you need for decision making is just a click away, he says, you have time to focus on people and practice.

Leaders, however, will need a grasp of everyday practice to ensure digital can really become a "force multiplier" for learning. In a rapidly changing world, there can be no final destination as the environment in which technology plays its part continues to evolve. Digital is just one part of an ecosystem in which all the elements must operate in tandem to achieve the goal of making learning work.

Read more from Ken (pdf).

Case study: Grimsby Institute Group - becoming an entrepreneurial organisation

A major challenge for education and training providers comes from keeping pace with the advanced technologies now used in industry.

Consequently, many providers are developing new, more efficient and effective digital solutions for workforce training. But securing the funding for high-tech training facilities can also mean acquiring new entrepreneurial and collaborative skills to enter into partnership with industry and other agencies.

To this end, Grimsby Institute Group has appointed a bid-writing team to seek out and secure the innovative partnerships that will keep the college at the cutting edge of technology-enhanced learning.

Joint ventures of this kind benefit all concerned. Not only do businesses have the advantage of a trained workforce on their doorstep, but providers also gain knowledge and experience from working with national agencies and leading industry partners. Learners, of course, benefit from world-class facilities funded by a larger pool of resources.

An example of a high-tech learning environment that could only be achieved through partnership working is Modal Training, a £7 million training centre developed by Grimsby Institute in association with key agencies. The centre uses advanced simulators to create tailor-made training scenarios for the maritime, offshore, ports and logistics sectors.

Debra Gray, deputy chief executive of the Grimsby Institute Group, argues that a culture that is "tuned into" innovation is key to achieving entrepreneurial success of this kind. Where the skills cannot be found in-house, forward-thinking managers need to buy in skills in bid-writing and negotiation to keep abreast of industry requirements.

Follow Debra on Twitter: @Debra_Gray_1

Case study: Belfast Metropolitan College - laying the foundations for college-wide blended learning

The achievement of effective digital practice in learning and teaching depends on having the right resources and support in place.

To start its digital journey, Belfast Metropolitan College set up a technology enhanced learning (TEL) team. Their job was to produce a holistic framework for digital learning and teaching, deliver training and to advise college management and individual departments on the best technology for their requirements.

The TEL team realised that the college's digital goals would be achieved more quickly if the learning management system (LMS) and other vital technologies were easier for staff to use.

Although challenging at first, as exemplified in this case study, a change of platform is sometimes necessary to achieve a provider's digital goals. However, changing systems increases the need for a rolling programme of training (preferably badged or certificated) to ensure all staff can use these core technologies effectively to enhance learning.

Read the Belfast Metropolitan College exemplar in full (pdf).

Take it further

Find out about

Read our guides

Read our briefing papers

Watch Coleg y Cymoedd building a digital workplace: a whole college approach

Engaging learners

Leading providers report that learners engage better with the curriculum if digital activities are embedded in their learning and assessment, especially if those activities add to their employability. The beneficial impact of effective use of educational technology is also being increasingly recognised through national awards and regulatory and inspection bodies such as Ofsted.

nearly a third of the and skills learners in the survey wanted digital technologies to be used more on their course

Despite these advances, our digital experience insights survey 2018 shows that some staff across the sector still lack competence in digital learning and teaching, and nearly a third of the and skills learners in the survey wanted digital technologies to be used more on their course.
Simon Barrable, principal, Portsmouth College (from 2018)

If you are keen to break through the barriers that limit your students' learning experience, the narratives in this section contain a range of ideas and examples to follow.

What senior leaders are saying

"There is a real spirit of innovation here now."

Simon has a passion for the use of information technology to enhance learning and teaching. In his role at Portsmouth College, he has led an initiative to introduce iPad minis into classroom learning, opening up opportunities for personalised learning and innovative teaching.

Read more from Simon (pdf).

Follow Simon on Twitter @PortsmouthColl.

Case study: Solihull College and University Centre - bringing the impossible into the classroom

Solihull College and University Centre was shortlisted for the 2018 TES FE award for outstanding use of technology for improving teaching, learning and assessment.

In the three years leading up to this award, managers and learning technologies staff had worked hard to embed flipped and blended learning on all further education courses.

In 2017, the college opened a new high-tech virtual reality () lab to support a degree course in games design and . Managers and teaching staff were quick to grasp the potential offered by the lab's innovative technologies to engage a far wider range of learners.

"We started by investing in a state-of-the-art new lab but quickly realised that new technologies such as hold the key to engaging learners on a wider variety of courses. brings the impossible into the classroom, so why restrict its use?"
Reza Mosavian, head of learning technologies, Solihull College and University Centre

Read the Solihull College and University Centre exemplar in full (pdf).

Case study: Basingstoke College of Technology - GCSE revision with a difference

Basingstoke College of Technology (BCoT) has tackled the challenge of English and maths GCSE resit classes with the help of its award-winning team of student digital leaders and apprentices.

Learning technologist apprentice, Charlie Lécuyer, and student digital leader, Ami Whitmarsh have collaborated with teaching staff to develop revision websites for these core subjects. Launched in 2018, GCSE BCoT maths and GCSE BCoT English are now enabling young learners to master the tools of their trade, test their skills and manage their revision from any location, on any device.

