Teaching and Learning

Core Area 2a Understanding of Teaching, Learning, and Assessment

Teaching

Classroom Teacher

With over a decade of experience as a Classroom Teacher, my journey includes presenting at the BETT Exhibition, as highlighted in a video here. I achieved Qualified Teacher Status (QTS) in 2010. This journey reflects a dedication to innovative teaching methods and a commitment to continuous professional development. My classroom experience has been instrumental in developing my understanding of learner needs, which has been a foundation for my later work in digital learning environments, ensuring that technology serves as an enabler rather than a barrier to learning.

Robotics Club

After a two-year hiatus, I've recently re-engaged with education, conducting a series of Robotics workshops, details of which can be found here. My enthusiasm for robotics was ignited in 2013 when I coached a team at the RoboCup World Finals, an experience that profoundly shaped my career. Initially, my focus was on programming simulated robots within a CoSpace environment. Since then, I've led teams to European competitions and achieved success in virtual world championships, broadening my expertise to encompass LEGO robotics, as well as Arduino and Raspberry Pi-based devices. The experience of coaching a diverse group of students and witnessing their development was incredibly rewarding and reinforced the importance of hands-on, enquiry-based learning for building both technical skills and confidence.

Reflections on Teaching

Reflecting on this experience, I realise the critical role that technology plays in modern education. It's not just about digitising existing content; it's about rethinking how we teach and assess to leverage technology's potential fully. The challenge lies in understanding the affordances of each tool and aligning them with pedagogical goals, rather than simply adding technology for its own sake.

A good example of how I have used my teaching skills is through my work to discover why some trainers were getting higher numbers of learners completing their feedback surveys. I observed all the trainers and found that the trainer with the highest response rate had incidentally re-organised their content. They talked about the importance of Incident Reporting at the conclusion of their training. In my observation, I saw that this accidental customisation to the order of delivery had led to the learners being well-primed for the completion of our own Learner Feedback form. This element of learner scaffolding was not evident to the trainer, but my own insights as a teacher enabled me to see how this had scaffolded the learners. I am now working with the Training Director to re-develop our lesson plans to include this element at the conclusion of the training. We will then monitor to see if this makes a wider impact on the feedback completion rates. This example underscores the importance of iterative improvement based on observation and evidence, which is a key aspect of my teaching philosophy.

In conclusion, my involvement in the development and implementation of teaching strategies has been a journey of growth and discovery which is never complete. It has deepened my understanding of the interplay between technology, teaching, and learning and has reinforced the importance of a learner-centred approach in education. My experience with the Empowering eLearning Plan has reinforced my belief in continuous innovation and adaptation in educational practices to meet the evolving needs of learners in a digital age. I have learned that effective technology integration is not just about the tools themselves but about how they are used to enhance and transform the learning experience.

Learning

Empowering eLearning Plan

This year marked the initiation of the Empowering eLearning Plan, an ambitious project aimed at advancing IKON Training’s learning delivery to a new level. This multifaceted endeavour encompasses several key areas, including curriculum development, learning design, and the seamless integration of diverse assessment strategies into our digital platform. The goal was to create a cohesive and flexible learning environment that supported both trainers and learners effectively.

After the successful development and deployment of the Digital Development Strategy, I led the implementation of our Empowering eLearning Plan at IKON Training. This task allowed me to deeply engage with various aspects of learning technology, balancing the benefits and constraints of different technologies, developing my technical skills, and supporting the broader deployment of these tools. It also allowed me to reflect on the importance of adaptability, particularly when working with diverse learners who have varying degrees of digital literacy.

Understanding the Constraints and Benefits

Our journey began with an ambitious goal to integrate advanced learning technologies into our training programs. We evaluated various platforms, eventually settling on Moodle due to its flexibility and compatibility with our existing systems, as created during the Digital Development Strategy. This decision was based on a thorough analysis of different technologies' affordances. While more sophisticated platforms offered a range of features, their complexity and cost were prohibitive. Conversely, Moodle presented an optimal mix of functionality, user-friendliness, and cost-effectiveness, crucial for our diverse learner demographics. It was important to balance functionality with usability, ensuring that even less tech-savvy trainers could navigate the system comfortably.

Deploying Moodle involved a delicate balancing act. While it offered scalable and customizable learning environments, its open-source nature required significant investment in custom development to meet our specific needs. This included ensuring accessibility and creating an engaging user interface that would appeal to our learners. Additionally, we had to manage expectations around what the platform could and could not do, which required clear communication with all stakeholders.

