Learning Innovation Expert Group Report
Learning Innovation: Identifying good practice
for the Heads of the Valleys
Professor Norah Jones
The Learning Innovation Expert Group
August 2010
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Learning Innovation Expert Group Report
Content
pages
Executive Summary
3 -6
The Research Report
Background
7-9
Aims and Objectives
9-10
Learning Innovation Expert Group
10
The Research Programme
11
Methodology
11-12
Critical Success Factors
13
Recommendations
13-22
Resource Implications
23
Research evidence
24
Appendices
25- 77
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Learning Innovation Expert Group Report
Executive Summary
Critical Success Factors
The panel identified overarching issues that should be considered as critical success
factors for each recommendation. The issues include:
 Inspirational approaches to learning and teaching
 Creating a ‘safe’ environment for the learner
 Cross sector collaboration
 Joined- up thinking
 Recognition of disciplinary specificity
 On-going pedagogical research to inform practice
Recommendations
All recommendations are based on evidence based research and practice. Initially the
Panel made 41 recommendations across all themes.
recommendations and identify the priorities.
The Panel met to discuss the
Whilst all the recommendations are
important, the following priorities were highlighted and are presented in order of
importance from the Panel’s perspective.
Staff Development
A significant professional development agenda has been identified. Tutors may need to
challenge their approach to teaching and assessment. In this context there needs to be a
greater understanding of students’ backgrounds and personal needs, and more awareness
of the importance of scaffolding.
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Learning Innovation Expert Group Report
 The development and implementation of a staff development strategy for all staff
involved in the management, administration, development, delivery and quality
assurance of HOV programmes;
 The establishment of a central resource to promote and support staff development
across all education sectors;
 Ensuring the integration of the needs of all stakeholders in the education
provision;
 A major CPD programme needs to be launched to provide opportunities for staff
to develop and share good practice both face-to-face and online;
 To ensure that all staff have the appropriate skills and understanding
Support for Learning
Students need to be supported by their teachers, families, peers and other appropriate role
models in order that they gain more confidence from their learning journey. The key
recommendations are:
 The Heads of the Valleys should have a coaching, mentoring and tutoring strategy
for people of all ages, focusing especially on themes of employability. Students
need role models and a holistic learning environment.
 Planning of learning support should include non-accredited activity associated
with informal learning, with guidance along the way for progression to formal
levels of engagement.
 Information Advice and Guidance has to be an all-age service involving multiagency partnerships. Such learning support – including essential skills - should be
integrated within delivery plans rather than having voluntary “add-on” status.
 There should be more grassroots involvement with a range of employer
stakeholders in order to support work based learning within a variety of
workforces.
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Learning Innovation Expert Group Report
 A major family learning programme should be launched for the Heads of the
Valleys within which parents and children can develop more advanced essential
skills.
 A Learner Voice programme should be established in the Heads of the Valleys,
including advocacy training programmes for student representatives
Learning and Teaching
Student ownership is an essential component in the learning process and genuine learning
partnerships need to be established between lecturers and students. Lecturers/ teachers
need to use more innovative pedagogies. There needs to be more creativity in both the
delivery and the assessment process. The following key themes appear to be critical
components of the development of learning, teaching and assessment approaches that will
engage and motivate learners in this context:
 The development of personalised learning for each student which is profiled and
shared at transition points in their learning journey.
 Flexibility. This initiative must be responsive to the needs of the students and this
can be interpreted in a number of ways.
 Technology should be further exploited in order to enhance learning and has a
part to play in innovative pedagogy and aiding flexibility in the learning process.
There needs to be one learning platform shared across all regions of the Heads of
the Valley and between all sectors of education. In addition, it is important for
tutors to be able to utilize the range of emerging technologies to support and
deliver the curriculum.
 Employers and sector skills councils need to be involved in curriculum
development and assessment; which could be achieved through the establishment
of a forum for employers and educators to work together.
 Assessment and feedback.
Inappropriate assessment and feedback has a
significant detrimental effect on learner. It is crucial from the outset to celebrate
success and recognise achievement in many forms.
5
Factors that must be
Learning Innovation Expert Group Report
considered are: the timing of assessment; types of assessment and ways in which
tutors can use assessment to motivate and engage.
Resource Implications
In order to operationalise some of the recommendations the following funding/support is
required:
 A major staff development programme for all sectors
 The provision of an integrated learning platform
 The identification of inspirational champions for each curriculum area
 The appointment of a learning broker who mediates between educational
institutions and employers
 Establish e-portfolios from Foundation Phase onwards. It may be possible to
re-purpose Careers Wales e-progress files provision
 Set up a Family learning programme across the sectors
 Create a forum for key stakeholders
There are important learning points highlighted from this research that will provide the
Welsh Assembly Government with an agenda for implementation.
Research Evidence and References:
All evidence and references are contained in the Wiki
http://learninginnovationexperts.pbworks.com
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Learning Innovation Expert Group Report
The Research Report
Background
Wales is a country where a quarter of those of working age are not available for work.
High levels of inactivity have led to locally concentrated areas of de-skilling and
destructive cycles of low expectations, disaffection and social exclusion. The Heads of
the Valleys is an area of economic and social deprivation. Most of the potential students
will be in the lower socio-economic groups whereas more than half of the applicants
taking traditional pathways through higher education (HE) are from higher socioeconomic groups (Foster 2009). In addition young people who do not see University as
part of their future are most likely to be male, from a white background, from lower
socio-economic backgrounds, attended poorer performing schools, feel they had a poor
school experience. (Bates et al 2009).
“More than £110m of Welsh Assembly Government funding has been set aside
to transform the opportunities and prospects for young people, local residents
and businesses in the Heads of the Valleys region.” WAG 2010
“Turning Heads A strategy for the HOV 2020” (WAG 2006) portrays the Heads of
the Valleys as an area of social and economic deprivation with a declining population.
There is a lack of quality employment opportunities. Heads of the Valleys residents who
are in work are less likely to be in skilled or professional jobs (only 50% compared with
62% for Wales as a whole). Many of the more skilled jobs within the area are currently
filled by individuals who live outside the Heads of the Valleys.
The borough of Merthyr Tydfil is typical of heads of the valleys communities in the postcoal era. Statistics taken from the Welsh Index of Multiple Deprivation (Welsh Assembly
Government 2005) demonstrate the extent of its difficulties. Only 56% of the working
age population is in gainful employment; the overall Welsh average is 70%. Furthermore,
only 32% of people of working age are in full-time employment. One key factor
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Learning Innovation Expert Group Report
contributing to this lies in the current inadequacy of educational attainment. In Merthyr,
33% of people of working age have no formal educational qualifications. The Future
Skills Wales project (Welsh Assembly Government 2005) reported that, whilst 46% of
people of working age in Wales had not engaged in any form of training or learning in
the twelve-month period prior to 1998 that figure rose to 69% for Merthyr. In 2001, only
15.4% of people over 16 were participating in any form of learning in the area. Similar
negative statistics might be quoted regarding health, social deprivation, petty crime, and
so forth. On top of all these observations, many residents commute to low skilled and low
paid jobs outside the area: for example, on average, people who live and work in Merthyr
Tydfil will earn 35% less than those who work within the area but live outside. Taken as
a whole, average earnings for residents in Merthyr Tydfil and Blaenau Gwent are 20%
below those in the rest of South East Wales. We argue that this environment impacts on
educational aspirations and attainment.
In 2006, nearly one quarter of the population had no qualifications (compared with 17%
for Wales as a whole) and there were only half as many graduates living in the area as in
the rest of South East Wales. Only 41% of 16 year olds were achieving 5 GCSEs at A*C grades, compared with a Welsh average of 52%. Participation in education post 16
including HE was lower than anywhere else in Wales.
This backdrop sets a challenging agenda for educators, especially when Wales has been
described as “a small and clever country” (Knowledge Economy Nexus – role of higher
education in Wales, WAG: 2004). Part of the solution inevitably involves policy making
and resource planning in order to change institutional structures and build up leadership
expertise. This is a major part of the social justice, employability and equality tapestry,
but the larger picture is all about developing practices which alter the learning
experiences of people who are becoming alienated and isolated from mainstream
education and training. To put this in another way, education providers have to find more
powerful and effective ways of engaging with individuals who leave school or college
with feelings of failure and frustration. The tried and tested teaching methods within the
leafy suburbs and affluent catchment areas will not suffice, given the scale of the Heads
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Learning Innovation Expert Group Report
of the Valleys challenge. Active Pathways makes a good contribution to addressing this
agenda in FE.
In March 2010, the Learning Innovation Expert group was commissioned by the
Department for Children, Education Lifelong Learning and Skills (DCELLS) to
investigate innovative pedagogies for the Post Compulsory sector that would feed into the
work of the Learning Portfolio Group. The group was asked to produce a series of
recommendations after exploring national and international research on engaging
students in disadvantaged communities with learning opportunities including work-based
learning.
There are a number of challenges to this initiative from both a learner and teacher
perspective. The target group of students is not homogeneous and a range of pedagogical
approaches will be considered.
Aim
To make recommendations for appropriate approaches to learning and teaching, and
suggest innovations and initiatives that could make a difference to educational
development in the Post Compulsory sector in the Heads of the Valleys.
Objectives
•
To create a panel of experts on learning and teaching who will consider
pedagogical approaches that engage students from disadvantaged areas.
•
To review evidence from research papers, reports etc. that will inform our
recommendations for change.
•
To consider the challenges of widening participation on learning and teaching in
the Heads of the Valleys as identified in the “Turning Heads A strategy for the
HOV 2020” (WAG 2006)
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Learning Innovation Expert Group Report
The main focus of the group was post compulsory education. However we did not look at
this in isolation and considered ways in which we support transitions and progression
through the education system.
The Learning Innovation Expert Group
The Learning Innovation Group consisted of experts from a variety of backgrounds, all of
which were relevant to the task. The group was made up of staff focusing on:
Higher Education- Professor Norah Jones (NJ) (who was also chair of the group), Haydn
Blackey (HB), Dr Cath Jones (CJ), Professor Danny Saunders (DS), Professor Simon
Haslett (SH), David Longman (DL) and Dr Bela Arora (BA)
Primary/ Secondary Professor David Egan (DE)
14-19 pathways Catherine Naamani (CN)
Further Education David Finch (DF)
There is some overlap of work as many staff cover schools, FE and HE perspectives.
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Learning Innovation Expert Group Report
The Research Programme
Identifying the target audiences
The target audience is not a homogeneous group and will include:
•
Traditional students progressing from A level; BTEC; Welsh Baccalaureate
•
Unemployed looking to up-skill or retrain
•
Employed who wish to improve their qualifications
•
Students who have not have the opportunity to engage in Higher Education
It is expected that ‘mature students’ will make up 80% of the student population.
Methodology
The panel discussed a theoretical framework, which would provide a robust collaborative
platform for the research team and support the transformation of ideas into appropriate
learning and teaching approaches for the project. The theory of constructive alignment
(Biggs 1999) was used as it examines the ‘goodness of fit’ between the aims of a course,
assessment approaches, the learning environment, the potential student groups, cultural
questions, motivations and learning styles. However, care must be taken that we do not
design courses from the teacher/lecturer perspective only, as we need to get beyond the
idea that a course can be designed to ‘fit’ particular students. We need to develop the
idea that the course has to be remade for and by each student so that the student /
selection of material combination is given personal meaning for and by each student.
The main method of data collection is desk-based research analysing published
information (research papers, government reports etc.) which consider appropriate
approaches to learning and teaching with students from disadvantaged communities. This
includes both British and international data. In addition the team itself has many years
experience of teaching non-traditional students from disadvantaged backgrounds. The
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Learning Innovation Expert Group Report
group met on a monthly basis to discuss issues raised in the data collection. All evidence
is contained in a wiki.
The report focuses on the following themes:
•
Pedagogic Innovation
•
Transitions
•
Work Based Learning
•
Support for Learning
•
Staff Development
•
Technology to support learning
The themes were allocated to appropriate panel members, and a report in a pre-agreed
template was produced for each theme. The team itself has many years experience of
teaching non-traditional students from disadvantaged backgrounds and this was important
when considering ways of translating research into practice.
Due to the timescale for this part of the project it did not allow for primary research but
this does not diminish its value as it an opportunity to evaluate key research in this area.
It was decided that all evidence would be collected and presented on a Wiki as this is an
excellent collaborative web site. In the Wiki, content can be edited by the learning expert
group allowing group members to easily create and edit web pages collaboratively. The
Wiki encourages a cooperative learning environment. The Wiki has become a rich
source of a range of data types including projects, government reports, policies, academic
papers, personal reflections and statistical data. It is not aimed at providing an exhaustive
list of resources but it offers favourite resources from the learning expert group.
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Learning Innovation Expert Group Report
The Panel met on July 27th 2010 to discuss the contents and recommendation of each of
the reports and to also draw out key issues. A content analysis was undertaken of the
themed reports and this led to the identification of overarching critical success factors.
Critical Success Factors
The panel identified overarching issues that should be considered as critical success
factors for each recommendation. The issues include:
 Inspirational approaches to learning and teaching
 Creating a ‘safe’ environment for the student
 Cross sector collaboration
 Joined up thinking
 Recognition of disciplinary specificity
 On-going pedagogical research to inform practice
Recommendations
All recommendations are based on evidence based research and practice. Initially the
Panel made 41 recommendations across all themes. (See Appendix for details). The
Panel met to discuss the recommendations and identify the priorities.
Whilst all the
recommendations are important; the following priorities were highlighted and are
presented in order of importance from the Panel’s perspective.
13
Learning Innovation Expert Group Report
Staff Development
A significant professional development agenda has been identified. Teachers/lecturers
may need to challenge their approach to teaching and assessment. The research reveals
that teachers and teaching are the most significant factors in improving the educational
outcome of students.
In this context there needs to be a greater understanding of
students’ backgrounds and personal needs and more awareness of the importance of
scaffolding. There must also be opportunities for tutors to reflect and collaborate.
Traditional teaching doesn’t work for disillusioned students, because it hasn’t worked
previously. Teachers need to be doing something radically different. Most importantly,
the stakeholders they need to be considering and engaging are the students themselves.
There needs to be opportunities for students to engage with the process in a way that
allows them to bring their own meaning to what is going on. It is more than just tutors
understanding students’ backgrounds, or reflecting on their own actions.