Aware of the difficulties learners can experience with formal curricular learning, BCoT's student designers emphasise that a combination of moving images and a gamified approach can benefit all learners.

Charlie Lécuyer argues that young people learn differently so need a different approach to course design. For these learners, "chalk and talk" should give way to interactive activities. Games, video clips, drag and drop exercises and self-assessment activities capture their interest, while quizzes allow them to take charge of assessing their own progress. The resources also free up class time, allowing teachers to focus on more difficult aspects of the curriculum.

BCoT digital team leader and innovations specialist, Scott Hayden, says tapping into the expertise and experience of learners to assist other learners aligns with the college's overall vision for learning and teaching. It is a strategy that also lies at the heart of the vision.

Follow BCoT Digital on Twitter: @bcotd1g1tal

Case study: Dundee and Angus College - inspiring exploration, innovation and creativity with 21st century technology

An innovative high-tech space at Dundee and Angus College, known as the Learning Lab, brings staff and learners together to experiment and innovate with the latest technologies.

The choice of devices and applications on offer at the Learning Lab ranges from time-lapse cameras and programmable cars to drones and 3D printers.

While the emphasis is on playful exploration, the real purpose of the space is to increase confidence and understanding of technology among teaching staff, so that the benefits of digital can be felt across the curriculum to enhance learners' engagement and employment prospects.

For Dundee and Angus College, this is a natural extension of what learning and teaching in and skills is all about.

Read the Dundee and Angus College exemplar in full (pdf).

Case study: Harlow College - engagement is the key to success

By issuing iPads equipped with apps for learning, Harlow College is well on its way to enabling its students to become independent, IT-savvy and well-equipped for the world of work.

When first rolling out the devices to staff and learners, college leaders concentrated on embedding one selection of apps before moving on to the next carefully selected "bundle".

Learners are also free to download their own apps, within acceptable parameters, although paying for these (where necessary) is the responsibility of the individual. The ultimate aim is to support all learners in developing their own digital learning environments.

Initially piloted in two curriculum areas, the iPad scheme has proved a success with learners and teachers and the devices are now provided to every full-time learner on the college's programmes.

Read the Harlow College exemplar in full (pdf).

Examples of effective practice

These case studies highlight initiatives that harness the power of technology to breathe new life into learning.

Take it further

Find out about

Our guides

Our report

Digitally-enhanced learning and teaching at North Lindsey College

Building digital capability

The extent to which technology now pervades every aspect of everyday life means that more and more organisations are giving a high level of priority to building the digital capabilities of students and staff.

Our work with the sector shows that staff who are confident about designing digital activities are more likely to enhance the life chances of their learners.
Jamie E Smith, formerly director of strategy and infrastructure, South Staffordshire College

learners in and skills find it easier to understand topics and become more independent in their learning when digital technology is used

As shown in our student digital experience tracker 2017 report, learners in and skills find it easier to understand topics and become more independent in their learning when digital technology is used on their courses.

Our case studies also show that learners with advanced digital skills can contribute effectively to building capacity in their peers and teachers, but providers still have to recognise the needs of the wider student body.

Not all learners have access to, or are able to use, technology for learning, so inclusivity and accessibility need to be at the heart of any strategic drive to enhance digital capabilities.

What senior leaders are saying

Case study: Milton Keynes College - digital capabilities for a digital world

Technology is central to Milton Keynes College 's ambition to offer the best educational and collaborative opportunities for its learners, communities and business partners. But the college's digital aspirations extend even further.

Situated midway between the high-tech hubs of Oxford and Cambridge, Milton Keynes sees a potential role as a national leader in the development of digital capabilities.

To be at the heart of the region's economic growth, technology is becoming embedded into every aspect of college life. Consequent improvements in the digital and physical infrastructure have set in motion a parallel drive to update staff and student digital literacy skills. This case study reveals the journey the college has taken towards full digital capability.

Read the Milton Keynes College exemplar in full (pdf).

Case study: Epping Forest College - Digital Voice Xperts, a student-staff partnership to improve digital capabilities

The Digital Voice Xperts (DVX) scheme at Epping Forest College allows learners to contribute their own knowledge and skills to develop the digital capabilities of their peers and teachers. In this innovative scheme, DVXs have used their expertise with digital media to create presentations, web pages and videos outlining how important it is to use online tools creatively, effectively and safely.

As a DVX, a learner can expect to gain work experience and employability skills while the college benefits from the enthusiasm and skills only students can bring to an initiative.

Read the Epping Forest College exemplar in full (pdf).

Case study: South Eastern Regional College - a whole college approach to developing digital capabilities

South Eastern Regional College (SERC) is a multi-campus college in Northern Ireland that has taken a centralised approach to quality enhancement, curriculum design, and data management. As a result, the college has a "one-college, one-course" philosophy applied to their Moodle course page design, but managers have also found digital communication tools provide valuable encouragement to staff.

Two initiatives, Moodle Mondays and Webinar Wednesdays, use a webinar platform to share good practice.

Recordings are shared via SERC's media channels, and social learning takes place through the Yammer network. These additional channels give staff access to informal peer learning and support at a time and place to suit them, helping to ensure the whole college moves forward together.

Read the SERC exemplar in full (pdf).