We are currently exploring further possibilities for digital assessment, with the potential to replace face-to-face re-accreditation visits altogether. Moving forward, our focus will be on ensuring that trainers are properly upskilled to use the platform, as the shift to expecting affiliate trainers to upload their own videos requires the development of targeted learning resources. We do not wish to do this at this stage as, under the principles of scaffolding from instructional design, we need to ensure that users are supported to develop the necessary digital literacy skills to engage with the platform confidently. We are also aware of the potential for affiliate learners to overload our storage by uploading videos to the platform.

We are also considering whether video alone is sufficient for re-accreditation or whether it should serve as supplementary evidence to in-person observations. While video can provide a clear record of the trainer’s performance, it lacks the nuanced observation that an IKON Trainer could gather in-person. Therefore, the decision will need to balance the convenience of digital assessment with the validity and reliability of face-to-face evaluation, potentially leading us to develop a hybrid assessment model that integrates both digital submissions and in-person verification.

Overall, this shift toward digital assessment methods, supported by Moodle, has not only improved the efficiency of the accreditation process but also opened new avenues for innovative assessment practices that can better meet the needs of trainers and the organisation.

Video Assignments at the University of Suffolk

At the University of Suffolk, I worked with academics to create a range of support materials to facilitate and encourage the use of formative assessment, particularly through video assignments. Video assignments proved to be an effective way for students to demonstrate their understanding in a more dynamic format compared to traditional written assessments, offering an opportunity to assess not only their content knowledge but also their communication skills.

During the pandemic, it proved technically difficult for students to practise their presentation skills, often having to submit presentations and then provide a voice-over via video-call, or submit a written report instead of presenting in a traditional manner. Although some lecturers were able to facilitate this through the use of screen-sharing software, such as Teams and Zoom, there was no unified formal way for this type of formative assessment to be carried out. I researched the tools available within the university’s suite of software and concluded that this would be best achieved through Bongo's Video Assignment tools. The use of video allowed students to articulate their understanding in their own words, adding a level of authenticity to the assessment process that was highly valued by both students and lecturers.

With pedagogy in mind and in liaison with lecturers over many hours of video calls, I created various work-flows for students, lecturers, and administrators. For the students, I created a helpful step-by-step guide to submitting a video assignment. This was made using H5P, to ensure accessibility and portability to different devices. By providing clear guidance, I aimed to reduce the anxiety often associated with new technology and help students focus on demonstrating their learning.

For the lecturers, I worked with them to create not only an H5P guide but also a time-tabled work-flow document to encourage the use of video assignments. This guide also promoted best practice in the use of formative feedback techniques. Encouraging the lecturers to provide prompt, constructive feedback was a key aspect of this process, as it helped students reflect on their performance and identify areas for improvement.

Finally, for the academic support staff, I created guides on how best to create and administer these submission portals to reduce the incidence of mistakes. Ensuring that administrative processes were efficient and easy to follow was crucial in maintaining the integrity of the assessment process and ensuring that students had a positive experience.

Reflections on Assessment

Moodle’s flexibility allowed for the creation of custom learning paths and various assessment types, providing instant feedback essential for formative assessment. A key aspect of our course design was focusing on practical application, ensuring our offerings met our audience's learning needs effectively. I would like to further explore the Summative Capabilities of Moodle, as I did with BrightSpace, enabling a more robust and accessible process of accrediting Affiliate Trainers. The capacity to use the LMS as an assessment tool is well established within the Academic Community. I need to spend more time liaising with professionals in this area to see how best I could make use of the capabilities of Moodle to improve our assessment regime.

Core Area 2b An understanding of your target learners

Understanding the Target Learners

Pedagogic Approach to Instructional Design

A guiding force in this process, as seen in the initial Storyboard above, has been Merrill's First Principles of Instructional Design, which provided a comprehensive framework for the project. Extensive discussions with learning professionals and colleagues on social media platforms were instrumental in choosing the most effective pedagogical approach, leading to a strategic approach for storyboarding our learning modules on the Moodle Platform. Merrill's principles—problem-centered learning, activation of prior knowledge, demonstration, application, and integration—were pivotal in shaping the structure of each module to ensure that learners were not just passive recipients of information but active participants in their learning journey.

