Learning, Teaching & Development: Strategies for Action
Publication Year: 2015
This best practice guide to teaching in the Further Education and Skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice. Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching. Offering pragmatic advice on learning design, support and delivery, coverage includes: • Identifying learning needs and objectives • Selecting and developing appropriate content • Using technology to enhance learning • Assessment, evaluation and reflection This is an indispensable resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and ...
- Front Matter
- Subject Index
- Chapter 1: Introduction
- Chapter 2: Identifying Learning Needs
- Chapter 3: Specifying Learning Objectives
- Chapter 4: Selecting Appropriate and Relevant Content
- Chapter 5: Using Metaphors in Teaching, Training and Learning
- Chapter 6: Designing Learning Delivery
- Chapter 7: Preparation and Delivery of Learning
- Chapter 8: Evaluating and Assessing Learning
- Chapter 9: Using Technology to Enhance Learning
- Chapter 10: Reflective Practice and CPD
- Chapter 11: Workforce Development and Policy Issues
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Chapters 1 and 11 © Lyn Ashmore and Denise Robinson 2015
Chapter 2 © Ian Rushton and Martyn Walker 2015
Chapter 3 © Nena Skrbic and Jane Burrows 2015
Chapter 4 © Ian Rushton and Anne Temple Clothier 2015
Chapter 5 © Mohammed Karolia 2015
Chapter 6 © Louise Mycroft and Jane Weatherby 2015
Chapter 7 © Wayne Bailey and Mohammed Karolia 2015
Chapter 8 © Glenys Richardson and Alison Iredale 2015
Chapter 9 © Cheryl Reynolds and Shailesh Appukuttan 2015
Chapter 10 © Kevin Orr, Jane Wormald and Kate Lavender 2015
First published 2015
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2014933338
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-4462-8212-0 (pbk)
Editor: James Clark
Assistant editor: Rachael Plant
Production editor: Nicola Marshall
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Cover design: Wendy Scott
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Printed in India at Replika Press Pvt Ltd
About the Editors[Page x]
Lyn Ashmore is a Senior Lecturer and teacher educator at the University of Huddersfield and is course leader for the MA in Learning and Development Management. She has a broad range of experience in human resources and learning and development and has provided consultancy services in staff development and facilitated integration of cultural understanding and improved performance in a number of organizations. Lyn has worked extensively to develop and promote learning and development for socially excluded communities, focusing on empowerment and access in both an educational and employment context. She has a great passion for equality of opportunities and access to higher education and widening participation and strives to enable students from disadvantaged communities to become confident in challenging and confronting some of the myths that surround high education. Lyn has co-authored a book on The Reflective Practitioner in Professional Education and has also co-written a chapter in J. Avis, R. Fisher and R. Thompson, Teaching in Lifelong Learning: A Guide to Theory and Practice. Her research interests are learning and development, reflective practice, personal and professional development, strategies for developing staff within organizations and methods for evaluating learning strategies. She is a Fellow of the Higher Education Academy and a Fellow of the Institute of Leadership and Management.
Denise Robinson is the Director of the Consortium for Post Compulsory Education and Training, an FE teacher education partnership, and Huddersfield University Distributed Centre for Excellence in Teacher Training (HUDCETT). She works with the 23 partner colleges who deliver the University of Huddersfield's Certificate in Education and postgraduate teacher education courses for the FE and skills sector. Denise worked in FE for 25 years before moving into higher education to focus on FE [Page xi]teacher education. Previously, Denise taught on a variety of courses including access, women's taster, A levels, technician and open learning courses. In her present role she initiates and develops activities to support the education and training of teachers in the sector, as well as the teacher educators themselves. Denise is the editor of the journal, Teaching in Lifelong Learning (http://consortium.hud.ac.uk/journal/). She is also on the editorial board of the journal Research in Post Compulsory Education. Denise has co-written a number of chapters in J. Avis, R. Fisher and R. Thompson, Teaching in Lifelong Learning: A Guide to Theory and Practice as well as co-authoring the chapter ‘Professional and personal development’ in FDTL Voices: Drawing from Learning and Teaching Projects. Denise has worked for LLUK and Ofsted; she is a National Teaching Fellow of the Higher Education Academy.