Case study: City and Islington College - student digital ambassadors set the pace

The 2016 pilot of a student digital ambassador programme at City and Islington College left no one in any doubt that the initiative would play a key role in driving digital innovation at the college.

Since the launch, student digital ambassadors, known as SDAs, have successfully designed and delivered digital skills workshops, researched and evaluated apps and platforms, run focus groups and provided guidance and feedback to teachers on the use of edtech in learning, teaching and assessment.

Further examples of their work, much of which is documented on the team's Teach Learn Digital blog, includes creating interactive 360° crime resources for forensic science students.

Just as Epping Forest College found with its pioneering DVX scheme, student digital ambassadors (SDAs) at City and Islington are gaining skills and confidence through the scheme that benefit them when applying for work or further study.

Running a training workshop, participating in formal meetings and working in teams on small-scale projects - these are just some of the achievements SDAs can add to their e-portfolios, CVs or LinkedIn profiles.

Having established the value of the student scheme, a corresponding staff digital leader network followed in autumn 2017.

"We are a large college with a very diverse student body so it has been particularly pleasing to see students finding their voice in this arena. We are also running projects in which SDAs are paired with individual members of staff to undertake action research - these things can change the culture of the whole college."
Kerry Vandersteen, digital education consultant, City and Islington College

Case study: Cardiff and the Vale College - designing accessible learning

Accessibility at the heart of every learning design is the goal of James Donaldson, head of additional learning needs (ALN) and wellbeing at Cardiff and the Vale College (CAVC), a concept he describes as "universal learning design".

Essentially, this means making full use of the tools and platforms available to you to "design in" accessibility at source. Once this is established as the norm, fewer adjustments need to be made for individual learners, saving time and effort in the long run.

The ALN team at CAVC ensure staff take full advantage of Microsoft 365 to make universal design a reality across the college, but emphasise that any edtech can be a game changer for learners with additional needs. However, nothing can be achieved if teachers do not know how to use the technology at their disposal.

To tackle any potential skills shortage, the ALN and e-learning teams work closely together to create courses that enable staff to design inclusive learning. Their approach to training is inclusive too - managers, business staff and support staff undertake the training programme alongside teachers. Badges on completion demonstrate knowledge and understanding of good learning design.

With the tools and the training in place, all learners entering the college can now expect to meet the same universal provision. This can include their parents as well - the college offers summer schools for friends and family to bring everyone up to speed with the enabling power of technology.

Take a look at James Donaldson's top five apps for universal learning design.

Case study: Plumpton College - 21st century digital tools raise the stakes in land-based learning

"I'm not a technology evangelist, I'm a people evangelist."

Jamie has more than 20 years' experience in education, specialising in strategy, innovation and technology-enhanced learning. He says that South Staffordshire College is adapting to meet the changing needs of learners and employers in the digital age by adopting a "digital by default" strategy.

Read more from Jamie (pdf).

Examples of effective practice

Here are some examples of how providers are supporting staff to acquire or improve their digital capabilities. Some have made strides forward by enlisting the support of skilled learners and peers. Others have focused on embedding an understanding of blended learning at the very heart of the organisation's culture and practice.

Take it further

Join in

Case study: City of Glasgow College - transforming the image of construction through games-based learning

Formed in 2010 from the merger of three colleges, City of Glasgow College is committed to providing education and training that is wholly fit for purpose for the industries it serves.

Douglas Morrison, director of the Scottish Institute of Innovation and Knowledge Exchange and the college's and innovation lead, has seized the opportunities offered by digital technologies to change learners' perceptions of one industry, construction, through a recruitment and management simulation game called Construction manager.

In doing so, his aim is wider than simply making on-course learning more engaging. The reach and power of technology can be a real game changer, he believes, for an industry with a longstanding skills shortage.

"Across the sector there are profound skills gaps, so we know there is an urgent need to change perceptions of industries such as construction. Games such as Construction manager can help by providing a safe space for learners to apply new skills in a fully contextualised environment. This technology, and the digital skills required to leverage it, can help us achieve our aims."
Douglas Morrison, and innovation lead at City of Glasgow College

Read the City of Glasgow exemplar in full (pdf).

Case study: Goole College - enhancing the employability of vocational learners with technology

Goole College, part of the Hull College Group, has found technology-enhanced learning can prepare learners for the workplace at the same time as improving their learning potential.

Virtual welding is a software application that is enabling learners on and BTEC engineering courses to progress faster towards their employment goals without the usual health and safety concerns and budgetary problems. The virtual alternative to welding makes training enjoyable, risk-free and even accessible to younger learners on the college's 14-16 programme.

In addition, the college uses the Hull Group's employability passport scheme to help all learners acquire the wide range of skills needed in the workplace.

Accessed via learners' e-ILPs, the passport aligns with the Confederation of British Industry's key employability skills to ensure learners leaving Goole College have a head start in the workplace.

Read the Goole College exemplar in full (pdf).

Case study: Portland College - mobile technologies boosts student progression

Mobile and video technologies are being used to boost the confidence and employability of students with disabilities at Portland College, an independent specialist college for students aged 16 to 25.

Believing that mobile technologies would have a range of benefits in this context - such as helping students to become independent learners, finding out and memorising information for themselves, and putting into practice new or rediscovered skills - the college introduced a project in 2016 to widen the use of mobile devices in learning and teaching.