The development and implementation of a staff development strategy for all staff
involved in the management, administration, development and delivery and quality
assurance of HOV programmes.

The establishment of a central resource to promote and support staff development
across all education sectors.

Ensuring the integration of the needs of all stakeholders in the education provision.

A major CPD programme, which is informed by on-going pedagogical research,
needs to be launched to provide opportunities for staff to develop and share good
practice both face-to-face and online.

To ensure that all staff have the appropriate skills and understanding to:
o make best use of technology to support and enhance learning and teaching;
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Learning Innovation Expert Group Report
o create a safe environment for students where they feel comfortable and
develop a relationship based on trust with the teacher/lecturer(s);
o develop an understanding of flexible approaches to delivery, assessment
and feedback;
o engage with employers to build sustainable partnerships to develop and
support work-based learning.
Staff Development Case study from Wales
In 2007, CELT, at the University of Glamorgan, worked with ESIS to develop a Level 7
module 'The Pedagogical Application of ICT in Learning & Teaching'. Although the
module focuses on developing ICT skills for learning & teaching for school teachers,
the model for staff development is applicable across all sectors. This has made a
major impact in the development of teachers in technology enhanced learning.
See the module outline of the module: Descriptor for Module ED4S035.docx
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Learning Innovation Expert Group Report
Support for Learning
Students needed to be supported by their teachers, relatives, peers, employers and other
appropriate role models so that they gain more confidence from their learning journeys.
The pathways will include university destinations and graduate outcomes, in addition to
apprenticeship and vocational routes involving further education and private training.
Edwards (2001) talks about the importance of being able to relate creatively to
knowledge and supporting people to cope with ‘super-complexity’, ‘uncertainty’,
‘pressure to produce’ and use knowledge. We agree entirely, especially when labour
market intelligence is emphasizing that the skills and employment of the next decade may
not be well defined at this point in time (Ambition 2020: world class skills and jobs for
the UK UKCES: 2009).
As a starting point, a “family” of practitioners should be identified for the provision of
learning support. This includes tutors, teachers, and lecturers. However, it also includes
the “new professions” associated with careers guidance, counseling, coaching, classroom
assistance, youth work, and disability support. They all need to be aware of the diverse
needs of students and explore ways in which support can be built into course design.
There is a need to re-engage students with learning and help restore their identity and
esteem. The key recommendations are:
 The Heads of the Valleys should have a coaching, mentoring and tutoring strategy
for people of all ages, focusing primarily on themes of employability. Students
need role models and a holistic learning environment.
 Planning of learning support should include non-accredited activity associated
with informal learning, with guidance along the way for progression to formal
levels of engagement – including the recognition of prior learning and the
extensive use of APEL.
16
Learning Innovation Expert Group Report
 Information Advice and Guidance has to be an all-age service involving multiagency partnerships. Such learning support, including essential skills, should have
flexible learning resources and be integrated within delivery plans as well as
having voluntary “add-on” status. The heads of the valleys should pioneer a new
Access to Higher Education initiative in order to provide such learning support
through study skills accreditation.
 There should be more grassroots involvement with a range of employer
stakeholders in order to support skills development within a variety of
workforces.
 A major family learning programme should be launched for the Heads of the
Valleys within which grandparents, parents and children can develop more
advanced essential skills.
 A Learner Voice programme should be established in the Heads of the Valleys,
including advocacy training programmes for student representatives.
 A “careers ladder” should operate in the heads of the valleys, bringing together
careers guidance experts, learning coaches, and Job Centre Plus advisers. This
would extend the welfare to work pilot projects which integrate employment and
skills support.
Learning support should be more proactive in terms of identifying at-risk students, and
then intervening before drop-out occurs. Such preventative action demands the use of
accurate and reliable performance indicators in order to predict crisis.
17
Learning Innovation Expert Group Report
Learning Support Case Study from Wales
Learning support has been discussed in some detail through a case study based in
Merthyr Tydfil. The GATES project encourages people to drop in to a high street shop
to discuss projects and ideas that interest them - the GATES team then help to plan
and develop the skills that are needed to solve problems. The case study presents
examples of informal learning as well as pen portraits of individuals who have
participated in GATES over the past few years and succeeded in education: GATES case
study published by the HEA ESCalate subject centre this year – Adult and Community
Learning in South Wales by Saunders D Hodgson L and Furlong C page 12
http://cell.glam.ac.uk/media/files/documents/2010-0125/Escalate_Publication_Jan10.pdf
18
Learning Innovation Expert Group Report
Learning and Teaching
Student ownership is an essential component in the leaning process and genuine learning
partnerships need to be established between lecturers and students. Lecturers/ teachers
need to use more innovative pedagogies. TLRP’s research shows that teachers and
teaching are the most significant factors in improving the educational outcomes of
students. There needs to be more creativity in both the delivery and the assessment
process. There still appears to be tensions between learner-centred pedagogy and more
subject–curriculum based approaches. The following key themes appear to be critical
components to the development of learning, teaching and assessment approaches that will
engage and motivate students in this context:
 The development of personalised learning for each student which is profiled and
shared at transition points in their learning journey;
o There needs to be a comprehensive integrated learning platform which
is learner-centric, inter-operable and captures the students’ informal
and formal learning from the Foundation stage onwards.
o The background of the students must be taken into account and
lecturers need to recognise what students have achieved and the
distance they have travelled in the learning process
o Students need to develop confidence in their ability to complete the
learning journey. In order to facilitate this it is important that the skills
and knowledge of the students is assessed at the outset. In addition
students need to receive regular and detailed reports on their progress.
o There should be an avoidance of a simplistic and patronising approach
to students. It is important that the learning is made personal to them
and it enables rather than creates additional barriers
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Learning Innovation Expert Group Report
 Flexibility. This initiative must be responsive to the needs of the students and this
can be interpreted in a number of ways:
o The admissions criteria must take into account learning
experience and particularly explore ways in which curriculum design
can support the different transitions into Higher Education
o
There needs to small bite-size learning approaches where students can
be accredited early in their learning and, as a result, experience early
success.
o
In terms of assessment innovative, adaptive assessment and feedback
approaches should be used.
 Technology should be further exploited in order to enhance learning as this has a
key role in innovative pedagogy and aiding flexibility in the learning process.
There needs to be one learning platform shared across all regions of the Heads of
the Valley and between all sectors of education. In addition, it is important for
tutors to be able to utilize the range of emerging technologies to support and
deliver the curriculum.
 Employers and where appropriate sector skills councils need to be involved in
curriculum development and assessment; this could be achieved through the
establishment of a forum for employers and educators to work together.
 Assessment and feedback.
Inappropriate assessment and feedback has a
significant detrimental effect on learner. It is crucial from the outset to celebrate
success and recognise achievement in many forms.
Factors that must be
considered are: the timing of assessment; types of assessment and ways in which
tutors can use assessment to motivate and engage.
20
Learning Innovation Expert Group Report
Learning and Teaching Case Studies from the USA
There are many case studies offered on the wiki but one example of the way that students are
encouraged, gain confidence and as a result get better results and completes the learning
programme is provided by The University of Texas, USA They offer four sets of programmes which
are part of the credit framework. As a result of this intervention, results improved by over 20%.
Undeclared Students (PACE)
Provisional Students (ADP)
PACE is a program that helps students make a
The Academic Development Program (ADP) is
successful transition to UTSA. It is comprised
designed to assist students who have been
of Personal, Academic, and Career
provisionally admitted to UTSA. ADP students are
Exploration. The PACE population is made up
given the opportunity to adjust to college life
of freshmen who are not sure which major to
while improving the academic skills they will need
pursue who want to use their first year to
to succeed in college.
explore majors before they declare.
Access College and Excel Program (ACE)
Scholar Support Program (SSP)
The Access College and Excel(ACE) Scholar
The Scholar Support Program (SSP) provides
Program is a collaborative effort between
academic and advising support for freshman
USAA and the University of Texas at San
students receiving specific scholarships. In the
Antonio designed to provide access to higher
past, many of the students receiving these
education for seniors. The program promotes
scholarships lost them after their first year