About the Contributors[Page xii]
Shailesh Appukuttan is the Technical Development Manager for the Consortium for PCET at University of Huddersfield. He has been the technical lead and consultant for many national collaborative projects with various Higher and Further Education, Work-Based, and Adult and Community Learning institutions. He has designed, developed and provided training and support for various web based applications and online communities. He has also been an external academic course validator. His areas of research include effective and efficient use of technology in learning, teaching and research, addressing risks and sustainability issues of implementing technical solutions. He is a Certified Member of Association for Learning Technology and a Fellow of the Higher Education Academy.
Wayne Bailey has been a teacher educator for over 10 years and he has delivered on teacher education programmes with both Sheffield Hallam University and the University of Huddersfield. He began his teaching career at a small training provider in 1998, working with the long-term unemployed. From 2000 he worked at a large further education college, teaching on both further and higher education courses, specializing largely in Business Studies and Marketing A level and vocational qualifications. Since 2005 he has worked at the University of Huddersfield where he has developed a keen interest in mentoring and coaching. He currently leads on the University of Huddersfield's teacher development programme, which is aimed at HE lecturers. Wayne is a Fellow of the Higher Education Academy.
Jane Burrows is a freelance consultant with teaching experience in secondary, further, higher and adult education. She has been head of [Page xiii]departments of humanities and teacher training in further education and has taught non-vocational adult classes for over 30 years. Jane was a Senior Lecturer in higher education and has conducted many research projects investigating the FE/HE interface. She currently divides her time between working in the UK and China, where she trains Chinese teachers. Jane is interested in active and innovative methods of delivering learning, including e-learning; in particular, the development of materials for VLEs and their application in education.
Alison Iredale is a Director of Learning at the University Campus Oldham. She leads on improvements to teaching and learning, research and scholarship and professional development. Her experience ranges from teaching and training in the further and higher education sector, private training organizations and industry. She has worked with young people and adults on a range of programmes from entry level to postgraduate degree supervision. Alison is actively engaged nationally with developments to teacher standards, holds several external appointments, and is a member or fellow of a range of professional and educational research bodies. In addition to her strategic role she reviews for a number of international journals, and maintains a strong social media presence through Twitter.
Mohammed Karolia is a Senior Lecturer and course leader for the MA in Education at the University of Huddersfield and has over 23 years' experience of teaching on a diverse range of courses allied to teacher training and a range of helping professions. As an experienced lecturer and Fellow of the Higher Education Academy, Mohammed's research interests revolve around identifying strategies which help to engage learners' enthusiasm and interest in their personal and professional development and is currently working towards completing his doctorate which aims to explore and evaluate the use of metaphors as means of enhancing reflective practice.
Kathryn Lavender has worked as an Academic Skills Tutor for Higher Education in the FE sector since 2009. Her role includes teaching academic writing, critical thinking and reflective practice. Along with a colleague, she developed the first academic and study skills facility in the college specifically for HE students. Her experience also includes developing a range of transition and progression activities for students with vocational and non-traditional backgrounds. Kathryn's particular interests in teaching and learning in the FE sector are around teaching HE in FE and adult learning in vocational contexts; she is currently working towards a PhD in this area at the University of Huddersfield.[Page xiv]
Louise Mycroft is a teacher educator at the Northern College for Adult and Residential Education in Barnsley, South Yorkshire. A former community health development worker and Jill of all trades, she shares the College's mission of transformational education, developing – via the TeachNorthern Programme – initial teacher training and continuing professional development which focuses on teaching for a social purpose. Louise uses popular social media to sustain a Community of Praxis, which brings together students, graduates, colleagues and critical friends from across the globe. She is interested in reflexion, diversity, democratic education and rhizomatic learning, the concept of community as curriculum.
Kevin Orr is Reader in Work and Learning at the University of Huddersfield where he has been since 2006. Prior to this he was a teacher for 16 years in further education (FE) colleges around Manchester, mainly on ESOL and teacher educator courses. He still maintains a keen interest in FE and his PhD thesis was on the dissemination of ideas about teaching in colleges. Both his teaching and research centre on continuing professional development and he is course leader for the Doctor of Education course. His most recent research focuses on vocational pedagogy.
Cheryl Reynolds is a Senior Lecturer and teacher educator at the University of Huddersfield. Her background is in the teaching of Biology and Sports Science in further education. She currently manages the online delivery of teacher training provision across 28 further and higher education centres across the north of England. Her research interests focus on the way that social media can contribute to education. She recently contributed to the completion of the JISC EBEAM project, which evaluated the benefits of electronic assessment management and she is the winner of the Learning Without Frontiers HE/FE Innovator of the Year, 2012 and a Fellow of the Higher Education Academy.