The college's farm became the focal point for the project but mobile devices have since found a wide range of applications across the college.

Read the Portland College exemplar in full (pdf).

Our apprenticeship toolkit (2018) offers guidance and exemplars of how effective application of digital technologies can support the delivery of the new apprenticeship standards

Education and training foundation (ETF)'s online support for apprenticeship delivery includes an apprenticeships provider toolkit and free webinar recordings

Case study: Grimsby Institute Group - mixed reality brings a new dimension to training

A pioneering project, Flavours of Reality, led by Grimsby Institute Group, has brought innovative mixed reality technology into workforce training.

Using Microsoft HoloLens technology, Flavours of Reality (under development in 2018) simulates a modern food and drink manufacturing environment to enable seafood retail companies to train staff more swiftly and effectively in the skills and knowledge the industry needs.

HoloLens enables film and audio captured from a real food processing line to be overlaid with 3D rendered holographic information to create an immersive experience that can blend with the real world. Cameras integrated into the headsets mean that users do not lose awareness of their surroundings so are able to interact with groups or objects around them at the same time as investigating the 3D content. The result is a richly diverse, exploratory learning experience.

Although HoloLens has been used previously in medical training, Flavours of Reality is an entirely new application. Created with funding from Ufi Charitable Trust, it involves industry partners Seachill UK Ltd, a supplier of chilled and coated fish to retail and commercial markets, and Seafish, an organisation promoting a sustainable future for the seafood industry.

The project team working on the app's development are finding that a mixed reality learning experience (known as "untethered learning" because of the ability to move freely while undergoing training) could go a long way towards meeting the food industry's requirement for effective, high-volume training of operatives.

It is hoped that this rich, sensory form of learning will prove an engaging and cost effective alternative to "chalk and talk" classroom and workplace tuition in other contexts too.

Find out about

Read our guides

Harlow College - Developing digital capability in partnership with staff and learners

Employability

Growth in the use of digital technologies to prepare learners for employment has been a striking development in recent years, prompted by wider availability of virtual and simulation technologies and improved understanding of gaming as an educational tool.

Training providers and employers are also making greater use of communication and business management technologies as they grapple with major reforms to the funding and delivery of apprenticeships.

Being work-ready today means much more than just achieving a qualification

Case study: Blackburn College University Centre - digitally informed assessment design

Students taking a degree in education studies at Blackburn College's University Centre develop a critical approach to the selection and use of edtech through the assignments they complete.

Peter Shukie, digital innovation lead at Blackburn College's University Centre, believes that in an educational setting decisions about the choice of technology should formed not by availability or cost considerations but by informed decisions about what is best for the purpose, context and type of learners.

To develop this understanding in his students, Peter has used an "interactive essay" design successfully for a number of years. The assignment is in two parts, both different to standard essay-based assignments.

Firstly, students use anything other than the written word to explore a topic of their choice. Encouraged to think about which format would best present that topic, students can opt for video, animation or their own choice of multimedia to create the assignment.

The second part is delivered through a series of workshops. Students experiment in these with different technologies to make presentations about their topic, both to each other and to a wider network of contacts they have established themselves through social media.

Employability and critical thinking skills enter in at every point. For example, sharing the essay for formative feedback from their network of contacts involves thinking about issues such as the ethics of sharing content with different groups of people, and how to alter the style of approach according to the audience they are addressing.

Case study: Basingstoke College of Technology (BCoT) - closing the feedback loop with social media

Learners on a level 3 BTEC extended diploma in creative media production at Basingstoke College of Technology (BCoT) are given accounts for social media and blogging tools so that they can publish targets and discuss, share and critically evaluate their own and others' work from week one of the course.

BCoT staff have found this innovative approach rapidly establishes a learning community in which learners gain vital experience of the peer-to-peer feedback commonly occurring in the media industry. Via social media, students can also receive feedback on their work from other countries, inspiring them to higher levels of achievement.

Read the Basingstoke College exemplar in full (pdf).

Case study: ISA Training - the Learning Assistant e-portfolio

With over 500 apprentices, ISA Training is the largest, privately-owned, work-based learning provider of hairdressing and beauty apprenticeships in Wales.

To increase the flexibility and efficiency of its provision, ISA Training has adopted City and Guilds' Learning Assistant e-portfolio system and has taken steps to upskill its staff and apprentices in digital literacies in order to make the most effective use of the technology in delivery and assessment of standards.

Since introducing the e-portfolio, ISA Training reports considerable savings on printing costs and an improved ability to track and manage the progress of its trainees:

Read the ISA Training exemplar in full (pdf).

Case study: Barnsley College - rethinking assessment of work-based learning

Barnsley College 's level 3 and 4 diplomas in digital learning design are delivered in one year, enabling apprentices to be employed alongside their studies in the college's own digital learning design company.

An efficient approach to assessment is particularly important as full-time apprentices at level 4 have little time to complete additional assignments or learn to use college-owned tools, so the apprentices on this course present the work they have completed for the company as evidence for assessment.

Using Google Apps as an e-portfolio tool also prepares them for technologies they will use in the workplace.

"Work-based learning should be about naturally occurring evidence so qualification units should be assessed holistically to reflect the diversity and complexity of the job."
Daniel Scott, former course leader and winner of the 2016 Association for Learning Technology () learning technologist of the year award.