academic success for ACE Scholars through a
because of academic difficulties.
variety of programs including learning
communities, tutoring, and individual
advising.
There
similar from
programmes
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New Jersey.
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backgrounds the opportunity to settle in and develop skills, but also give them a lighter credit load
for the first year, which improves their chances of success.
21
Learning Innovation Expert Group Report
Learning and Teaching Case Study from Australia
Professor Beverley Oliver in Curtin University in Australia has been involved in some very interesting
work with disadvantaged learners and innovation in pedagogy. She provides a 360 degree approach to
capability development for graduate employability. Associated tools which are accessible on the web
pages highlighted below include graduate, employer and teaching team perception surveys, a needs
analysis assembling evidence of course performance; a curriculum mapping tool which highlights the
assessment of targeted capabilities; ePortfolio ideas and a suggested benchmarking process. All are
works-in-progress and shared collegially for suggested improvements.This is the link to her work. See
http://tiny.cc/boliver or http://web.me.com/beverleyoliver1/benchmarking/About.html
Learning and Teaching Case Studies Japan and Mexico
There are interesting lessons from Japan about building groups, especially personal tutor groups. The
Japanese put a great deal of emphasis on it, of course, and part of it is about the way in which
scholarly work is presented to the public / wider community. So, for example, the Hiroshima
University guitar club arranged pieces of music so that they could be played by six moderately good
guitarists rather than one Julian Bream. That creates a better sense of inclusion and involvement.
Similarly, in school concerts, every member of the class played two pieces, and not necessarily the
pieces that they had learned to perfection – they wanted to show their public what they were
struggling with now, not what they had achieved before.
It takes some effort to turn a whole culture around, but I think that there may be a key to engaging
communities by involving members of the community. In a rural education project in Mexico Turner
conducted the evaluation of, one of the conditions of allowing students to study according to their
own interest was that they should give a presentation to members of the community every three
months or so. One effect of that was to make students very proud of what they had achieved, but it
also made the community more supportive, and sometimes even encouraged them to take part.
22
Learning Innovation Expert Group Report
Resource Implications
In order to operationalise some of the recommendations the following funding/support is
required:
 A major staff development programme for all sectors
 The provision of an integrated learning platform
 The identification of inspirational champions for each curriculum area
 The appointment of a learning broker who mediates between educational
institutions and employers
 Establish e-portfolios from Foundation Phase onwards. It may be possible to
re-purpose Careers Wales e-progress files provision
 Set up a Family learning programme across the sectors
 Create a forum for key stakeholders
The report has identified key learning points from the research which have
informed the recommendations and will provide the Welsh Assembly Government
with appropriate approaches to learning and teaching. This could make a difference
to educational development in the Heads of the Valleys.
23
Learning Innovation Expert Group Report
Research Evidence and References:
All evidence and references are contained in the Wiki
http://learninginnovationexperts.pbworks.com
24
Learning Innovation Expert Group Report
Appendices
Individual detailed reports on each theme
25
Learning Innovation Expert Group Report
Innovative Pedagogy
Executive Summary
The report focuses on eight major themes which include:
1. Personalised learning
2. Scaffolding the Learning Process
3. Technology Enhanced Learning
4. Informal learning and inclusion
5. Collaborative learning and partnership
6. Flexibility
7. Learner support
8. Staff Development
Each theme is analysed and the following recommendations are offered arising
from the evidence:
1. Lecturers/ teachers need to use more innovative pedagogies. TLRP’s
research shows that teachers and teaching are the most significant factors
in improving the educational outcomes of students. There needs to be more
creativity in both the delivery and in the assessment process.
2. There needs to be a significant emphasis on cross sector staff development
and a major staff development/ CPD programme needs to launched.
We need to build a community of good practice across all institutions where
ideas can be shared, and strategies for research-informed teaching
developed.
3. Students need to be supported by their teachers, families, peers and other
role models in order that they gain more confidence through their learning
journey. A family learning initiative should be developed.
4. The development of personalised learning for each student is profiled and
shared at transition points in their learning journey. For example, both
inquiry-based and problem-based learning approaches could facilitate a
more personalised curriculum. There needs to be a comprehensive student
data base which is linked to students’ portfolios and ultimately to
employment.
5. Technology should be further exploited in order to enhance learning and
has a role in innovative pedagogy and aiding flexibility in the learning
process. There needs to be an MLE shared across all regions of the Heads
of the Valley and between all sectors of education, and due consideration
given to education for sustainable development and global citizenship
6. Employers need to be involved in curriculum development and assessment;
this could be achieved through the
26 establishment of a forum for employers
and educators to work together.
Learning Innovation Expert Group Report
Aim
The aim of this project is to unlock the potential of students from the Heads of the
Valleys. A key component is to explore innovative pedagogies that will engage and help
them to overcome the barriers of social and economic disadvantage. The focus must be
on supporting access and participation in education and training at all levels.
Objectives
 To identify pedagogic approaches that are sympathetic to needs of the student
group.
 To ensure that the routes into Higher Education are perceived as relevant,
achievable and valuable.
 To seek parity of esteem between academic and vocational qualifications, in
particular those acquired in the workplace.
The project must consider innovative forms of teaching and learning, curriculum and
assessment that begin to address the challenges of delivery in communities experiencing
economic difficulty, issues of exclusion and marginalisation.
“Fostering dispositions for creativity in dynamic engagement and the
consideration of pedagogy, curriculum, inclusion, policy and the management
of change, requires innovative provision to span school, home, work and
higher education learning.” (2008:235)
Craft et al (2008) state the importance of engaging imaginatively with curriculum design
and delivery at all levels of study. The learning and teaching approaches that are
employed must be appropriate to the environment and it is essential that teaching staff are
open to explore different pedagogical approaches. The aim is to equip students with the
tools to develop their knowledge and skills for working within an uncertain world. The
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Learning Innovation Expert Group Report
implications of the changing of literacy due to the impact of technological innovations
must also be considered. It is crucial to communicate with students in ways that they can
respond and relate to and we must not be constrained by narrow concepts of literacy.
Marsh (2007) in a study of developments in England comments on the difference
between pupil and student literacy practices outside school and that pedagogy developed
by policy makers must recognise the gap. “A pedagogic act involves those who are
teaching in informed interpretations of learners, knowledge and environments in order to
manipulate environments in ways that help learners make sense of the knowledge
available to them.” (Edwards 2001: 163)
Evidence
Student ownership is an essential component in the leaning process and and genuine
learning partnerships need to be established between lecturers and students. There still
appears to be tensions between learner-centred pedagogy and more subject–curriculum
based approaches. The following key themes appear to be critical components to the
development of innovative pedagogies that will engage and motivate learners in this
context:
1. Personalised learning
The background of the learners must be taken into account and lecturers need to
recognise what students have achieved and the distance they have travelled in the
learning process. There should be an avoidance of a simplistic and patronising approach
to learners. It is important that the learning is made personal to them and it enables and
does not create additional barriers. Developments in technology have a significant role in
supporting personalised learning but this is certainly not the only way to make learning
personal. Certain pedagogic approaches, such as inquiry-based and problem-based
learning may be well-suited to creating personalised learning pathways.
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Learning Innovation Expert Group Report
2. Scaffolding the Learning Process
Any pedagogical approach must provide appropriate support that encourages but does not
make the learner too dependent. Students need to develop confidence in their ability to
complete the learning journey. In order to facilitate this, it is important that the skills and
knowledge of the students is assessed at the outset. Diagnostic techniques should be
available for learners which focus on literacy skills that underpin the learning process.
Experience from other projects highlights the importance of a structured induction
programme which not only includes details of the programme to be studied but also
includes advice and guidance on study skills, literacy and technology enhanced learning.
From the start a holistic learning environment must be developed which includes tutors,
family and peer networks, and curricula should be developed considering the education
for sustainable development and global citizenship agenda.
3. Technology Enhanced Learning
The use of technology has become an integral part of teaching and assessment and central
to the development of, and engagement with, curriculum. Technology offers flexibility,
