Additional Information
Book Details
Abstract
This is an accessible, practical and up to date book specifically targeted at further education (FE) and post-16 teachers, whatever your academic or vocational specialism. Important changes in policy, landscape and digital technology itself mean that digital capability is key for learners, no matter what subject they study. You should therefore develop your digital capabilities as a basic competence in order to embrace current digital tools, apps and techniques to the pedagogy of teaching FE. The book provides you with the knowledge and skills required to source information learning technology (ILT) and content to convert traditional learning and teaching resources into engaging and interactive online material. It is designed around each aspect of the teaching and training cycle - identifying needs, planning and designing, delivering and facilitating, assessing and evaluating – and includes:
- when to use ILT / eLearning
- barriers to implementing digital learning
- the importance of digital capabilities
- ways of keeping up to date and continuing professional development.
"This Learning Technology Handbook is a rich resource for anyone looking to improve their practice and its content is well-researched. The passion Daniel Scott has for his subject clearly comes across as does his strong expertise and practical know-how – giving his readers a real sense of how achievable and important it is to use learning technology for the benefit of all learners." See the full review: https://tinyurl.com/ALTLTbookFEreview
Maren Deepwell, Chief Executive of the Association for Learning Technology (ALT)
‘Learning Technology’ is a key player in post-16 teaching and assessment
With the use of technology and social media becoming ever more important within our lives today, it is understandable that it should also play an important role within teaching and learning. Daniel Scott presents this clear, concise and easy-to-use handbook to assist FE teachers and assessors in embedding ILT ‘Information Learning Technology’ as an integral part of their teaching practices.....
Louise Ford, education and skills tutor at PM Training
"...What sets the book apart from other learning technology texts is that it is primarily an educational guide, not a technical manual. It does not seek to review or explain how to use specific software in lessons. Instead, it encourages readers to use the planning frameworks and resources to consider how they could use technology with their own students in a way that truly makes an impact on their learning. Although the case studies concentrate on further education, the content is equally applicable to higher education...Practitioners or managers who are experienced with learning technology will find the body of the book a useful reference to the latest trends within digital education. I would recommend the average teacher who’s not a digital expert to start with the specific practical tasks and online tools outlined within each chapter before exploring the wider material. As a teacher trainer, I would particularly encourage student practitioners to study the excellent frameworks in order to help them plan and deliver effective lessons with technology."
James Michael Maltby, learning technology manager at Plumpton College
Daniel Scott is a digital learning specialist who began his learning technology career at a further education (FE) college. He proactively researches, evaluates and reflects on the effective use of information learning technology (ILT) and eLearning design in learning, teaching and assessment and he specialises in analysing pedagogy to digital technology. Daniel has been a Certified Member of the Association for Learning Technology (ALT) since 2013 and won the ALT Learning Technologist of the Year award 2016. He holds a Technology Enhanced Learning MSc and is a qualified teacher, assessor and lead internal verifier.
Daniel frequently posts on his professional and personal blog (http://danielscott86.blogspot.com), which includes his experiences of learning technology and eLearning practices, ideas and challenges with learning.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the author | vi | ||
| Acknowledgements | vii | ||
| Foreword | viii | ||
| Introduction | 1 | ||
| The aims of this book | 1 | ||
| How to use this book | 1 | ||
| Taking it further | 2 | ||
| The teaching and learning cycle | 2 | ||
| Contact the author | 3 | ||
| Reference and further reading | 3 | ||
| Chapter 1 Identify needs | 4 | ||
| Introduction | 5 | ||
| The role and purpose of Information Learning Technology (ILT) | 6 | ||
| ICT and ILT | 7 | ||
| What is ILT? | 7 | ||
| What is eLearning? | 8 | ||
| What is blended learning? | 9 | ||
| ILT and eLearning in the context of the FE and skills sector | 9 | ||
| Digital capability | 10 | ||
| Developing as a digital practitioner | 11 | ||
| ILT issues relating to the FE and skills sector | 13 | ||
| Summary | 16 | ||
| References and further reading | 16 | ||
| Chapter 2 Plan and design | 19 | ||
| Introduction | 20 | ||
| Curriculum planning for blended learning | 20 | ||
| Curriculum design for the effective use of ILT | 21 | ||
| Learning design for blended learning | 23 | ||
| Sourcing ILT | 27 | ||
| Available types of ILT | 28 | ||
| Virtual learning environments | 32 | ||
| Creating eLearning activities and digital resources | 39 | ||
| Introducing instructional design | 40 | ||
| Storyboarding | 41 | ||
| Game-based learning and digital storytelling | 43 | ||
| Authoring software | 44 | ||
| Imagery, recording and audio | 44 | ||
| Open educational resources | 45 | ||
| Making the most of learning technologists | 45 | ||
| Summary | 47 | ||
| References and further reading | 47 | ||
| Chapter 3 Deliver and facilitate | 52 | ||
| Introduction | 53 | ||
| Safe practice of ILT | 53 | ||
| False information | 55 | ||
| Enabling successful delivery with ILT | 56 | ||
| Basic technical solutions | 57 | ||
| Display, Engage, Participation model | 58 | ||
| The LearningWheel | 59 | ||
| Learning spaces | 60 | ||
| ILT in employability | 63 | ||
| eTutoring | 65 | ||
| Designing online activities | 69 | ||
| Accessibility and assistive technologies | 72 | ||
| Summary | 75 | ||
| References and further reading | 75 | ||
| Chapter 4 Assess | 78 | ||
| Introduction | 79 | ||
| eAssessment | 79 | ||
| Designing for eAssessment | 79 | ||
| Assessment planning | 80 | ||
| Assessment activity | 80 | ||
| Giving feedback | 84 | ||
| Collecting work-based evidence | 84 | ||
| ePortfolios | 85 | ||
| ILT in quality assurance | 86 | ||
| Summary | 88 | ||
| References and further reading | 88 | ||
| Chapter 5 Evaluate | 91 | ||
| Introduction | 92 | ||
| Evaluating your own use of ILT | 92 | ||
| Introducing learning analytics | 94 | ||
| Using data | 95 | ||
| Summary | 96 | ||
| References and further reading | 96 | ||
| Chapter 6 Keep up to date | 97 | ||
| Introduction | 98 | ||
| Continuing professional development | 98 | ||
| CPD opportunities | 100 | ||
| Free CPD programmes | 100 | ||
| Conferences and events | 101 | ||
| CMALT | 101 | ||
| Social networking | 102 | ||
| Peer collaboration | 105 | ||
| Promoting your ILT practices | 105 | ||
| Summary | 106 | ||
| References and further reading | 106 | ||
| Useful websites | 107 | ||
| Glossary | 108 | ||
| Appendix 1.1: Teacher questions (FE and skills) – adapted from the Jisc Digital Discovery Tool pilot project (2018) | 110 | ||
| Appendix 1.2: Digital capability curriculum mapping – adapted from Jisc (2017) | 116 | ||
| Appendix 2.1: Quick ILT Planner | 119 | ||
| Appendix 3.1: Practical examples of using ILT | 120 | ||
| Appendix 3.2: Online activity readiness questionnaire | 123 | ||
| Appendix 6.1: Personal and professional development plan | 127 | ||
| Appendix 6.2: Learning log | 128 | ||
| Index | 129 |