Read the Barnsley College exemplar in full (pdf).

But providers in general have recognised the importance of thinking out of the box when it comes to the digital capabilities learners need for employment. Being work-ready today means much more than just achieving a qualification - a range of additional attributes and skills can be acquired while learning with digital technology.

Examples of effective practice

Our apprenticeship toolkit (2018) offers guidance and exemplars of how digital technologies can support the delivery and assessment of the new apprenticeship standards

Here are some examples of the way digital technology is enabling the world of work to enter directly into the classroom and training environment.

Take it further

Toolkits

Read our guide

Read our case studies

Watch how Grimsby Institute are embedding new technologies

Assessment and feedback

Technology today is having a significant impact on assessment and management of student learning particularly through electronic management of course and student data. Predictive analytics displayed electronically on a dashboard, for example, give vital early signs of individuals, groups or courses at risk so that preventative action can be taken.

On a wider scale, being able to collect and collate accurate performance data during the academic year can help an organisation plan "smarter" for the future.
Graham Razey, principal and chief executive, East Kent College (EKC) Group

Just as technology is changing the way people study and work, it is also having an impact on the way learners experience assessment and feedback. A more creative, digitally enhanced approach to assessment design is enabling learners to pick up skills and attributes that improve their employability, while also deepening their engagement with curriculum content. Social media, for example, can be harnessed effectively to obtain expert feedback from outside the class and organisation.

Examples of effective practice

Take it further

Read our guides

Browse our briefing paper

Blog

Case study: Doncaster College and University Centre - a tutorial programme for the digital age

Case study: Isle of Wight College - a digital environment that works for all

Case study: Heart of Worcestershire College - a holistic approach to embedding technology in curriculum design

Case study: Bolton College - the future is conversational

Bolton College 's Ada, a cognitive assistant for students, teachers and support teams, is part of a new wave of intelligent computing services revolutionising the way colleges interact with their learners.

Aftab Hussain, Bolton College's strategic ILT leader, says conversational services such as Ada provide a multifaceted service, any aspect of which can become as fundamental to successful education and training as the proverbial light switch.

With speech-to-text and text-to-speech capabilities built in, Ada is already proving capable of answering questions on campus and learning-related topics with a high degree of accuracy.

Existing and potential capabilities demonstrated by the Ask Ada service at Bolton College include:

Enabling students, teachers and support teams to gather information and insights from around the campus

Connecting multiple services around the campus to improve access to information and services

Acting as digital assistants, providing timely advice, guidance, insights and assistance to everyone on the campus

Acting as virtual teaching assistants for learners and teachers as they support and enhance a growing number of online teaching, learning and assessment activities

To take it further, Ada is learning to respond to questions on the college's online employability course by using their adaptive learning environment to deliver personalised, contextualised learning and assessment materials direct to learners. Previously the sole domain of campus-based educationalists, the service may even provide automatic marking of long-form text.

For Bolton College, the future is definitely conversational.

Read more from Aftab's blog.

Case study: Weston College - digital innovation in adult education

When so many think of distance learning as long hours on the computer with minimal support, Weston College has a very different approach to its online adult education.

Hattie Abretti, the college's digital learning development manager, believes that effective use of technology can provide a learning experience that is every bit as rich as that of campus-based learners.

Making full use of Canvas, a cloud-based virtual learning environment () and web conferencing, her team ensures that the college's many adult online learners can just as easily engage with learning content, their tutors and each other.

Arc, an interactive video platform embedded in Canvas, is a key ingredient in the mix. The tool enables learners and tutors to add comments on the timeline as a video plays, so that learning from interaction with others can occur in real time just as it would in the classroom.

Presentations delivered via web conferencing provide the additional option of playback - essential for learners unable to participate at the scheduled time. The final ingredient for a lively, effective learning experience comes from an active community forum.

Hattie says getting online adult learning right is a simple matter of paying attention to quality. The technology is there to enable any provider to offer adult distance learners a fully interactive experience.

Case study: The Real Apprenticeship Company (TRAC) - a paperless apprenticeship journey

The Real Apprenticeship Company (TRAC) has embraced digital to the extent that apprentices working for them experience a journey that is 100% paperless.

In 2011, existing systems were struggling to cope with the growth in numbers. TRAC found available recruitment systems "clunky" so they set out to design their own. An experienced developmental task force was established which included staff and representatives of awarding organisations.

The goal was to design a system whereby data is entered once and follows the apprentice throughout their journey. The result is an end-to-end web portal called "The Real Academy" that collates every aspect of apprentice, employer and programme data for funding, inspection and programme requirements.

The Real Academy system starts collecting personal data when an apprentice applies for a vacancy. TRAC staff complete the individualised learner record (ILR) data when the apprentice is taken on and details of the learning to be undertaken to meet the standard are populated automatically. After a paperless induction, apprentices go on programme learning as set out in their digital individual learning plan (ILP).

The system drives dashboards that apprentices, managers and employers can view of apprentices' progress in both time and achievement through the programmes. All employers receive training in how to use the system and have profiled access to The Real Academy.

The portal can be used off line and then synced online to support apprentices who work in environments that don't have, or don't allow, web access.