the opportunity to capitalise on the technology skills that students use outside the
classroom. The impact of web-based and mobile technologies is a central theme of elearning research. The section of report on Technology Enhanced Learning explores this
theme in more detail.
4. Informal learning and inclusion
The learning experience should not be viewed as a university only experience but in line
with a socio-constructivist approach that considers the impact of environment on the
learner. An important lesson of the ECW project was that students needed role models
and a holistic learning environment.
5. Collaborative learning and partnership
Mazen, Jones and Sergenian (2000) support the importance of team learning and how
through working together we can develop skills and new ways of thinking. There is a
debate that addresses the increasing interest in and need for collaborative learning in
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Learning Innovation Expert Group Report
different environments. Vangen and Huxham (2003) consider the role of trust in
collaborative activity and its significance in the nurturing process. Their development of
a ‘cyclical-trust building loop’ embraces arguments about expectations, risk, and
vulnerability. In the context of pedagogical design, the project should explore
partnerships and learning between the sectors and enabling peer supported learning
6. Flexibility
This initiative must be responsive to the needs of the students and this can be interpreted
in a number of ways. The admissions criteria must take into account learning experience
and particularly explore ways in which curriculum design can support the different
transitions into Higher Education. There needs to be small bite-size learning approaches
where students can be accredited early in their learning and as result experience early
success. For some, this will break the vicious circle of failure in education to date. In
terms of assessment innovative, adaptive assessment and feedback approaches should be
used. In the ECW project, it was apparent that the course should have a range of exit
points and students should be able to exit with credit at different stages for learning
achieved. Technology can assist in the deliverer of flexible programmes.
7.
Learner support
Edwards (2001) talks about the importance of being able to relate creatively to
knowledge and supporting people to cope with ‘super-complexity’, ‘uncertainty’,
‘pressure to produce’ and use knowledge. As a starting point, tutors need to be aware of
the diverse needs of students and explore ways in which support can be built into course
design. There is a need to re-engage students with learning and help restore their identity
and esteem. The support systems for students, over and above the tutor support, will need
to be enhanced significantly; this will include engagement with family and mentors from
the workplace and elsewhere.
Social learning takes place within the family, school and wider community with parental
expectations, attributions and beliefs influencing their self-efficacy (Bandura 1995).
Mortimore and Whitty (2000) found that in spite of extra resources for schools in areas of
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Learning Innovation Expert Group Report
high need, the family circumstances and parental interest and attitude to education
accounted for significantly more of the variation in children’s school achievement than
school factors.
Facilitating transition between the education sectors and with employers will be helped
by the development of a comprehensive student data base.
8. Staff Development
There is a significant CPD agenda which is required in all of the above themes that
includes:
-
A greater understanding of students’ backgrounds and personal needs
-
More awareness of the importance of scaffolding
-
Use of TEL creatively across the sectors
-
Reflection and collaboration
-
Research-informed teaching and dissemination of practice
Conclusions and Recommendations
The report highlights an extensive agenda which underpins innovation in pedagogy. The
recommendations which arise out of the evidence are presented below:
Recommendations
1. Lecturers/ teachers need to use more innovative pedagogies. TLRP’s research
shows that teachers and teaching are the most significant factors in improving the
educational outcomes of students. There needs to be more creativity in both the
delivery and in the assessment process.
2. There needs to be a significant emphasis on staff development; a major staff
development/ CPD programme needs to launched.
We need to build a community of good practice across all institutions where ideas
can be shared, and strategies for research-informed teaching developed.
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Learning Innovation Expert Group Report
3. Students need to be supported by their teachers, families, peers and role models in
order that they gain more confidence through their learning journey. A family
learning initiative should be developed.
4.
The development of personalised learning for each student is profiled and shared
at transition points in their learning journey. For example, both inquiry-based and
problem-based learning approaches could facilitate a more personalised
curriculum. There needs to be a comprehensive student data base.
5. Technology should be further exploited in order to enhance learning and has a
role in innovative pedagogy and aiding flexibility in the learning process. There
needs to be one MLE shared across all regions of the Heads of the Valley and
between all sectors of education, and due consideration given to education for
sustainable development and global citizenship.
6. Employers need to be involved in curriculum development and assessment; this
could be achieved through the establishment of a forum for employers and
educators to work together.
References
Bandura, A. (1995) Self-efficacy in changing societies, New York, Cambridge University
press
Bates, P. and Pollard, E. and Usher, T. and Oakley, J. (2009) Who is heading for HE?
Young people's perceptions of, and decisions about, higher education. London:
Department for Business, Innovation and Skills.
Brennan, L., (2005) Integrating work-based learning into higher education: A guide to
good practice, UVAC.
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Learning Innovation Expert Group Report
Boud, D. and Solomon (eds.) (2001) Work-based learning: a new higher education?
Buckingham: Society for Research into Higher Education, Open University Press.
Chudgar, A, and Luschia, T. (2009) National Income, Income Inequality, and the
Importance of Schools: A Hierarchical Cross-National Comparison, American
Educational Research Journal. Washington: Vol. 46, Iss. 3; pg. 626-633
Connolly, M., Jones, C. and Jones, N. (2007) “New approaches, new vision: Capturing teacher
experiences in a brave new online world”, Journal of Open and Distance Learning, Vol. 22, (1) 4356
Craft, A.,Chappell, K., and Twining, P., (2008) Learners reconcepualising edcaition:
widening participation through creative engagement, Vol 45, (3) 235-245
Farrington, D. (1996) Later life outcomes of truants in the Cambridge study, in
Berg&Nursten (eds.) Unwilling to school. London, Gaskell
Foster, T. (2009)” Alternative routes into and pathways through higher education”, 117p,
London: Department for Business, Innovation and Skills,
http://www.dius.gov.uk/research_and_analysis/~/media/publications/B/BIS-RP-004
Fitzgibbon, K. and Jones, N. (2004) "Jumping the Hurdles: challenges of staff
development delivered in a blended learning environment" Education Media, vol. 29 (1)
25-35
Foster, T. (2009)” Alternative routes into and pathways through higher education”, 117p,
London: Department for Business, Innovation and Skills,
http://www.dius.gov.uk/research_and_analysis/~/media/publications/B/BIS-RP-004
33
Learning Innovation Expert Group Report
Haslett, S. K. (2009) Unpicking the links between research and teaching in Higher
Education. Newport CELT Journal, 2, 1-4. [available from
http://celt.newport.ac.uk/journal]
Haslett, S. K. (ed.) (2010) Linking research and teaching in Wales, Higher Education
Academy, York, 72pp.
Healey, M. and Jenkins, A. (2009) Developing undergraduate research and inquiry.
Higher Education Academy, York, 152pp.
HEFCE (2009) Effective Practice in a Digital Age A guide to technology-enhanced
learning and teaching
http://www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf
HEA (2009) Education for sustainable development and global citizenship (ESDGC):
review of a curriculum audit in Wales. Higher Education Academy, York, 21pp.
Jones, N., and Jones, P., (2000) “Raising Standards in Mathematics in Primary Schools
through Computer Assisted Learning” Computereducation, vol. 96, Nov. pp10-15.
Jones, N. and Fitzgibbon, K. (2002) “For Better or Worse? The marriage of Key Skills
Development and On-line Learning”, Journal of Vocational Education and Training,
vol.54(3), pp395-411
Jones, N. and Peachey, P.(2005) “The Development of Socialization in an On-line
Learning Environment” Journal of Interactive Online Learning, vol.3 Winter 2005
Jones N & Lau A (2009). E-learning - a change agent for education? Journal of Applied
Research in Higher Education Vol 1(1): 39-48.
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Learning Innovation Expert Group Report
Little, B. et al, (2006) A Guide in the ESECT Learning and Employability Series, York:
Employability and work-based learning, The Higher Education Academy.
Marsh, J. (2007) New literacies and old pedagogies: recontextualizing rules and practices,
International Journal of Inclusive Education Vol 11, (3) 267-28
Morgan, A., Jones, N. and Fitzgibbon, K. (2004) 'Critical Reflections on the
Development of a Foundation Degree', Research in Post-compulsory Education, vol. 9
(3) 353-370, ISSN 1359-6748
Mortimore, P. and Whitty, G. (2000) Can school improvement overcome the effects of
disadvantage? In T. Cox (ed.) Combating educational disadvantage. London, Flamer
Nixon, I., Smith, K., Stafford, R. and Camm, S., York (2006) Work-based learning:
illuminating the higher education landscape,,: The Higher Education Academy
Noble, M., Paulucy, B., and Healey, M., (2002) Think Through the Implications of
Work-based Learning, Exchange (2), 26-30.
Oliver, B. (2010) Benchmarking partnerships for graduate employability
http://tiny.cc/boliver
UVAC (2008) Higher Education – Skills in the Workplace: Delivering employer-led
higher level work-based learning, UVAC.
TLRP Impact and Significance, Teaching and Learning Research Programme
www.tlrp.org
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Learning Innovation Expert Group Report
Work-based learning
Aim
This report focuses predominantly on work-based learning but the challenges and
recommendations are also deemed appropriate for APA and APEL .
Context:

In 2008/09 there were 251,575 distinct learners at FE Institutions, Community
Learning or Work-based Learning providers, 4.4 per cent lower than in 2007/08,
on a comparable basis.

Within this fall in total FE/WBL/CL distinct learner numbers, full-time learner
numbers at FE institutions rose by 1.4 per cent but part-time learner numbers at
FEIs fell by 9.6 per cent.

Although learner numbers at FE institutions increased by 2.0 per cent for those
aged 19 and under, there was a fall of 10.0 per cent for those aged 20 and over,
relative to 2007/08.

Of total FE/WBL/CL learning activities for which the qualification level was
known, the proportion pursued at level 1 fell from 33 per cent in 2006/07 (and 31
per cent in 2007/08) to 30 per cent whereas the level 3 proportion rose from 18
per cent to 20 per cent between 2006/07 and 2008/09.
Since the publication of the Leitch Report in 2006 there has been greater emphasis on
higher level skills and workforce development. The commitment has been driven largely
by debates about the rights of the learner but this has now been reinforced by debates
relating to national economic needs. HEIs have been increasingly offering work-based
learning options, but they vary considerably in terms of scale and scope of provision.
The difference in emphasis seems to be determined by the motivations involved. For
example, development of work-based learning options may be driven by an institutional
mission (e.g. Derby, Liverpool John Moores, Northumbria) or on a more ad hoc basis
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Learning Innovation Expert Group Report
(e.g. Leeds). Traditionally, flexible programmes and modes of study have been offered
by vocationally oriented institutions but HEIs are beginning to approach it as a way of
combining learning, teaching, research and third strand agendas (e.g. Bristol and York).
Many institutions are still struggling with nurturing a more holistic approach. In the case
of Foundation Degrees, even though students and employers perceive great value in the
approach, many programmes and providers have struggled to capitalise on integrating
academic and work-based learning and employer engagement (Greenwood, 2008).
It must be noted that the profile of a work-based learner is rather different to the
traditional learner. For example, they may initially be more focused on the acquisition of
a qualification, may have fewer formal qualifications, but may have a significant amount
of relevant experience. Furthermore, many otherwise hard to reach learners, who may be
drawn towards more informal learning models, may have to make considerable sacrifice
and overcome a wide range of obstacles including domestic and work commitments in
order to accommodate study. This requires significant motivation on the part of the
learner but also requires greater flexibility in the provision of learning and development
opportunities.
However, even though the challenges of many of the learners may be
greater, this must not be equated with an unwillingness to invest time and energy into
personal and professional development. A study conducted by Pollard (2008) of the
perceptions and intentions towards entering higher education of working adults aged
between 22-55 with no university level qualifications in England highlighted that 55% of
respondents reported that they would consider further study if encouraged.
This
demonstrates that there is a need to build supportive relationships and networks to
encourage individuals to embark on further study. There needs to be further support to
generate a paradigm shift that places greater weight on lifelong learning rather than a
simple skills and qualifications acquisition model. This can in part be nurtured through
the development of mentoring and coaching programmes.
It is clear that there needs to be more flexible modes of meeting individuals learning
needs. Effective and tried and tested modes can include work-based learning, blended
learning or distance learning. There is the option to develop more flexible approaches
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Learning Innovation Expert Group Report
that are housed within the university but there is equally the option to shift the delivery of
education from the traditional higher education setting into the workplace. This will
require a greater shift in responsibility to the individual. However, such a shift is
dependent upon the attitudes and facilitative skills of a mentor or employer to support the
process.
There is already a proven track record of mentoring programmes in the
workplace and this could be made more widespread. Mentoring and coaching can be a
valuable tool to support the development of employees’ specific skills, however, there is
also a critical role to be played in terms of changing attitudes to learning. Mentors,
therefore, need to be well trained for this to be effective and both the mentor and mentee
need to be clear about expectations, commitments and boundaries. Oxford Brookes have
great expertise in this area.
Contracts are commonly drawn up between mentors and
mentees. Flexible resources are needed to support learners and their mentors and this can
be done by using moodle and mobile communications which embody flexibility. It
should be noted that moodle is often simply used as a repository to house material, but
can be used more interactively with sufficient support.
Furthermore, it must be
recognised that face-to-face teaching material does not directly translate into online
environments and needs to be pedagogically re-conceptualised and re-structured. Work
based learning programmes are currently operating across a spectrum of technological
formats, some of which are blended approaches (Glamorgan) and others that are solely
online (e.g. University of Wales, Newport)
If mentors are trained appropriately they can help learners identify and develop their
strengths and talents. There is growing momentum in research highlighting the benefits
of building on an individual’s strengths rather than a deficit model that focuses on a crude
skills framework that addresses predominantly an individual’s weaknesses.
It is
interesting to see that ‘Creative Apprenticeships’ have been developed which build on
this ethos of maximising talents and strengths. The Creative Apprenticeships are
marketed as an alternative route into the creative industries and argue that it is founded
on ability and potential rather than academic track record or social background and
contacts. The apprenticeships include a mix of on the job and off the job training and is
predominantly designed and approved by industry. This is a healthy model as it plays to
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Learning Innovation Expert Group Report
the strengths of individual learners and puts both the employer and learner at the heart of
the process. This could have great potential at higher levels.
Learning opportunities need to be more effectively marketed to potential learners as well
as to employers. Awareness raising and marketing campaigns are required in order to
alert employers to the benefits of work based learning opportunities and the subsequent
impact on productivity.
The language used by providers for explaining bite sized
learning and WBL accreditation has to be simplified. ‘Registry speak’ has to be stripped
out so that plain English (or Welsh) prevails. By way of illustration, many employers get
confused with the term ‘credit’. However, there is clearly growing recognition of the
value of flexible work based learning approaches. Employers are realising that there are
opportunities to be gained by the learner but also by the employer in seeing a contribution
to their business objectives. In this regard, close attention needs to be paid to the
selection of assessment methods as these need to be aligned carefully with intended
learning outcomes rather than selected out of convenience. This can include observation
of performance in the workplace for example or an assessment based on the learner
tackling a ‘live’ business challenge for the employer. In all cases, assessment criteria
must be transparent.
A great deal can be gained from a more joined up approach. For example, resource banks
developed by providers and consortium based activity should be encouraged. The time
and resources required for developing flexible learning materials can be extremely high
and therefore collaboration can in some way provide alleviation. Consortium activity
between providers has much credibility amongst employers and thus it follows that the
role of the work based learning ’broker’ should be promoted. Brighton University utilise
educational advisors who play an integral role in working with the mentor and learner to
identify the content of their module. This ensures that the learner is fully supported from
the start of their learning journey. Moreover, the focus should be on the learning journey
and process rather than simply on the content. Therefore, the pedagogy should be
experiential in nature and focussed on the application of the learning in the workplace
and evidence-based assessment of progress and achievement.
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Learning Innovation Expert Group Report
Challenges:

Motivating employers and employees to see the value of engagement

There is no shared understanding of what work-based learning means

Encouraging appropriate pedagogic practices

Engaging with employers to build sustainable relationships

There needs to be an accreditation and quality assurance process that is
transparent, transferable and consistent

Work-based learning can be resource-intensive
Recommendations

Consortium activity should be encouraged

Training needs to be provided to develop resources that can be delivered flexibly,
as this requires a very different pedagogical approach to face-to-face teaching

The role of a work based learning broker should be promoted

Structured and supported mentoring programmes need to be developed to promote
a balanced approach to lifelong learning rather than a crude skills acquisition
perspective. Mentors can play a critical role in being a trusted advisor to the
individual learner

A re-evaluation of the assessment diet in relation to work-based learning

The development of a strongly student-centred curriculum

The pedagogy needs to be experiential in nature

Mentoring in the workplace is an effective means of support for workforces
requiring one –to –one support from a trusted adviser

Coaching support is required for the development of employees’ specific skills this can be achieved through groupwork as well as individual training but there
needs to be an infrastructure of trained WBL coaches
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Learning Innovation Expert Group Report

Awareness raising and marketing campaigns are required in order to alert
employers to the benefits of work based learning opportunities and the subsequent
impact on productivity

Flexible resources are needed for supporting learners and their mentors in
workplaces, including the use of moodle, Bb, and mobile communications

Flexible learning resources are time consuming and expensive to produce; it is
important for resources to be shared by providers and for consortium based
activity to be encouraged.

The language used by providers for explaining bite sized learning and WBL
accreditation has to be simplified; “registry speak” has to be stripped out so that
plain English (or Welsh) prevails. By way of illustration, a lot of employers get
completely confused with the term “credit

Assessment methods should be appropriate to learning outcomes rather than
convenient for providers. This can include the observation of performance in the
workplace, using transparent assessment criteria.

Consortium activity between providers has much credibility amongst employers –
the role of the work based learning broker should be promoted.

A key rationale underpinning WBL is problem based learning linked with action
research. Workplace applications should include peer-learning SETS where
possible as a means of providing additional support.

A lot of WBL is characterised by project work which directly solves work
problems on a day-to-day basis. However, there is a danger of the learning
journey being incoherent and fragmented because the learner engages in an endless
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Learning Innovation Expert Group Report
string of projects. Individual activity and groupwork needs to be structured clearly
and logically via a well publicised learning and teaching schedule which brings
individuals together every now and then on an intensive basis. This can include
lectures and workshops as well as virtual meetings via chat rooms etc.

APEL is defined in detail by many providers but the actual volume of activity is
small. It needs to be promoted more successfully as a way of recognising previous
training outcomes and advanced skills in a range of workplaces.

Experiential learning methods should be used more frequently and widely for
developing and assessing workplace learning and APEL – including the use of
simulations, games, group-work, and role play.

Portfolio building is a core part of the development and assessment process, and
the use of electronic portfolios should be promoted more widely in conjunction
with personal development profiling.

WBL can include volunteering and other activities away from the workplace that
nonetheless transfer into employee performance.

WBL can be successfully reinforced through the creation of study skills and
education drop-in centres, which include information advice and guidance
resources of professionals – the Wales Union Learning Fund provides illustrations
based on the work of the Union Learning Representatives.
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Learning Innovation Expert Group Report
References
Websites:
Creative Apprenticeships
http://www.ccskills.org.uk/Apprenticeships/CreativeApprenticeships/tabid/82/Default.asp
x
Reports:
E. Pollard, P. Bates, W. Hunt and A. Bellis, (2008), “University is not just for young
people: Working adults' perceptions of and orientation to higher education”, DIUS
Research Report 08 06, 208p, ISBN 978-1-84478-994-8, London: Department for
Innovation, Universities and Skills,
http://www.dcsf.gov.uk/research/data/uploadfiles/DIUS-RR-08-06A.pdf
M. Greenwood and B. Little with E. Burch, C. Collins, M. Kimura and K. Yarrow,
(2008), “The impact of Foundation Degrees on students and the workplace”, 100p,
London: Foundation Degree Forward, http://www.fdf.ac.uk/files/CHERILSNreport.pdf
Nixon, I. Smith, K and Stafford, R and Camm, S (KSA Partnership)Work-based
learning: Illuminating the higher education landscape
http://www.asetonline.org/documents/wbl_illuminating.pdf
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Learning Innovation Expert Group Report
Support for Learners
Executive Summary
 Support for Learning should be integrated within delivery plans and
accreditation systems through clearly defined Information Advice and
Guidance frameworks.
 Progression from informal to formal learning is a crucial consideration
when working with disadvantaged learners, and support has to be
provided along the way. This includes confidence building, counseling,
financial advice, childcare, sheltered employment, and careers guidance.
 Family learning is a key consideration when planning learner support
mechanisms and methods, especially in relation to the development of
literacy at all ages.
 Coaching, mentoring, and tutoring are essential methods for learning
support. Wales has an established coaching policy for working with 1419 year olds, that can now be rolled out to older age groups.
 The provision of study skills is very important for the beginning of the
learning journey, and flexible resources are needed for support at a
distance as well as within one-to-one and workshop situations.
 There are close links between work-based learning and support for
learners – including the role of Union Learning Representatives when
using workplace education centres and providing information advice and
guidance.
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Learning Innovation Expert Group Report
Aims
This section explores the following:
1. Progression from informal to formal learning
2. The use of effective Information Advice and Guidance frameworks for learner
support
3. Recommendations to improve practice.
Evidence
Theme 1: Escalator
The ESCALATOR framework proposes gradual progression and commitment to learning
through early involvement in problem-based exploration and then entry into more
structured and accredited studies. The three key underlying concepts are informal, nonformal and formal learning as discussed in depth by McGivney and Coffield. The
framework has been developed in the Heads of the Valleys through a case study based in
Merthyr Tydfil. The GATES project encourages people to drop in to a high street shop to
discuss projects and ideas that interest them - the GATES team then help to plan and
develop the skills that are needed to solve problems. The case study presents examples of
informal learning as well as pen portraits of individuals who have participated in GATES
over the past few years. It has been inspired through the work of Robert Cornwall and
others, who referred to us the concept of a “gently sloping ramp” for learning,
emphasising that much support has to be provided along the way – including confidence
building, childcare, financial advice, and study skills support.
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Learning Innovation Expert Group Report
Theme 2: Study Skills
The importance of study skills support cannot be understressed when working with
disadvantaged learners who may have no experience of educational involvement beyond
the age of 16, many of whom will be threatened by formal educational systems and,
above all, assessment regimes. Whilst there are numerous organisations and associations
which provide invaluable advice and resources around the theme of study skills, we
single out the Open University for its tried and tested provision of resources and learner
support; recognising that people of all ages and very diverse backgrounds require
specialist advice which is clear and accessible. Their study skills support material
includes:

Writing essays and project reports

Brushing up on revision and exam techniques

Support and guidance on improving English skills and helping to discover how
academic English is used.

