Thursday 30 April 2009
One Hour PowerPoint: Ten Strategies for Improving Presentations
Check out this SlideShare Presentation which gives some strategies for powerpoint presentations. There are more on slideshare which might be of help.
Monday 20 April 2009
Mobile phone powerpoint (see below)
I have added a powerpoint on mobile phone technology, I found this on a site called Slideshare, which maintains a wide range of slideshows, you can access it through the example on the blog. It has a wide range of topics, which I think you will find interesting and relevant to the Teaching and Learning module.
Sunday 19 April 2009
Mobile Tools For Teaching And Learning
Check out this SlideShare Presentation:
Mobile Tools For Teaching And Learning
View more presentations from Jym Brittain.
Friday 10 April 2009
The new Engineering Diploma - Ravee
The new Diploma will be introduced in September 2009, project will consider how to plan for this curriculum and develop employer engagement. To provide success for three levels. Funding pre16 + post 16. Other colleges will be consulted, Ravee wants to be better informed about the qualification and look at what a Diploma is – how is it different to GCSEs/A levels. Is it providing quality or quantity? Are the diplomas going to be recognised by universities.
Importance of employer engagement, at moment funding has to have employers involved, 17 diplomas are being introduced – all have to be employer financed.
Triangulation: Questionnaires – other colleges/Interviewing employers/Literature review – government statements, opinions of universities – possible link with employers.
Peer input/questions: It was suggested that links should be made with organisations which are supportive of this diploma. The focus is now on employer engagement, colleges are being pushed towards COVE – employer responsiveness award – very difficult process – they grade and leave, constant improvement has to be recorded.
Importance of employer engagement, at moment funding has to have employers involved, 17 diplomas are being introduced – all have to be employer financed.
Triangulation: Questionnaires – other colleges/Interviewing employers/Literature review – government statements, opinions of universities – possible link with employers.
Peer input/questions: It was suggested that links should be made with organisations which are supportive of this diploma. The focus is now on employer engagement, colleges are being pushed towards COVE – employer responsiveness award – very difficult process – they grade and leave, constant improvement has to be recorded.
Will academic tutorials improve learner success? - Des
Identify significance of academic tutorial for BTEC motor vehicle students (L1/L2 learners). They have literacy, numeracy and technical support. Will having an academic tutorial enhance the curriculum. There is also a drive to remove in class support and offer 121 support – how will this affect the students? Is support beneficial, will this support their academic grades (timely delivery) Is learning rate acceptable? Hopes to build a case in support of academic tutorials. Going to do a comparative study across the college. Will consult students and tutors at Kingston College and other colleges.
Triangulation: Observations/Interviews/Questionnaires
Timescale for project: April – June 2009
Peer input/questions: Need to consider means by which significance can be measured. Also has to take into account views against academic tutorials.
Triangulation: Observations/Interviews/Questionnaires
Timescale for project: April – June 2009
Peer input/questions: Need to consider means by which significance can be measured. Also has to take into account views against academic tutorials.
Does demand led funding deliver? - Peter
Wants to find out how LSC funding will affect courses in his area. Funding linked to outcomes + progression. Now demand led funding but previously plan led funding. Used to have a six week period and three census dates to remove students but have a timescale of the first six weeks to transfer with no problem but if transfer made after six weeks no funding. A comparison of the funding for last year’s courses and this year’s courses will be made.
Triangulation: Interview MIS Manager/records of previous and present courses – quantitative data/government documentation
Timescale for project March-April 2009
Peer input/questions: Clarification sought whether this is linked to the 2010 plan where 60% of college funding is being redirected.
Triangulation: Interview MIS Manager/records of previous and present courses – quantitative data/government documentation
Timescale for project March-April 2009
Peer input/questions: Clarification sought whether this is linked to the 2010 plan where 60% of college funding is being redirected.
NVQ or not in the fire service - Pat
Is the NVQ valid, does it make a firefighter? It replaced previous qualifications – now regarded as a paper exercise, rather than practical skills – too paper based – firefighters are not improved by completing it. Is it productive or destructive? How valid are the portfolios. Wants to check if it has helped firefighters to be more competent. Not a national standard, regional. Some fire services have left the NVQ.
Triangulation: Questionnaires –qualitative/Interviews with students, managers and verifiers/Observation – use of NVQ materials.