Read more in our apprenticeships toolkit.

Toolkits

Supporting a flexible curriculum

Learning providers are taking steps to ensure their learners have the same access to learning resources and information wherever they log in including via their own devices.

The design of the physical campus, and the facilities the organisation provides, are both changing as a result.

Wifi bandwidth and coverage is of key importance in this flexible model of learning, but consideration must also be given to personal cloud storage and integrated use of social media as part of an expanded and enhanced student digital learning environment.

Where online learning provision has been underutilised, many providers have taken the bold decision to switch learning platforms and systems. Some have taken advantage of the free tools provided by G Suite for Education, with affordable Chromebooks and the storage capacity of Google Cloud as added benefits. Others have opted for Microsoft 365, Apple or Canvas. In all cases, organisations report improved take-up by learners as first-generation virtual learning environments () give way to more intuitive digital platforms.

organisations will be able to make smarter, more effective use of learning spaces and other facilities

Just over the horizon is the ability to capture and analyse the data collected across the campus to make more effective use of learning spaces. By analysing when and how rooms are used, for example, organisations will be able to make smarter, more effective use of learning spaces and other facilities.

The intelligent campus is on its way!

What senior leaders are saying

"We have learned as a team what makes efficient delivery across multiple sites."

Graham explains how important it is to ensure all users in a multi-campus organisation have the same consistent, reliable access to learning resources and essential data. Recent mergers mean that the college has set its priorities on providing smooth, seamless access to the IT infrastructure on all sites.

Read more from Graham (pdf).

Follow Graham on Twitter @GrahamRazey.

Examples of effective practice

Digital technology is improving the student experience, both on and off campus, in a number of ways. Our case studies provide insights from the frontline of digital infrastructure enhancement and its impact on learners.

Take it further

Find out about

Read our guides

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Breaking through: stories of effective digital practice from UK further education (FE) and skills

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How can digital technology help you achieve a truly transformative student experience? How do you develop the strategic vision, practices and infrastructure to make that happen? We have asked a selection of UK learning providers to tell their digital breakthrough stories, adding in points of guidance from their experience to help make your digital journey a smoother one.

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Empowering learners with Employability Skills.

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Introduction

Our research shows that there are huge differences among teaching staff in the use of digital technologies to support learning, even within the same college department.

Some hardly use technology at all, others create a few resources for the virtual learning environment (), while innovators integrate educational technology (edtech) as part of a richer approach that we call 'blended learning'.

Under this approach, traditional face-to-face methods are combined with online, often interactive, activities and content for study, feedback and assessment. It can be a powerful tool as colleges strive to implement the recommendations of the FELTAG report and become learner-led organisations.

Blended learning enables learners to access a wealth of resources, take more control of how, when and where they study and develop the digital capabilities that they will need in the workplace. Integrating edtech in the curriculum also helps clear obstacles to education for people who have previously found themselves excluded, including those with disabilities or caring responsibilities.

Used imaginatively, blended learning can also develop skills in collaborative working and team-working, for example through project-based learning. In turn, it can improve both engagement and attainment - and so boost the reputation of any college.

This guide is intended to signpost the advice, guidance, services and practical support that we can provide to colleges wishing to embed blended learning into the curriculum.

Get the basics right

First, colleges need to have a clear idea of what students want and what sort of infrastructure, equipment and resources are appropriate.

One of the best ways of tailoring digital change is to involve learners in discussions about how best to design opportunities for using technology in learning.

Learners are increasingly taking on the roles of digital champions, leaders and ambassadors - an approach that is driving development and innovation. As a starting point, take a look at our guide on empowering and engaging learners.

You can also benefit from a wealth of up-to-date insight in our 2017 student digital experience tracker survey, which indicates key technology trends across the sector and identifies students' habits, attitudes and expectations towards learning technology. This research gathered opinions from 22,593 students from 74 UK colleges, universities and skills providers. To gain insight from learners at your college, sign up for the 2018 tracker survey.

A key finding of the 2017 survey is that only 69% of students have access to reliable wifi. Colleges can boost wifi access with eduroam, while the eduroam companion app will help students find the nearest connected venue while they are on the move.

The tracker results also indicate that many students still rely on college-provided devices such as computers and printers, even though an increasing number also use their own devices for learning.

Against that background, a robust digital infrastructure is vital. We have the experience and expertise to support colleges transform digitally - a process that can be particularly valuable for newly merged - or merging - colleges, which often have to cope with complex issues around integrating different learning management systems across multiple sites.

Another critical aspect is security - how do you control who accesses your resources? The UK Access Management Federation service provided by Jisc, gives approved users a single solution to access online resources and services. You can also obtain expert advice from our subject specialists regarding how to address online safety needs.

Make sure your staff and learners are digitally capable

Staff

Digitally-confident teaching staff hold the key to an effective learning experience. So, staff must understand how to choose and get the most from a diverse range of tools, and must also be able to support students' use of technology.

Our building digital capability project provides guidance, tools and resources to help equip staff in a variety of roles with digital skills. We also provide a variety of events and training; for example, a digital leadership course supports senior leaders to become digitally-informed and respond more effectively to technology-driven change.

For comprehensive information about integrating digital practice throughout a college, see our guide on developing organisational approaches to digital capability.

