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The WEA learning experience in 60 seconds

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1b: Technical knowledge and ability in the use of learning technology

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1b: Technical knowledge and ability in the use of learning technology

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1c: Supporting the deployment of learning technologies

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1c: Supporting the deployment of learning technologies

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3b: Second legislative area or policy or standard

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3b: Second legislative area or policy or standard

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3a: Understanding and engaging with legislation

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3a: Understanding and engaging with legislation

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2a: An understanding of teaching, learning and/or assessment processes

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2a: An understanding of teaching, learning and/or assessment processes

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1a: An understanding of the constraints and benefits of different technology

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1a: An understanding of the constraints and benefits of different technology

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b) Second legislative area, or understanding and engaging with policies and standards

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Core area 4: Communication and working with others

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Canvas in the WEA - background information

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Canvas in the WEA - background information

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The WEA is facing uncertain times. In the Goverment's 'Skills for Jobs: Lifelong Learning for Opportunity and Growth' (2021) paper, the devolvement of the ESFA budget to Mayoral Authorities and the emphasis on Level 3 skills courses have changed the landscape for the WEA and its life-long learning offer.

Senior management is working hard to address a reduced funding offer for traditional non-accredited learning, which acts as a stepping-stone for communities to engage in skills-based learning.

Further, as an organisation, we have had to rapidly increase our level 3 offer, which is predominantly online without fully addressing the skills needs of staff and tutors, which has caused a number of problems over the past 2 years.

These problems are being addressed, which is necessary for the continuation of the WEA as a learning provider.

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Adult education budget: funding and performance management rules 2023 to 2024

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Main changes since the publication of AEB funding rules 2023 to 2024 in May 2023:

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2b: An understanding of your target learners

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No process is ever finished. It can always be refined. Earlier this year, I sent out a questionnaire about how the process had felt for the subject specialist tutors. The file above is a selection of their responses. About half of the subject specialist tutors were in post before I was. The scant nature of their brief was rather shocking.

Even more shocking was that many of the tutors didn't understand the assessment processes - not just in the WEA, but assessment in general.

I have tweaked and reviewed our processes three times now. During the latest review in July 2023, I felt that using Canvas to set and mark assignments was starting to undermine good pedagogy. The emphasis was on passing the assessment rather than the learning experience and skills gained. This also takes far too long.

Going forward, the process is too long - tutors are gaining skills in using Canvas but forgetting the learner journey. For new courses going forward, I am tasking the subject specialist tutor (with my support) to create a storyboard (Similar to the Gilly Salmond model) that examines what the course will 'look' like, how it will 'feel' and what other skills the learner will gain. Only then can they create the assignments. All of the technical side will be created by the Digital Development Team.

When the course is complete and ready to go. I will review the process again to gauge success or otherwise.

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Responses from review into Creating Blueprints - OneDrive

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Responses from review into Creating Blueprints