Peer input/questions: Clarified difference between old qualification + NVQ – before workbooks, diaries, training, test records, probation – 2 years and Managers turnouts – a more hands on qualification, now it is a folder purely paper based. Is a firefighter more valid now or then? Peer clarified that it is a product rather than a process model, asked which is more desirable? Are the qualifications more relevant/valid now?
Triangulation: Questionnaires –qualitative/Interviews with students, managers and verifiers/Observation – use of NVQ materials.
Peer input/questions: Clarified difference between old qualification + NVQ – before workbooks, diaries, training, test records, probation – 2 years and Managers turnouts – a more hands on qualification, now it is a folder purely paper based. Is a firefighter more valid now or then? Peer clarified that it is a product rather than a process model, asked which is more desirable? Are the qualifications more relevant/valid now?
Exploring why some learners do not succeed in education - Anna
Focus: Going to look at why some learners succeed or fail, extrinsic and intrinsic factors influencing performance, will consider learner motivation and expectations. Wants to improve practice, help learners and look at learner non-achievement. Will gather information from own college and others.
Theorists: Maslow – motivation/Behaviourism/Humanism
Triangulation: Interviews, questionnaires and observation.
Ethical considerations have been taken into account.Timetable for research: From April 2009 to April 2010
Theorists: Maslow – motivation/Behaviourism/Humanism
Triangulation: Interviews, questionnaires and observation.
Ethical considerations have been taken into account.Timetable for research: From April 2009 to April 2010
Looking at how students can access funding for HE courses - Susanne
Topic: Looking at how students can access funding for HE courses – title not given
Focus: Going to look at how to access HE funding for students and smaller organisations. A majority of her students have leave to remain. Presently, they are funded by Train to Gain, Suzanne works for a small organisation with a limit to the amount of information it can get. After the government changed the rules for ESOL funding, funding was harder for learners to obtain. If they are British citizens or home students, here for over 3 years, they will be eligible for funding but will have to pay for some of the course, some learners ineligible. Wants to look at how learners can access funding if they are not resident. Suzanne wants to look at employer involvement, if they want their staff trained perhaps they should pay for it.
Triangulation: Questionnaire for the students/interviewing smaller organisations/government documents from the internet.
Peer input/questions: Asked why isn’t the provision there? What is happening in other countries? It was also suggested that a kind of information pack could be provided for the learners about how to access funding.
Focus: Going to look at how to access HE funding for students and smaller organisations. A majority of her students have leave to remain. Presently, they are funded by Train to Gain, Suzanne works for a small organisation with a limit to the amount of information it can get. After the government changed the rules for ESOL funding, funding was harder for learners to obtain. If they are British citizens or home students, here for over 3 years, they will be eligible for funding but will have to pay for some of the course, some learners ineligible. Wants to look at how learners can access funding if they are not resident. Suzanne wants to look at employer involvement, if they want their staff trained perhaps they should pay for it.
Triangulation: Questionnaire for the students/interviewing smaller organisations/government documents from the internet.
Peer input/questions: Asked why isn’t the provision there? What is happening in other countries? It was also suggested that a kind of information pack could be provided for the learners about how to access funding.
The foundation learning tier - Joyce
Topic: Research into the foundation learning tier – title not given
Focus: going to look at the importance of the foundation tier and the importance of functional skills when teaching learners. Will look at students aged 17 upwards. Vocational learners – care/hospitality etc. inc NEETS – progress or finding a job. What are students learning in the foundation tier – what are the benefits. Also progression routes will be looked at
Triangulation – through government documents accessed through the Internet/previous data to complete a comparative analysis with Basic Skills/interviewing learners.
Holistic approach – a literature review of government documentation and theorists such as Schon will be considered.
No timetable constructed as yet.
Peer input/questions: Asked what is the achievement/how useful is it?
Is it because they are going onto something? What do they do afterwards? What do NEET learners come away with?
Focus: going to look at the importance of the foundation tier and the importance of functional skills when teaching learners. Will look at students aged 17 upwards. Vocational learners – care/hospitality etc. inc NEETS – progress or finding a job. What are students learning in the foundation tier – what are the benefits. Also progression routes will be looked at
Triangulation – through government documents accessed through the Internet/previous data to complete a comparative analysis with Basic Skills/interviewing learners.
Holistic approach – a literature review of government documentation and theorists such as Schon will be considered.
No timetable constructed as yet.
Peer input/questions: Asked what is the achievement/how useful is it?
