This session - on engaging learners with flexible learning approaches - ran from 3 – 4 pm. Alan Hoskin began the session with reference to the work undertaken by lecturers to shift to distance learning using the SAM-R model to unpack how they went about with the conversion.
I then provided a brief overview of the concept of flexible learning – as flexiblility of qualification structure, with learning and assessments negotiated/ co-constructed with learners and the need for tools to support the approach.
Dr. Jeremy Ainsworth overviewed the ‘executive diploma’ a Level 5 business programme. Here, students undertake a recognition of prior learning process before entry. They then complete outstanding learning outcomes through ‘normal’ blended learning to complete the qualification. Jeremy presented on the learning design required along with challenges and advantages for learners.
Roger Blyendaal from the carpentry team supporting managed apprenticeship then summarised their 16 year journey into supporting apprentices. They now have a mobile app for students to upload evidence of their learning; use onenote classroom notebook to complete the ‘bookwork’ section of their learning; use fortnightly f2f sessions (on zoom during lockdown) to support students’ ‘theory’ learning’; and use the 4 yearly visits to ensure workplaces, employers, apprentices are on track with supporting apprentices towards completing their qualification. Roger provided good examples of how flexible learning worked for his students including how they could align their work to the various 'steps and modules' in the once a month day release sessions.
I then used the two examples as exemplars of flexible learning.Allowing students to assess what they already knew or were already doing at work; facilitating and supporting the co-construction of a curriculum and assessment/s to help evidence the learning; to lead eventually into completing learning outcomes or qualifications.
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