An innovative approach to training for online interactive materials production

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Title: An innovative approach to training for online interactive materials production

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London OnlineE-learning Collaborative Project

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London OnlineE-learning Collaborative Project
How did we do it?

3
London Online Groundwork

Umbrella project, initiated in 2001, in response
to CLLP key strategic priority learning through
ICT
Vision - all London learners have access to
relevant, high quality e-learning- a single
portal
Collaborative approach to e-learning development
in central London - cross-sector
Positioning working with key national, regional
and local players towards multi-agency
partnership
Strategy Unit, Becta, Jisc, NLN, NIACE, London
Connects, London Grid for Learning, digitalbrain,
HE
Steering Group members FE, ACL, learndirect,
voluntary sector range of backgrounds and
skills - commitment

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ESOL e-learning Collaborative Project

ESOL programmes not meeting demand
Very few materials available for online learning
Community languages not used for services offered
through internet digital divide
ESOL learners at increasing disadvantage for
participation in e-government agenda
Opportunity to develop interactive multimedia
materials
Tools for teaching and learning access, skills,
flexible
2002-3 commercial software developer and tutors
2003-4 team-based training in-house using tutor
content and digital developer skills as a model

5
Course aims were

To produce 5 modules of interactive ESOL
materials (approx. 30 minutes each) at Entry 1,
mapped to the ESOL core curriculm
To use the DfES read/write/plus materials as a
springboard
For participants to work collaboratively in pairs
(1 materials developer and 1 ESOL specialist from
each college)
For participants to disseminate work at their
colleges and continue producing and using
e-learning materials beyond the scope of the
project

6
Course aims were

For participants to obtain a practical and
transferable understanding and experience of the
needs and roles involved in collaborative
production of e-learning materials
To produce materials which could be easily
adapted and re-purposed where possible without
the need for specialist skills
To share all the files and resources with the
wider community to facilitate further and
continued development
To provide guidance on further application and
progression for course participants

7
How?

Participants completed a pre-course survey
reflecting their skills and training needs
Participants attended 10 sessions (spread over 2
terms). During these sessions participants
received training, support and advice
College pairs met weekly, using the 3 hours per
week development time
Participants communicated with trainers and other
participants using a full range of ICT WebCT
course, JISC mailing list, email, text messaging
and telephone. This included sharing information,
files and resources between sessions.

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Training team

Ron Mitchell Trainer with particular
responsibility for materials development and ILT
James McGoldrickTrainer with particular
responsibility for ESOL content and coverage

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What happened on the course?

At the beginning, more emphasis on input with the
latter stages of the course focussing on
participants feeding back and discussing work in
progress
Participants looked at different aspects of
creating interactive materials
Technical Specialists and Subject Specialists
would sometimes split up to cover relevant areas
Work in progress was also discussed in tutorials
Participants completed a pre-course survey,
mid-course review and an end of course evaluation

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Input sessions covered

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Additional support given

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Issues and lessons learned

Participants training needs analysis need to be
as detailed and specific as possible
Participants need to have a realistic impression
of the demands of the course
Success of the college teams is crucially linked
to participants ability to work as a team
Participants must have a commitment to learning
and developing skills and support from line
managers (for some the learning curve has been a
very steep one)
Trainer support time needs to be
anticipatedShould have been direct f2f or
telephone contact with trainers in advance.
Possible need for pre-course training for
technical team either specified or provided.

13
Issues and lessons learned

Contingency plan needed in the event of
participants changing employment and/or line
management changes
Additional learning hours needed possibly
additional time for one to one tutorials
List of tools, facilities and support mechanisms
needed by participants in their colleges should
be distributed/organised/tested in advance
Clearer outline and understanding of the model
1. participants commitment to collaborative
production of materials2. participants own
professional development/learning

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Outcomes

Training programme accreditation as future aim
Relevant for Skills for Life teacher training
Model for digital materials production for
providers
Build provider capacity and avoid duplication
Interactive multimedia E1 ESOL blended and
e-learning
Core curriculum quality control through
editorial role
Tested with London ESOL learners
Accessible to ESOL tutors in FE, community and
work-based learning www.talent.ac.uk/londononline
Empowers learners and breaks down barriers
Building central London e-learning partnership

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Outcomes

Toolkit of examples and source files to
facilitate more efficient future development
Mechanism to encourage wider collaboration and
reduce replication
Transferable model for other subjects/activities
Current participants keen to continue involvement
and progress skills

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Materials