Learners

In view of the well-publicised technical skills gap in the UK, employability is a growing concern for colleges.

As such, a curriculum designed to deliver knowledge and qualifications, while simultaneously developing the sorts of skills learners will need after education is increasingly important.

Effective practice examples and guidance

To find out how other colleges are implementing blended learning and developing digital capabilities, there are plenty of case studies in our report on the evolution of FELTAG.

The report is structured around key areas of interest to decision-makers, managers and teachers in colleges and learning providers and surfaces a variety of effective practice to include; taking a strategic approach to developing the student digital experience, through to how peers have used technology to develop learners' employability.

To help colleges with future curriculum design, we have put together guidance and some examples of effective practice:

Ensure access to all the relevant learning resources

There is a vast array of resources for learning, teaching and assessment available online, but how do you identify the right one to choose?

Students need support to develop their digital capabilities so that they are able to source good quality content when they are working on their own, or with peers. Now more than ever, it is critical that students can evaluate the content they find and know how to integrate useful material into their learning. Colleges need to ensure that appropriate and relevant online content is woven into the curriculum.

We're here to support you with curriculum development. Through Jisc, your college has access to free and heavily discounted digital resources via Jisc Collections. This includes free, curriculum relevant e-books for FE (covering A-level and BTEC courses plus GCSE English and maths), and diverse teaching and learning multimedia content which includes Hairdressing Training, Primal Pictures: Anatomy and Physiology Online, MediaPlus, Historical Texts, Digimap for Colleges and Journal Archives.

Furthermore, we provide a suite of library management tools that will enable staff and learners to find and assess the content and resources they need.

To view the full range of services available for , visit the catalogue of services.

Further information and advice

Our account managers are your first port of call for advice and signposting to a wide range of Jisc products, services and money-saving deals that are available to you.

They will also facilitate the introduction to Jisc subject specialists who can support your college to empower staff with the relevant digital capabilities and share their expertise in developing the curriculum to embrace blended learning and manage feedback and assessment.

We also offer an enhanced level of support through our consultancy service.

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Embedding blended learning in further education and skills

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Our research shows that there are huge differences among teaching staff in the use of digital technologies to support learning, even within the same college department. Some hardly use technology at all, others create a few resources for the virtual learning environment (), while innovators integrate educational technology (edtech) as part of a richer approach that we call 'blended learning'.

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(Useful Models within for reference)

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Definitions and Different Models of blended learning. What has worked well.

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2014 Embedded blended learning within an Algebra classroom:

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2014 Embedded blended learning within an Algebra classroom:

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a multimedia capture experiment.

Student found to prefer embedded blended over traditional live lectures for algebra learning:

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Embedded blended learning within an Algebra classroom: a multimedia capture experiment

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This two‐group, pretest‐posttest, quasi‐experimental study compared secondary students' learning of Algebra II materials over a 4‐week period when identical instruction by the same teacher was delive...

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based in a middle school with some relevant findings.

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2008 The move in the USA from face to face / online / Blended 

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2008 The move in the USA from face to face / online / Blended 

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Examples of different schools in the USA have moved to blended learning

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Looking at the characteristics of 17 specific Blended learning programs. Top 4 : Cognitive Tutor Algebra 1, Leaptrack, Read 180,Time to Know.

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2018 Recommended reading for all Maths Teachers. 

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2018 Recommended reading for all Maths Teachers. 

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Practical solutions for Post 16  Maths teachers including  Embedding Maths through vocational areas, teaching for mastery, learning tech and teaching SEND learners with up to date case studies.

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Various resources to help engage learners

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Have you ever wondered if your audience is listening or taking it in when you are delivering a presentation online?

How do you know if your delegates are focusing on you? Are they checking their emails?

Have you been to a really engaging online presentation and thought 'I wish I could do that'?

You can make your webinars more engaging and interactive by using some built in tools and simple techniques. At the same time, you can help participants who find it difficult to concentrate or prefer to type their thoughts.

Take a standard slide deck and follow some of these tips and tricks for a memorable and energising webinar that colleagues and audiences will be talking about for weeks to come.

Getting started

Research your platform and find out what interactive functions it has.

You may have a basic web conferencing set up like Zoom or Google Hangouts. Or you may be lucky enough to have access to virtual classrooms like Adobe Connect, Webex, Blackboard Collaborate or Big Blue Button. (Many other brands are available!)

Basic platforms usually allow screen sharing, audio and video, and audience members might be able to answer using yes or no buttons. They can also message the room using the chat pane. Chat is your friend! It allows the audience to interact with you and with each other. This is where the sharing and creative thinking happens - they can ask questions and make suggestions. Don't worry if chat is lively while presenters are speaking. The audience can always access the content afterwards if they miss anything.

Check your settings

Make sure you keep your webinar safe. When you set up make sure you share a dedicated link with participants and that only specified people can share their screens.

If you are using Zoom there's a handy guide here.

Make your audience comfortable

Welcome your audience into the room and let them know about the ground rules for the session. Remind them to mute their mics if they are not talking and tell them if they have a hand-raise icon or another signal when they want to speak.

Let them know how long the session will last and if there will be a comfort break.

Tell them if they'll be using polls, annotations or other interactions and where the buttons are.