The courses were meticulously aligned with Merrill’s principles, ensuring the inclusion of practical scenarios, instructional videos, interactive exercises, and regular assessments. This strategic alignment was pivotal in enhancing the educational quality and pedagogical soundness of our offerings. The emphasis on real-world scenarios, in particular, helped learners see the relevance of the content to their own roles, which was reflected in the positive feedback we received from participants.

This process included creating custom learning modules, integrating multimedia content, and ensuring that our platform was accessible to all learners, in line with the principles of Universal Design for Learning (UDL). Ensuring the content was engaging yet easily navigable was one of the challenges. I achieved this by using a combination of text, video, and interactive elements, making learning not just accessible but also enjoyable. Furthermore, I ensured that our platform was mobile-responsive, acknowledging the growing trend of mobile learning. The mobile-first approach was particularly important for our casual learners, who often needed to access content on the go.

Engaging Casual Learners

Casual learners typically engage with educational content intermittently and seek just-in-time learning or specific knowledge without committing to a structured learning pathway. Unlike traditional learners, they may not be motivated by formal certifications but by immediate practical application or personal interest. Casual learners often exhibit the following characteristics:

• Shorter attention spans: They engage with content briefly, prioritising bite-sized learning that they can quickly apply.
• On-demand learning preferences: Casual learners often seek the flexibility to learn whenever it’s convenient, making mobile accessibility particularly crucial.
• Minimal interaction: They may not engage deeply in discussions or collaborative learning but still value returning to materials as needed.

To effectively engage casual learners, I implemented several strategies:

• Microlearning: Breaking content into small, easily digestible segments improves retention and encourages engagement for casual learners. Microlearning also makes it easier for learners to integrate learning into their daily routines.
• Mobile Learning: Casual learners often prefer accessing content on mobile devices. Mobile-friendly platforms increase engagement by offering flexibility, allowing learners to access content during downtime.
• Gamification: Incorporating elements like badges and rewards can incentivise casual learners to engage more deeply with the material. Gamification encourages learners to reach smaller milestones without overwhelming them.
• Personalisation and Relevance: Providing personalised content based on learner preferences increases relevance and engagement. Allowing learners to choose their learning pathways or offering adaptive learning technologies tailored to their needs is highly effective.
• Just-in-Time Learning: Ensuring content is easily searchable and offering a self-service model allows casual learners to find relevant information quickly, which keeps them engaged.
• Autonomy and Flexibility: Offering autonomy in learning, such as the ability to skip sections, replay content, or access additional resources, empowers casual learners to manage their own learning pace.
• Interactive Elements: Adding interactive features like quizzes, polls, or brief activities helps casual learners engage more actively with the content and reinforces learning.

By implementing these strategies, I ensured that casual learners had easy access to short, mobile-friendly, and flexible content. This approach, combined with a range of interactive and personalized elements, made learning accessible to both casual and more traditional learners, enhancing the overall learning experience on our platform.

In creating these materials, I reflected on the idea that for learners to master a physical skill, repeated modelling and repeated practise is necessary, even after initial exposure. I strived to provide videos and images that fully illustrated the techniques in action, with the minimal visual distractions. My ultimate goal was to produce materials that could potentially allow for learning these skills online in the future, without requiring in-person sessions. However, upon reflection, I do not believe that this is fully achievable at the moment. While these resources are highly valuable for reinforcement, the physical practice remains a necessary component of mastering a physical skill. The tactile feedback and muscle memory gained from hands-on practice cannot be entirely replicated through online learning alone. Perhaps this is something that could be developed through immersive VR training in the future.

In addition to modelling, I used the "Whole-Part-Whole" approach to skill acquisition, which is especially effective for physical skills. The Whole-Part-Whole method involves first presenting the entire skill in its complete form (the "Whole"), breaking it down into smaller, more manageable parts (the "Part"), and then having learners practice the skill as a whole again. This approach helps learners see the bigger picture while also focusing on the finer details of the technique. The videos and images embedded on the platform reflect this theory, allowing learners to first observe the skill in full, then break it down into parts for detailed understanding, and finally reassemble it for mastery. This method not only reinforces their learning but also supports skill retention and practical application over time.

SAMR: Evolution through Technologies

My approach to utilising technology in learning is guided by the SAMR model, which helps in understanding the evolving benefits of technology in educational contexts. By moving through the levels of Substitution, Augmentation, Modification, and Redefinition, I aimed to ensure that technology was used not just as a replacement for traditional methods, but as a means to transform learning experiences and outcomes.

