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Marianne Sheppard

Maintaining education and skills training provision: further education providers - GOV.UK - 1 views

www.gov.uk/...on-further-education-providers

covid-19 Department for Education further education Business operations advice & guidance

shared by Marianne Sheppard on 03 Apr 20 - No Cached
  • Marianne Sheppard on 03 Apr 20
     
    The guidance relates to the announcement made by the Secretary of State for Education on 18 March 2020 regarding cessation of classroom delivery for most learners due to outbreak of coronavirus (COVID-19). It also covers wider areas as announced over the past few days. The guidance will be updated and expanded as further information becomes available and in response to questions from colleges and other providers.
Marianne Sheppard

AWS Educate - 0 views

aws.amazon.com/...awseducate

covid-19 AWS cloud learning resources tools and platforms

shared by Marianne Sheppard on 20 Mar 20 - No Cached
  • Marianne Sheppard on 20 Mar 20
     
    Through AWS Educate, student and educators have access to content and programs developed to skill up for cloud careers in growing fields. AWS Educate also connects companies hiring for cloud skills to qualified student job seekers with the AWS Educate Job Board.
Marianne Sheppard

Home | Enhance Digital Teaching Platform - 2 views

enhance.etfoundation.co.uk

covid-19 digital skills Teaching and learning tools and platforms

shared by Marianne Sheppard on 27 Mar 20 - No Cached
  • Marianne Sheppard on 27 Mar 20
     
    Education and Training Foundation platform for digital skills development
Chris Thomson

The expectation gap: students' experience of learning during Covid-19 and their expecta... - 0 views

wonkhe.com/...eir-expectations-for-next-year

shared by Chris Thomson on 16 Jul 20 - No Cached
  • improving online learning will have the most direct impact on students’ future wellbeing, engagement and motivation
  • “build back better.”
  • Universities are trapped between the expectations of the regulator and government
  • ...25 more annotations...
  • But the higher education sector will only get there by deep and sustained engagement with students
  • 41 per cent said they had struggled to manage their wellbeing in the absence of face to face engagement with friends, peers, and lecturing staff
  • 34 per cent of respondents said that learning in a new way and format had been challenging, and 34 per cent said they were struggling with managing their own time and schedule in the absence of a campus taught timetable
  • 29 per cent said they found isolation difficult.
  • 34 per cent said that it was difficult to find quiet and space to study in their current living environment
  • the ability to create flexible ways to study is critical regardless.
  • combination of emotional and practical challenges on students’ confidence and motivation
  • loss of industry-relevant experience, loss of practical skills development, loss of academic contact time, and a sense that because the quality of their learning experience this term has been lower they themselves are less prepared to progress
  • the most popular answer, cited by 28 per cent, was simply that they did not want another semester or year of online learning
  • four fifths of respondents had missed out on a specific learning experience this term
  • It’s not simply about putting support mechanisms in place to help students with their wellbeing; it’s about stopping the causes.
  • 71 per cent said that in such a scenario they would struggle with motivation to learn and keeping up interest
  • 65 per cent said they would struggle to stay connected with peers and the university
  • 63 per cent said they would feel less prepared to undertake course assignments and activities
  • Half said they would have difficulty managing their time and keeping track of everything.
  • These figures make frustrating reading as we know that when online learning is done well, it’s just as effective (sometimes more effective) as face to face learning in these areas. Unfortunately, that’s not the experience that many students have had and now the sector as a whole needs to work hard to change their perception.
  • Automatically graded tests, quizzes and assignments are widely available, and more recently personalised feedback tools powered by AI have been developed in some subject areas.
  • 59 per cent chose “high quality online teaching” as their most important thing, well above interventions like social interaction, wellbeing support and even access to learning resources.
  • Covid-19 has thrown teaching quality into sharp relief
  • Put it this way, if you were on campus and you went to a not particularly engaging lecture,  then caught up with classmates afterwards, and went to the library to do some reading, the chances are you wouldn’t critique whether that lecture was good or bad or how engaged you felt.
  • students want more interactive learning, with fewer pre-recorded lectures and slide decks, and more opportunity to ask questions.
  • They want more personal attention from lecturers and tutors, with more one to one support.
  • They want help with accessing technologies and learning resources,
  • and they want their universities to be clear in communications both about what the corporate university is planning and what’s happening on their course.
  • It is eminently possible to create an inclusive connected community online if the right learning design and lecturer training is put in place.
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