Don't let more than 5 minutes go by without an interaction. Your audience might drift away if they don't feel included and engaged.

Be accessible from the beginning by asking future participants about disabilities - plan and deliver accordingly.

Start and finish on time!

Polls

A poll can get a webinar off to a great start. How does your audience feel about your topic? What do they already know? At the end of the webinar you can gauge any changes in thinking or get some feedback about your content.

Virtual classrooms have polls and discussion pods built in. But if you have a basic platform try Mentimeter for a colourful, visually engaging poll which displays results in real time as various charts or word clouds. You can share your screen so delegates can see the responses in real time. In the free version you can ask two questions every time.

Other freemium tools, Poll Everywhere and Slido are popular alternatives, and also have a range of question types including multiple choice, ranking and word clouds.

Collaboration

Audiences appreciate being able to participate in a presentation, whether by asking questions, posting comments and ideas or sharing links.

Lino.it (free), Padlet and Miro (freemium) are excellent tools if you want to get your audience collaborating and collating before, during and after the session. The virtual sticky notes allow people to post text, links, images and videos. These can be organised into categories or left in freeform.

Slide design

Presentation slides are not engaging if they contain everything you want to say. Try using images instead of words. Scott Hibberson's blog post gives some great advice about where to find free high quality images. When you design your slide deck - make only one point per slide. Better to have lots of short interesting background slides than a few crammed, distracting or unreadable ones. You want the audience to pay attention to you!

Afterwards

A recording of the webinar might be useful to some people, but remember to share your content in another format. You could put the script into notes and share it beforehand or afterwards. For those who missed it or who want a recap, you could write a blog or make an eBook, by adapting the slide deck or making a PDF of your content. You could create a short video of the presentation using a built in tools like PowerPoint narration, free screencasting tools or create an Adobe Spark or Sway. This could include a script and subtitles, for good access to your content after the event.

Webinars don't have to be boring

Using just one or two of these tools and techniques in your webinar will make a big difference to your audience, making sure everyone is engaged and no one is excluded. After all, you want to give them the best possible experience.
Also by Esther Barrett Presentations - from Yawn to Yay
Online meetings - from Yawn to Yay

For more information on teaching and learning using online virtual classrooms email esther.barrett@jisc.ac.uk

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Webinars - from Yawn to Yay - Inspiring learning

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You can make your webinars more engaging and interactive by using some built in tools and simple techniques. At the same time, you can help participants who find it difficult to concentrate or prefer to type their thoughts.

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TV Content available to clip and embed your own videos

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TV Content available to clip and embed your own videos

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Your college may subscribe to this.

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Dynamic, curriculum-aligned video content

From the content we produce to the programmes we source ClickView is home to the best educational videos for learning and teaching.

Must-read research insights for schools

A collaboration between Monash University and ClickView, this new research paper uncovers how three areas can influence the effectiveness of video in delivering learning outcomes.

A world-leading video learning resource platform

ClickView is the leading video content resource for primary schools, secondary schools and further education settings. Access visually stunning, curriculum-aligned video content and teacher resources, plus contextual on-demand TV, your own video library and interactive question layers for formative assessment. Trusted by over 5,000 schools and colleges, we put world-class video content for effective teaching and learning at the fingertips of educators and students.

Access ClickView's free teaching resources

From study guides to posters and lesson plans, we offer thousands of educational resources to accompany our primary, secondary and FE/HE video content. These regularly updated teaching resources cover all levels of learning and each curriculum area.

Explore free teaching resources

Featured content and highlights

Why schools, colleges and universities love ClickView

Hear from inspiring educators about how ClickView has helped to transform student learning and engagement. Get tips on how to use ClickView for formative assessment, flipped classrooms and other innovative teaching suggestions.

Find relevant curriculum-aligned content

Nick Melton, Assistant Head Teacher
Tupton Hall School

Enhance lectures with current TV content

Elizabeth McLaughlin, Senior lecturer
University of Western Scotland

Using video for effective assessment

Neil Nodzak, Learning Technologist
Edinburgh College

"With ClickView you don't have to waste time trying to find the 'right' video. Their TV standard, curriculum focused content is so high-quality, they get it right first time."

Mark Anderson, ICT Evangelist

@ICTEvangelist

Recognition

We're proud to produce award-winning educational videos and teaching resources for educators around the world.

Press and media

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ClickView | Teaching Resources & Educational Videos

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Check out our curriculum-aligned video content and teaching resources, designed for UK educators. Used by over 4,000 schools and colleges.

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Browse through the BBC Bitesize content videos

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Browse through the BBC Bitesize content videos

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They have updated their video content to engaging short videos to support contextualisation. Example below.

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What about turning a percentage into a decimal? This has an easy method too - you just divide the percentage by 100.

Why divide? This actually links back to the fact that per cent means out of 100 - did you know that the fraction line also means divide?

Since you know that all percentages relate to a fraction that has a denominator of 100, to turn it into a decimal, you simply divide the numerator by the denominator which is always 100.

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Write percentages as fractions and decimals

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What about turning a percentage into a decimal? This has an easy method too - you just divide the percentage by 100. Why divide? This actually links back to the fact that per cent means out of 100 - did you know that the fraction line also means divide?

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An overview of Blended Learning

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Virtual Blended Learning Classoom V4 with video