Time management skills, helping learners to identify goals, reviewing progress,
avoiding distractions and developing confidence.

How to become an active reader, learn to take effective notes and think more
critically.

Working with others and being a part of a team

Hints and tips in using maths and statistics resources in order to improve
interpretation of numerical information

Giving presentations and illustrating arguments effectively
There is also an abundance of training and teaching literature on methods associated with
study skills support. Sarah James and Alain Thomas (2008) is just one example, depicting
mapping methods, timelines, hot-seating, spider plant diagrams, icebreakers and
spiderplant methods.
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Learning Innovation Expert Group Report
Theme 3 Coaching Mentoring and Tutoring
Wales has developed an ambitious learner support programme through the 14-19
Learning Networks, within which there is a legal requirement to provide support from
Learning Coaches. There is a detailed study of the early cohort of coaches, including the
design and piloting of the first training programme covering such themes as mentoring,
study skills, referral systems, legislative issues when working with young people, and
learning strategies. Saunders (2008) provides a series of case studies which include
methods and examples of support - there is also a warning that the popular VisualAuditory - Kinaesthetic study skills model should not be taken too literally!
Mentoring has also attracted much attention as an effective method for providing learning
support. Whereas coaching focuses on developing specific skills and encouraging
learners, often in groups, to take control of their educational worlds, mentoring is more
about building a relationship where a trusted adviser discusses a wide range of issues and
ideas without any necessary coaching goal in mind. Mentoring methods are designed in
particular for the provision of one-to-one support, with relationship building as the key
objective. They have been favoured in particular by business networks who want to help
young people to develop their employability skills, including the huge Big Brothers Big
Sisters programme in the USA and Business in the Community in the UK.
Tutoring has also become very popular in recent years, especially in relation to older
students helping younger learners. Sometimes this is achieved across year groups within
schools, at other times it can involve undergraduate students visiting schools and colleges
and helping teachers in a variety of classrooms. Some of these initiatives are large scale –
such as the STAR programme in Australia, the PERACH project in Israel, and the student
tutoring programmes in the Reaching Wider partnerships across Wales.
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Learning Innovation Expert Group Report
Theme 4: Family Learning
Family learning is also a crucial support theme for practitioners, teachers and researchers.
Evidence has been provided by the National Literacy Trust, showing how family learning
practitioners provide support for the delivery of reading programmes to develop child
literacy. Surrey County Council have provided guides for teachers and practitioners to
deliver sessions that inform parents about what their children are learning in school and
why. A 10 hour course from NIACE has been designed for practitioners to deliver with
parents of early years learners. The aim is to help parents develop their child’s language
and communication skills whilst also learning more about the early years foundation
stage of their schooling. NIACE have also provided a resource developed by their ‘Sign
up now campaign’. Practitioners can use the guide to facilitate discussion about
progression to employment for parents who have been involved in family learning
programmes.
The role of the parent and their influence in higher education is also receiving more
attention than it used to. In the US, it is accepted practice to engage the parents of
students as much as the students themselves in preparing 18 year olds for university
study. In the UK parents tend to be left out of the loop when it comes to preparing 18
year olds for university, with some exceptions of course.
Siraj-Blatchford (2009) challenges some of the popular assumptions about underlying
attitudes of disadvantaged learners. She presents data collected through individual case
studies that aimed to investigate children and their families who succeeded against the
usual 'odds' of disadvantage. The study focused particularly closely upon the performance
of disadvantaged children from white and minority ethnic groups and found that
disadvantaged families often have high aspirations for their children and provide
significant educational support through 'concerted cultivation'.
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Learning Innovation Expert Group Report
Conclusion

Informal learning is central for reaching out to people who are currently outside
education systems; innovative methods are required with informal learning
projects in order to build confidence and encourage curiosity.

The transition from informal to formal learning requires detailed pathway
planning and support, including the recognition of prior experience

Information Advice and Guidance has to be an ongoing process within the
learning journey, but it is too often seen as either one-off statutory intervention or
voluntary “bolt on” activity - both can be marginalised.

Coaching, mentoring and tutoring are effective support strategies – and there is
much potential in extending current initiatives to older age groups.

Close parallels are noted between learning support and work based learning,
including
union
learning
representatives
and
employer-led
mentoring
programmes.

Parents and children can benefit from learning together, especially in relation to
developing advanced literacy skills.

There is much potential for enhanced careers support through recent
developments involving Careers Wales and the planning of a unified all-age
service

Support for Learners can be reinforced through developing advocacy and student
representative training
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Learning Innovation Expert Group Report
Recommendations
Students needed to be supported by their teachers, relatives, peers, employers and other
appropriate role models so that they gain more confidence from their learning journeys.
The pathways will include university destinations and graduate outcomes, in addition to
apprenticeship and vocational routes involving further education and private training.
Edwards (2001) discusses the importance of being able to relate creatively to knowledge
and supporting people to cope with ‘super-complexity’, ‘uncertainty’, ‘pressure to
produce’ and use knowledge. We agree entirely, especially when labour market
intelligence is emphasizing that the skills and employment of the next decade may not
currently be well defined (Ambition 2020: world class skills and jobs for the UK
UKCES: 2009).
As a starting point, a “family” of practitioners should be identified for the provision of
learning support. This includes tutors, teachers, and lecturers. But it also includes the
“new professions” associated with careers guidance, counseling, coaching, classroom
assistance, youth work, and disability support. They all need to be aware of the diverse
needs of students and explore ways in which support can be built into course design.
There is a need to re-engage students with learning and help restore their identity and
esteem. The key recommendations are:
 The Heads of the Valleys should have a coaching, mentoring and tutoring strategy
for people of all ages, focusing especially on themes of employability. Students
need role models and a holistic learning environment.
 Planning of learning support should include non-accredited activity associated
with informal learning, with guidance along the way for progression to formal
levels of engagement – including the recognition of prior learning and the
extensive use of APEL
 Information Advice and Guidance has to be an all-age service involving multiagency partnerships. Such learning support – including essential skills - should
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Learning Innovation Expert Group Report
have flexible learning resources and be integrated within delivery plans as well as
having voluntary “add-on” status. The heads of the valleys should pioneer a new
Access to Higher Education initiative in order to provide such learning support
through study skills accreditation.
 There should be more grassroots involvement with a range of employer
stakeholders in order to support skills development within a variety of
workforces.
 A major family learning programme should be launched for the Heads of the
Valleys within which grandparents, parents and children can develop more
advanced essential skills.
 A Learner Voice programme should be established in the Heads of the Valleys,
including advocacy training programmes for student representatives.
 A “careers ladder” should operate in the heads of the valleys, bringing together
careers guidance experts, learning coaches, and Job Centre Plus advisers. This
would extend the welfare to work pilot projects which integrate employment and
skills support.