Application of the SAMR Model

• Substitution: In the initial stages, technology serves as a direct substitute for traditional methods, with no functional change. For example, using a digital version of a paper handout.
• Augmentation: As understanding deepens, technology begins to enhance the learning activity by adding new functionalities. For instance, adding hyperlinks to related resources in the digital handout to provide additional context.
• Modification: The learning activity is significantly modified to leverage the full potential of the technology. This could involve turning the handout into an interactive quiz, where learners actively engage with the content rather than passively reading it.
• Redefinition: Finally, technology enables the creation of new, previously inconceivable tasks and learning experiences. An example of this would be the development of an immersive H5P video, allowing learners to practice their skills in a virtual environment before attempting them in real life.

This approach was exemplified in the development of the Breakaway Learning Resources for the Learning Platform: IKON Academy. Initially, the resources aimed to substitute a set of PDF handouts.

Although PDFs can be used in engaging and accessible ways, we wanted to move away from them because they often limit interactivity and learner engagement. We found that they were often being printed out unnecessarily. As they are primarily static documents, they do not allow for real-time feedback, self-assessment opportunities, or interactive elements that enhance learning, such as quizzes, embedded videos, or hyperlinks to additional resources. Furthermore, from a pedagogical standpoint, PDFs do not easily support adaptive learning paths, where content can be adjusted based on the learner’s performance or preferences.

In contrast, using more dynamic digital content allows for a multimodal approach that caters to different learning styles. Learners benefit from multi-modal interactions, which can be crucial for retention and comprehension. Additionally, non-linear navigation in digital content—allowing learners to explore at their own pace or revisit sections. This encourages autonomy and self-directed learning.

We modified the content to make it more accessible, with clearer, more consistent language that would be easy to comprehend for learners at various literacy levels.

We augmented the learning resources with a range of videos to enhance and deepen their learning potential. Finally, we are now in the process of redefining the learning process, working on how these physical skills techniques could be taught more immersively.

The redefinition stage has been particularly exciting, as it has opened up new possibilities for learners to engage with content in ways that were not possible before, such as practicing skills in a simulated environment that mimics real-world conditions.

Reflections on Understanding Target Learners

My experience in developing the Empowering eLearning Plan at IKON Training has been pivotal in understanding our diverse learners. This involved a multifaceted approach, including curriculum development and integrating various assessment strategies into our digital learning platform. The project taught me the importance of flexibility, as different learners required different forms of support to succeed.

One unique challenge was catering to casual learners, who primarily access our LMS for skill refreshment after in-person training. I curated the learning journey to suit their needs, focusing on a mobile-first platform design with intuitive, image-based navigation. This approach enabled easy access for learners to revisit resources, enhancing their learning experience. This also necessitated the reduction of summative assessment, other than the one Course Check, which led to the award of the Course Badge. To arrive at our current situation, I explored the capacity of Moodle's Quizzes to act as the assessment tool, but found them not to be a good fit for causal learning: There were too many stages involved in submitting answers, and learners were not able to access feedback unless they chose to - thus reducing the chance they would read it. I switched the assessment to an H5P Quiz so as to improve the UX, but there is a reduction in data. We now only have access to the data on who has passed, and how many attempts the learners made before they passed. In the future, I would like to further explore other methods of casual assessment that enable the analysis of question by question responses so that we can continually tailor the questions.

A cornerstone of this project was adopting Merrill's First Principles of Instructional Design. By consulting with colleagues and learning professionals, I chose an effective pedagogical approach for storyboarding our modules on Moodle. My focus was on creating courses with practical scenarios, instructional videos, interactive exercises, and regular assessments. This alignment enhanced our offerings' educational quality and effectiveness. The inclusion of practical scenarios, in particular, helped bridge the gap between theory and practice, making learning more applicable and impactful for the participants.

Conducting needs assessments was critical in understanding our learners. This helped ascertain their preferences, technological capabilities, and backgrounds, guiding the design of relevant and accessible eLearning content. By offering diverse formats like text, audio, and video, and including interactive elements, we adhered to Universal Design for Learning (UDL) principles, catering to learners with different preferences or disabilities. This inclusivity is central to my teaching philosophy—learning should be accessible to everyone, regardless of their starting point.

To develop this further, I want to explore the data on learner engagement, conducting more detailed user-testing and tracking learners over a longer period. I also want to further develop our use of Immersive Scenario-Based learning, as detailed in my Specialist Areas section. By leveraging data analytics, I hope to identify specific areas where learners struggle and adapt the content to address those challenges more effectively.