Glenys Richardson has worked in further education since 1981, starting out as a part-time teacher of General Studies for day-release students. Her teaching experience includes Business, Communications and Education, from Level 1 to Masters level. She has held various management posts including leading on A level and HE development; running a Business Services Unit and as the Head of Division of Professional Studies. In 2010 she returned to teaching and has particularly enjoyed working for Huddersfield University in China on their Vocational Education and Training Programme. Glenys is currently the Programme Leader for Education at North Lindsey College.[Page xv]
Ian Rushton is a Senior Lecturer in the School of Education and Professional Development at the University of Huddersfield. Following 28 years as an engineer in the road haulage industry, he taught a range of motor vehicle and engineering courses in a general FE college for nine years before moving to teacher education, HE in FE and the Advanced Practitioner role in the same college for a further five years before joining the University of Huddersfield in 2008. Ian has co-authored a book on reflective practice in the lifelong learning sector and his research interests lie in the borderlands of critical theory, alternative pedagogies and initial teacher education. Ian is a Fellow of the Higher Education Academy.
Nena Skrbic has been a teacher in the FE and skills sector for 12 years. Her doctorate is in English Language and Literature. She has taught English to ESOL learners and native speakers in an FE environment from 2002 to 2004. Her journey into training other teachers began in 2005. Training other teachers gives her an opportunity to work with practitioners from diverse settings. One of Nena's key research interests is how teacher education curricula can be adapted to meet the wide range of interests, cultural backgrounds and needs that trainees in the FE and skills sector have. Currently, Nena is Curriculum Area Manager for Teacher Education at Leeds City College and teaches on the PGDipE, PGCE, Certificate in Education and BA (Hons) Education and Training programmes.
Anne Temple Clothier (SFHEA) is currently employed as a Teacher Fellow and Senior Lecturer in Education at Leeds Beckett University. With over 20 years' experience in academic continuous professional development spanning both FE and HE, the Teacher Fellowship role was awarded as recognition of her contribution to curriculum design. Current interests include ways in which academic staff are responding to policy changes defining these sectors. Her research is based on the premise that changes in national government and subsequent legislative changes have provoked individual reactions from academic staff, and managing this array of individual responses poses significant challenges to corporate management.
Martyn Walker is a teacher educator and researcher at the University of Huddersfield. He is a member of the Centre for Research in Post-Compulsory Education at the university and a Fellow of the Higher Education Academy. He is a co-author, with Mike Cook and Roy Fisher, of Teacher Education at Huddersfield 1947 to 2007: From Technical Teacher Training College to University School of Education published by the University of Huddersfield. Martyn also co-wrote a chapter in J. Avis, [Page xvi]R. Fisher and R. Thompson, Teaching in Lifelong Learning: A Guide to Theory and Practice. His work has been widely published in scholarly journals.
Jane Weatherby has worked in a variety of non-traditional teaching and learning contexts, including a women's refuge, a centre for deaf people and a community media organization. After several years devising and teaching courses around women's studies, the media, community regeneration and social inequalities, at an adult residential college, she is now a tutor and HE co-ordinator for the college's teacher education team. She has a particular interest in gender issues, in exploring new ways of teaching and learning, and in how education impacts upon individuals to change the world.
Jane Wormald is Senior Lecturer in Education at the University of Huddersfield. Experienced in teaching in FE (contemporary dance studies, performing arts) and HE (education, learning difficulties and disabilities), she currently working closely with HE courses in FE institutions teaching teachers, trainers, community and youth workers and learning support practitioners. Her current role includes liaising with FE colleges in delivering HE courses in education and learning support. Research and teaching interests are in social learning, blended course designs, access to HE and critical education.
Our thanks go out to many people who have directly or indirectly participated in the development of this book, Learning, Teaching and Development: Strategies for Action. We would like to thank all the authors who have contributed to the writing of chapters. All your contributions have brought the subject to life in a way that we may not have achieved. We would also like to thank all the other people who contributed their thoughts and ideas. Thanks also go to Elaine Eastwood who has helped with administrative work and to Shailesh Appukuttan who generously offered technical help in times of need.[Page xviii]