Learning support should be more proactive in terms of identifying at-risk learners,
and then intervening before drop-out occurs. Such preventative action demands
the use of accurate and reliable performance indicators in order to predict crisis.
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Learning Innovation Expert Group Report
References
Saunders D (2008) The Learning Coaches of Wales Summary Document
Welsh
Assembly Government: Cardiff
Saunders D (2008) The Learning Coaches of Wales Welsh Assembly Government:
Cardiff (in press)
Saunders D Hodgson L and Furlong C (2010) Adult and Community Learning in South
Wales
HEA And Escalate: University of Bristol
Payne R R, Addicott K and Saunders D (2008) Creating and managing partnerships with
the voluntary sector: examples from South East Wales
in Tallantyre F et al (eds) Work
Based Learning – workforce development connections, frameworks and processes
Higher Education Academy : York
Addicott K J, Payne R R and Saunders D M (2009) HE and the needs of voluntary sector
work based learning in Wales: case studies from the voluntary sector in Acland T et al
(eds) Challenging isolation: the role of lifelong learning
FACE: University of East
London
Saunders D; Wyn Lewis E and Andrews J (2005) Informal learning through the internet:
a learning journey through the world of rugby Research in Post Compulsory Education
10 (2) 199-210
Saunders D Wyn-Lewis E Jones A and Watkins-Hughes P (2003) Public broadcasting
and social action campaigns: a case study for informal learning Widening Participation
and Lifelong Learning 5 (1) 18-24
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Learning Innovation Expert Group Report
Technology to Support and Enhanced Learning (TSEL)
Recommendations
The issue of definition
Recommendation 1: TSEL should not be equated with simplistic, static models of
"Web2.0" or "Learning Platforms" but a more diverse and flexible approach should be
developed based on the pedagogical needs of learners and the pedagogical needs of
curriculum programmes. To ensure that TSEL is led by and is responsive to learning and
teaching priorities above technical or engineering priorities, a properly constituted TSEL
Panel should be led by academics, overseeing the management and deployment of IT
resources for the support of learning and teaching in the HOV initiative.
Recommendation 1b: All programme validations should incorporate a technology
enhanced learning statement indicating the preferred pedagogical methods and processes
for that programme. No validation should be completed without such a statement, which
should include an indication of existing resources or the support that will be required and
provided by HOV providers. A diversity of methods and resources should be valued and
endorsed.
Recommendation 1c: TSEL will vary in its form and function according to the
curriculum disciplines involved. There is no single way to enhance learning with
technology, and the ways in which technology will deliver this enhancement will vary
according to the pedagogical needs of the educational domain. Pedagogy should not be
made to fit the Procrustean bed of technology.
Management of Learning
Recommendation 2: An essential priority for the HOV TSEL infrastructure should be the
construction of a learner-centred management of individual records of achievement.
Learners should own their progress records and be enabled to track their own progress in
terms of attainment and feedback. This should include a multiple format portfolio system
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Learning Innovation Expert Group Report
to enable learners to record and maintain samples of coursework and related products of
their learning activities.
Recommendation 2a: The learner portfolio and record of achievement should be portable.
Recommendation 2b: Any infrastructure developed should accommodate multiple forms
of mobile technology and should incorporate ‘push’ rather than ‘pull’ methods of
dissemination.
Staff Development
NOTE: Staff Development issues are more widely addressed in other sections of the
Panel’s report. The recommendations here relate specifically to TSEL.
Recommendation 3: Staff development for TSEL should integrate the needs of various
stakeholders in educational provision, particularly teachers and lecturers, support staff,
managerial staff and administrators. In particular, this means that staff development
should be designed so as to ensure that the stakeholder groups work together.
Recommendation 3b: Staff development should aim to enhance curriculum delivery and
development based on a discipline-focussed model of what constitutes TSEL. This
follows from Recommendation 1.
Recommendation 3c: Teaching staff are a pivotal group because they fundamentally
drive learning. However, staff development is not optional and all jobs descriptions
should incorporate TSEL aims and objectives.
Student Experience
Recommendation 4: Technology should particularly be viewed as a set of tools and
practices that enhance the student experience of learning. Assessment practices should be
reviewed in order to ensure that technology is fully exploited to accommodate the
learning preferences of the varied student population within the HOV. For example the
legitimacy of assessment formats must be extended to take account of the renewed
emphasis on audio-visual styles (thus minimising dependence on traditional forms of
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Learning Innovation Expert Group Report
literacy) and opportunities to assess learning outcomes in smaller bite-sized chunks must
be exploited
Recommendation 4a: Similarly the Panel should consider and promote the diversity of
experience and opportunity in the use of digital media and digital formats by students.
Where students do not have extra-mural access to a computer and/or the network this
should be provided on a needs-tested basis.
Recommendation 4b: Further research should be commissioned and supported in order to
better understand the effect of digital technology on student learning. A key issue here is
to promote and develop appropriate skill sets for working in a digital economy, as well as
more broadly enhancing quality of life in a digitally driven culture.
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Learning Innovation Expert Group Report
Staff Development
Executive Summary
 Good quality teaching and learning lies at the heart of improved
educational outcomes (McKinsey, 2007)
 On-going professional development is an essential component to
improving the quality of teaching
 Staff development in the effective use of technology to support learning
and teaching will challenge traditional pedagogical practices.
 A variety of models for staff development should be adopted, including
Professional Learning Communities, the use of mentoring or coaching
and models embedded in the practical application of learning theory.
 Staff development needs to cater for the needs of all involved, whether
they are based in HE, FE or WBL.
Aims
This section explores the following:

The nature of staff development required in order to deliver the best quality
learning and teaching for UHOVI;

The need to include a range of staff in CPD opportunities: lecturing staff,
support staff, senior management and staff from external providers in WBL
environments;

Models of staff development appropriate to the learning environment;

Recommendations to improve practice.
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Learning Innovation Expert Group Report
Evidence
The need for good staff development is reported throughout the research literature (Becta,
2004) and is also reflected in local and national initiatives and policy development,
including the Schools Effectiveness Framework, (Welsh Assembly Government, 2010a).
This report identifies the priorities for ensuring effective staff development as part of a
wider education strategy for the Heads of the Valleys region.
A Strategy for the Development of Staff Development
The Heads of the Valleys region suffers from some of the highest levels of
unemployment (WAG, 2010b) in Wales and reports the lowest numbers of the adult
working population with a qualification at level 3 or above (WAG, 2009). For example,
in 2008, only 17% of the adult working population in Merthyr had a qualification at level
3, and just 59% had a qualification at level 2 (ibid).
The McKinsey report (2007) emphasises the link between improved educational
outcomes and improved teaching and learning, citing the importance of on-going
professional development as key to achieving this. Similarly, the School Effectiveness
Framework places professional development at its core in order to initiate improvement
in the learning experience of children and young people, regardless of their socioeconomic background and to reduce the impact of poverty on educational attainment.
Higher Education also needs to ensure that staff have the appropriate skills to respond to
the combined demands of adult learners, employers and governments, in order to equip
students with high level skills for enhanced employability. (Eyres et al, 2008)
In order to be effective however, a strategic approach should be taken to ensure that all
staff involved in the management, development, delivery, administration and quality
assurance of a programme are able to take advantage of a wide range of appropriate staff
development opportunities (Fitzgibbon and Jones, 2004; Eyres et al, 2009). Many
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Learning Innovation Expert Group Report
institutions adopt a centralised approach where staff development in learning and
teaching is supported by a central team. Such a structure should:

cater for the needs of all staff;

encourage inclusive practice;
promote a culture of innovation.
Developing staff in the use of technology to enhance learning & teaching
The need to develop a strategy for the effective use of technology to support learning and
teaching dominates discussions in schools, FE and Higher Education. A recent study by
JISC (2007) highlights learner expectations of the use of technology in Higher Education.
The study reports that while learners expect to have safe and reliable access to technology
throughout their studies and indeed, often take it for granted, they do not always
recognise its role in supporting learning and teaching. More significantly however, are
the findings that indicate that learners are adept at differentiating between lecturers who
use technology for the sake of using it and those who integrate it into learning and
teaching. The role of the lecturer will also change as technology is integrated into
learning and teaching programmes, compelling lecturers to re-evaluate their teaching and
pedagogical model (Jones & Fitzgibbon, 200?). This presents a number of key challenges
for staff development in this area:

The need to undertake an evaluation of the role of the lecturer;

The establishment of a staff development programme which goes beyond basic skills
development and extends to the establishment of sound pedagogical practice
(Ruthven et al, 2004; Drent & Meelissen, 2008);

Skills in curriculum development.
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Learning Innovation Expert Group Report
Models of staff development
A variety of models of staff development are cited in the research literature, ranging from
the need to establish a staff development programme to the establishment of communities
of practice. Examples are described below:
Teachers and lecturers tend to work in isolation and, as such, do not often have the
opportunity to learn from each other (McKinsey, 2007). This is especially the case where
staff are likely to be employed on a part-time or hourly paid basis. However, the benefits
of sharing good practice and providing feedback are widely recognised as key
components to supporting staff and improving teaching (McKinsey, 2007; Harris, 2008).
The School Effectiveness Framework gives particular prominence to the establishment of
Professional Learning Networks both within and across schools to raise standards and
improve outcomes. The growth of Virtual Learning Environments such as Blackboard or
Moodle coupled with an increase in the use of social networking tools has the potential to
extend such communities beyond an individual institution. (Gannon-Leary and
Fountainha, 2007).
The use of mentoring or coaching as a staff development model is also recognised as a
particularly valuable approach (McKinsey, 2007) and many institutions have successfully
adopted the principle of peer observation as a staff development model. The University of
Glamorgan’s ‘Reflecting on Academic Practice’ is one such initiative. The scheme is an
outward reporting, cyclical system of organised peer review sessions in which the whole
range of academic-related activities are observed and reflected upon. The outcomes of the
reporting will be the identification and dissemination of good practice and planned staff
development.
A third model focuses on the need to promote practice-based professional development,
underpinned by learning theory. McKinsey reports ‘…we turn out teachers, put the in
classrooms, and ignore them’ (McBeath, 2006 in McKinsey 2007, p31). In Higher
Education, where lecturers are more frequently recruited for their research skills than
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Learning Innovation Expert Group Report
their ability to teach, the establishment of a model which is based on developing the
practical aspects of teaching will be a pre-requisite to ensuring quality of provision.
Staff development for WBL
It is worth giving some consideration to the staff development needs of those involved in
the development, delivery and support of Work-based learning. Eyres (2008, p 99)
anticipates that ‘…workplace learning and employer engagement activities will require
staff with different sets of skills, knowledge and understanding’, proceeding to clarify
that this applies not only to administrative and teaching staff in higher education, but also
to staff within the workplace who may also have responsibility for developing or
delivering programmes. The Welsh Assembly Government, working with the JISC
Regional Support Centre in Swansea have developed an online Toolkit for WBL
providers in Wales.
Conclusion
We have identified that the type of learner likely undertake his or her studies with
UHOVI will be a non-traditional learner. Many of the adult learners in particular may not
have formal qualifications. If we are to engage these learners and ensure that they achieve
their full potential, we need to ensure that the staff involved in developing, delivering and
supporting UHOVI programmes have the necessary skills and knowledge. In order to be
effective therefore, staff development needs to be approached holistically and managed
strategically.
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Learning Innovation Expert Group Report
Recommendations
In order to promote effective staff development, this report makes the following
recommendations:

The development and implementation of a staff development strategy for all staff
involved in the management, administration, development and delivery and QA of
UHOVI programmes;

The establishment of a central resource to promote and support staff development;

To ensure that all staff have the appropriate skills and understanding to make best use
of technology to support and enhance learning and teaching;