Is it because they are going onto something? What do they do afterwards? What do NEET learners come away with?
How to motivate reluctant learners? - Rudy
Age group of learners 16-19 on post-16 campus
Going to look at intrinsic v extrinsic motivation + create a blog to record research – wants to reference video clips to support research
Going to look at studies on reluctant learners – what makes learners reluctant? Is it lack of hope?
What can motivate learners other than the EMA?
Triangulation: Interviews, questionnaires and observations
Methods to analyse data – literature reviews/historical data + information + draw conclusions
Theorists to be considered – McGregor/Carl Rogers/Maslow/Herzberg/
Skinner/ Race and Kolb
David Numan – TESOL field – Motivating Young Learners
Ethical issues considered
Need to reduce bias – honesty to be paramount when dealing with young learners
Timeline – September 2009 to May 2010
Peer input/questions: Clarified that research will be carried out possibly 30-50 learners –point made that title of research proposal makes assumption that all learners are unmotivated – possible need for reformulation of question to ensure it is free of bias. Suggested questions to be proofread before use to ensure they are unbiased.
Going to look at intrinsic v extrinsic motivation + create a blog to record research – wants to reference video clips to support research
Going to look at studies on reluctant learners – what makes learners reluctant? Is it lack of hope?
What can motivate learners other than the EMA?
Triangulation: Interviews, questionnaires and observations
Methods to analyse data – literature reviews/historical data + information + draw conclusions
Theorists to be considered – McGregor/Carl Rogers/Maslow/Herzberg/
Skinner/ Race and Kolb
David Numan – TESOL field – Motivating Young Learners
Ethical issues considered
Need to reduce bias – honesty to be paramount when dealing with young learners
Timeline – September 2009 to May 2010
Peer input/questions: Clarified that research will be carried out possibly 30-50 learners –point made that title of research proposal makes assumption that all learners are unmotivated – possible need for reformulation of question to ensure it is free of bias. Suggested questions to be proofread before use to ensure they are unbiased.
NEETS - Sarah
Title: Not decided at time of presentation
Focus: Looking to create an induction programme with an accompanying pack + train tutors to use the pack.
Going to look at whether a longer induction programme has a positive effect on Foundation learning tier – can it improve retention/attendance/cohesion in FE. Can success in retention in one area be duplicated + increase student motivation.
Study will be carried out across college
Triangulation: Statistical evidence from records + college records particularly of induction process/comparison of different groups of learners/questionnaires and interviews.
Will look at induction processes, variable and limitations of induction – aim to develop 2 week induction.
Peer input/questions: Will be difficult to prove retention is due to what her own area is doing, comparative studies will be done. Comparison made between own college + ESC where NEET programme less successful – need to look at involvement of Connexions service.
Focus: Looking to create an induction programme with an accompanying pack + train tutors to use the pack.
Going to look at whether a longer induction programme has a positive effect on Foundation learning tier – can it improve retention/attendance/cohesion in FE. Can success in retention in one area be duplicated + increase student motivation.
Study will be carried out across college
Triangulation: Statistical evidence from records + college records particularly of induction process/comparison of different groups of learners/questionnaires and interviews.
Will look at induction processes, variable and limitations of induction – aim to develop 2 week induction.
Peer input/questions: Will be difficult to prove retention is due to what her own area is doing, comparative studies will be done. Comparison made between own college + ESC where NEET programme less successful – need to look at involvement of Connexions service.
Has communication technology impeded the acquisition of literacy skills or have we dumbed down? - Karen
Texting in teaching/looking at its use as another language
Looking at NEETS (Fast track students) 400 possible students of whom 70 will be taken as a sample/or possibly a class – L1/2/3 students at vary academically
Triangulation: Questionnaires/interview of 5 from target group/observation Also past documentation + initial assessments – Distance travelled
Comparison of 11+ achievement in 40/50s and 90/00s
Will possibly use materials from 11+ to test 16 year olds
Peer input/questions: Could it be functional skills not literacy skills –possibly. Suggestion made that there is a project at Kingston College linked to the tutorial system which could be of interest.
Looking at NEETS (Fast track students) 400 possible students of whom 70 will be taken as a sample/or possibly a class – L1/2/3 students at vary academically
Triangulation: Questionnaires/interview of 5 from target group/observation Also past documentation + initial assessments – Distance travelled
Comparison of 11+ achievement in 40/50s and 90/00s
Will possibly use materials from 11+ to test 16 year olds
Peer input/questions: Could it be functional skills not literacy skills –possibly. Suggestion made that there is a project at Kingston College linked to the tutorial system which could be of interest.
What inhibits the progression of Early Years Practitioners? - Angie
Reason – has concerns about the lack of status for EYPs – are EYPs under recognised for their abilities and achievement?
Qualifications have recently been vague + there is no registered body so EYPs not recognised as professionals.
Foundation students have to be 22 years old but students leave at 18/19 and don’t return to do the foundation course.
Will use action research to look at EYP motivation + literature review – very little research available on EYP. Government directives.
Gestalt/Skinner/Maslow + empowerment.
Starting research immediately – will look at retention/achievement/progression figures for Level 5 course
Triangulation: Government data/Questionnaires/Research on courses available at other FE colleges/Interview of supervisors and managers
Peer input/questions: Why age stipulation for foundation level courses? Is funding available and where does it come from? Could it be accessed for learners? A guide to finding funding?
Qualifications have recently been vague + there is no registered body so EYPs not recognised as professionals.
Foundation students have to be 22 years old but students leave at 18/19 and don’t return to do the foundation course.
Will use action research to look at EYP motivation + literature review – very little research available on EYP. Government directives.
Gestalt/Skinner/Maslow + empowerment.
Starting research immediately – will look at retention/achievement/progression figures for Level 5 course
Triangulation: Government data/Questionnaires/Research on courses available at other FE colleges/Interview of supervisors and managers
Peer input/questions: Why age stipulation for foundation level courses? Is funding available and where does it come from? Could it be accessed for learners? A guide to finding funding?
Adult literacy - Elizabeth
Title: Not decided at time of presentation
Reasons for choice – has an interest in it
Wants to investigate the problems with adult literacy - syntax, spelling and sentence structure. Many adults in the UK have literacy problems- what is the cause - is it financial/environment.
Theories – Acheson – research theories
Triangulation: Interviews/Questionnaires-teachers+colleges
Peer input/questions: Have to think about the demography, where and when are you going to ask your questions. Have to consider which methods you are going to use qualitative/quantitative.
Reasons for choice – has an interest in it
Wants to investigate the problems with adult literacy - syntax, spelling and sentence structure. Many adults in the UK have literacy problems- what is the cause - is it financial/environment.
Theories – Acheson – research theories
Triangulation: Interviews/Questionnaires-teachers+colleges
Peer input/questions: Have to think about the demography, where and when are you going to ask your questions. Have to consider which methods you are going to use qualitative/quantitative.
Cardiology block release programme - Cynthia
Title: Not decided at time of presentation
Going to look at block release programme, 4th year students had a 40% fail rate this year – the highest ever fail rate – 22 students failed out of 55
Wants to find out whether the fact it was a block release course had an effect on the pass rates. Does the fact that students either work in district general hospital or tertiary centres have an effect? Paediatric cardiology pass rate was low.
Would also like to know if there is a difference looking at the students’ entry points into the programme i.e. those who enter lst year with A level quals or direct entry into the 2nd year with a science degree. Students who take these exams have to be employed as a cardiac physiologist to get on the course.
External lecturers set questions, what is the impact?
Induction – First week on course for one hour – no diagnostic tests carried out
Possible triangulation: Statistical data/Assessment methods – exams/Possibly questionnaire for the students who took the examPeer input/questions: Have to identify weak and strong points of assessment/look at the make up of the group/at a tertiary centre they might have more exposure to cardiac surgery
Going to look at block release programme, 4th year students had a 40% fail rate this year – the highest ever fail rate – 22 students failed out of 55
Wants to find out whether the fact it was a block release course had an effect on the pass rates. Does the fact that students either work in district general hospital or tertiary centres have an effect? Paediatric cardiology pass rate was low.
Would also like to know if there is a difference looking at the students’ entry points into the programme i.e. those who enter lst year with A level quals or direct entry into the 2nd year with a science degree. Students who take these exams have to be employed as a cardiac physiologist to get on the course.
External lecturers set questions, what is the impact?
Induction – First week on course for one hour – no diagnostic tests carried out
Possible triangulation: Statistical data/Assessment methods – exams/Possibly questionnaire for the students who took the examPeer input/questions: Have to identify weak and strong points of assessment/look at the make up of the group/at a tertiary centre they might have more exposure to cardiac surgery
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