To provide opportunities for staff to develop and share good practice through
schemes such as Professional Learning Communities and Peer Mentoring, both faceto-face and online;
References
Becta (2004) A Review of the Research Literature on Barriers to the Uptake of ICT by
Teachers [Accessed 12/09/08 from
http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02_a&rid=13642 ]
Drent, M & Meelissen, M (2008), Which factors obstruct or stimulate teacher educators
to use ICT innovatively? Computers & Education, 51, pp 187 - 199
Eyres, R et al (2008) Engaging with workforce development: what do staff in higher
education need? in Workforce development: Connections, frameworks and processes
[Accessed 21/07/10 from
http://www.heacademy.ac.uk/assets/York/documents/workforce_development.pdf]
61
Learning Innovation Expert Group Report
Fitzgibbon, K. and Jones, N. (2004) Jumping the Hurdles: challenges of staff
development delivered in a blended learning environment, Higher Education vol.48 (3)
379-395
Gannon-Leary, P & Fontainha, E (2007), Communities of Practice and virtual learning
communities: benefits, barriers and success factors [accessed 22/07/10 from
http://www.scribd.com/doc/33419240/Communities-of-Practice-and-Virtual-LearningCommunities-benefits-barriers-and-success-factors ]
Harris, A (2008), PLCs in Wales [accessed 22/07/10 from
http://www.almaharris.co.uk/plcsinwales.htm ]
JISC (2007) Student Expectations Study [Accessed 22/07/10 from
http://www.jisc.ac.uk/media/documents/publications/studentexpectations.pdf]
Ruthven, K et al (2004) Teacher representations of the successful use of computer-based
tools and resources in secondary-school English, mathematics and science, Teaching and
Teacher Education, 20, pp 259 – 275
WAG , 2009, http://wales.gov.uk/docs/statistics/2009/091022sb612009en.pdf [Accessed
22/07/10]
Welsh Assembly Government (2010a), School Effectiveness Framework, available from
http://www.sefcymru.org/eng/sef-p2-home.htm (Accessed 21/07/2010)
Welsh Assembly Government (2010b), Statistical Bulletin [accessed 22/07/10 from
Regional Economic & Labour Market Profile – South East Wales – June 2010
http://wales.gov.uk/docs/statistics/2010/100630sb522010en.pdf
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McKinsey Report (2007)
http://www.mckinsey.com/App_Media/Reports/SSO/Worlds_School_Systems_Final.pdf
[Accessed 21/07/10]
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Learning Innovation Expert Group Report
FE Overview
Executive Summary

There is insufficient focus on research and development in teaching and
learning in this sector

Poor basic skills means that learners spend too long on programmes of study
and this impedes both skill and intellectual development

Curriculum articulation between sectors is weak. This is inhibiting the
development of purposeful progression pathways

The curriculum is potentially overcrowded thus reducing the time for ensuring
that all learners are functionally literate and numerate and develop skills to the
highest level
Aims
This section explores the following:

What significant educational innovations in Further Education could make a
substantial difference to the educational development of the Heads of the Valley?

What are the challenges of widening participation in learning in FE in the Heads
of the Valley?
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Learning Innovation Expert Group Report
Evidence
Pedagogy
“In all the plans to put learners first, to invest in learning, to widen
participation, to set targets, to develop skills, to open up access, to raise
standards, and to develop a national framework of qualifications, there is
no mention of a theory (or theories) of learning to drive the whole project.
It is as though there existed in the UK such widespread understanding of,
and agreement about, the processes of learning and teaching that
comment was thought superfluous.”
Coffield 1998:4
Effective
Practice
in
Learning
and
Teaching-
A
Focus
on
Pedagogy
(http://wales.gov.uk/docs/dcells/publications/090428Pedagogyen.pdf) was published by
DCELLS in March 2009). It promised to be “the first step towards building a shared
vision for successful teaching and effective learning across all phases and sectors of
education in Wales” and offered a model for pedagogy. The model identified four key
components: teaching strategies, the learning process enhanced learner outcomes and
wellbeing and relationships and environment. Reflective practice was an underpinning
feature of the model. A conference was held in May 2009 but there have been no further
developments to this initiative or to the pedagogical model since that date.
Estyn’s Guidance for the inspection of further education institutions (2010) explains that
the inspection focus “should be on the impact of teaching/training on learning and not on
the use of a particular process in isolation from its impact.” Inspectors will “evaluate the
effectiveness of teaching and training strategies but will not be prescriptive about
teaching methods”. Included in the criteria by which teachers will be evaluated are the
use of a range of teaching and training methods that interest stimulate and challenge
learners; the development of learners’ skills; and how teachers themselves are good
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Learning Innovation Expert Group Report
language models. What is the research base for this focus? How will it lead to
improvements in pedagogic practice?
There has to be a major focus on pedagogy and pedagogic practice (underpinned by
research) in order to effect a substantial difference to post-16 education and training in
the Heads of the Valley.
Basic Skills
Too much remedial work has to be undertaken by the FE sector to address weaknesses in
learners’ basic skills. Despite the improvement in GCSE performance (Grades A*-C),
there has not been a consequent impact on improved basic skills standards.
As a consequence, learners spend too long on their FE programmes by, for example,
having to start on a level 2 programme because they lack the entry qualifications for a
level 3 programme. Their difficulties with the use and application of language and
number impede both skill and intellectual development.
This issue is still not being treated with sufficient application or seriousness in schools.
The testing of Basic Skills is still meeting resistance in some schools, while the outcomes
are challenged in others.
Funding arrangements do not allow sufficient time to be allocated to individual learners.
One initiative which should be considered is the improvement of reading skills. The Text
Now reader development programme offers an innovative approach to improving the
reading skills of learners and their enjoyment of reading. From a programme of 20
minute sessions each weekday for a period of 12 weeks learners have improved their
reading age by an average of 18 months.
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Learning Innovation Expert Group Report
Curriculum
Is the curriculum overcrowded? If it is, does this overcrowding assist in or inhibit
progress into higher education? Just consider the constituent parts of the programme
which a full-time learner is expected to follow. The main qualification is seen as the
primary learning goal for the learner. To this are added Key/Essential Skills (the content
of this element of the learning programme is determined either by funding or by
regulation); Education for Sustainable Development and Global Citizenship; Enterprise
and Entrepreneurship; Welsh culture and identity; keeping healthy and safe; enrichment
activities.
Do learners have sufficient time to be fully functional in literacy and numeracy and
develop their academic/vocational skills to the highest level?
Curriculum articulation and curriculum understanding between sectors is weak. This is
particularly pronounced between schools and FE. This means that there are significant
disjunctions in ‘learning pathways. School link programmes have a tendency to stand
alone within a young person’s curriculum; for example there is limited, if any, connection
between the teaching of maths in a school and the vocational context which the learner is
involved in college
Curriculum in Practice – an example
This example is based on reviewing how the curriculum is delivered to two types of
learner group (14-16 and 16-19) at a venue in the Heads of the Valley area. Learners
range from Entry Level to Level 2. The prevailing educational culture in the area is a lack
of expectation; there is no sense that all young people can learn to high levels (Hart et al.,
2004).
Each learner is given the opportunity to succeed and an individual curriculum is
designed solely for them. This is tailored to meet the needs of more demanding learners
and to keep them on course. Each learner can identify their target(s) which are regularly
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Learning Innovation Expert Group Report
reviewed so that progress can be identified and celebrated with the learner as well as
defining where they are going to go next.
Learning is structured to have a beginning, middle and end which is reviewed to ensure
understanding has taken place. Learning is shared between activities, so that application
of knowledge is understood. Equally, tutors share success and challenges between each
other so that a learner is anchored at the centre of all activity in their regard.
Conclusion
For the FE sector there are four issues which need to be tackled to achieve transformation
in the Heads of the Valley:

Research and development in teaching and learning which then informs and
supports practice

Improvement in basic skills levels and the provision of individual support to
effect that improvement

A rebalancing of the curriculum to enable learners to be fully functional in
literacy and numeracy and develop their academic/vocational skills to the highest
level

Remove the disjunctions in ‘learning pathways’
Recommendations

There needs to be more research and development in teaching and learning.

Increase the development of basic skills

The curriculum articulation between sectors is weak and needs improvement

Further develop purposeful progression pathways

Review the FE curriculum to avoid overcrowding thus ensuring that all learners
are functionally literate and numerate and develop appropriate skills
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Learning Innovation Expert Group Report
References
Brooks, G., (2009), An Evaluation of Text Now 2008
Coffield, F., (1998), ‘A fresh approach to learning for the learning age: the contribution of
research’, Higher Education Digest, 31, summer, pp4-6
Coffield, F., (2008), Just suppose teaching and learning became the first priority,
London: Learning and Skills Network
Coffield, F., (2009) All You Ever Wanted to Know About Learning and Teaching But
Were Too Cool To Ask, London: Learning and Skills Network
Hart S, Dixon A., Drummond, M.J. and McIntyre, D. (2004). Learning without
limits, Maidenhead: Open University Press.
Wolf, A., (2009), An Adult Approach to Further Education (Hobart Paper 168), London:
The Institute of Economic Affairs
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Transitions
Executive Summary

Clear links to be made with the School Effectiveness Framework (SEF)
and HOV with particular regard to collaboration, partnership working,
intervention & support and the development of an engaging curriculum.
Other aspects of SEF should also be considered.

The establishment of agreed protocols to facilitate the sharing of
information across and between stages, both about the learner and the
learning experience.

The establishment of Professional Learning Communities with
representation from all sectors with the aim of sharing good practice
between sectors and building trust to ensure that learners are able to
build on positive past learning experiences.

The creation of a dedicated team to provide support for learners and
providers through the various transition points e.g. school > school;
school > college; school > HE; college > HE; school > work; work > HE
etc…

The development of a range of opportunities to prepare learners for
transition through, out of or into education.
Introduction
Ensuring that learners are able to make smooth transitions between different stages in
their education and/or between work, gaps in employment and education will be a key
component of an innovative education programme for HOV.
The role of Learning Offer in supporting Transitions
The pedagogical evidence identified to support this theme has been referenced to the
Learning Offer (draft version attached) and developed as part of the Heads of the Valleys
Education Programme, as approved by the UHOVI Learning Portfolio Group and the
WAG Heads of the Valleys Education Strategy Programme Board.
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The Learning Offer reflects the existing educational research evidence base on how best
to increase education participation and achievement by students of school age in areas of
socio-economic disadvantage. On the basis of this evidence, it points specifically to the
importance of the following:

Understanding the causes and indicators of low educational
attainment.

Pre-school child and family programmes and an appropriate early
years curriculum and pedagogy.

An 8-14 education system that engages and motivates all young
people, including an appropriate emphasis on functional literacy, the
development of entrepreneurial skills and attitudes and opportunities
for the most able and talented students. This should also be seen as a
necessary precursor to a 14-19 education/training offer that prepares
students for further and higher education, employment and citizenship.

The provision of high quality teaching that draws upon robust learning
and teaching pedagogy.

A recognition that successful achievement relies upon high levels of
school effectiveness combined with support for student learning and
wellbeing.

High quality leadership that is distributed throughout schools and
learning organisations.

The role which appropriate quality learning environments can play in
supporting educational success.

How students and schools can best overcome socio-economic
disadvantage and ensure that it is does not become a barrier to
educational achievement.
These points can be regarded as a summary of the evidence base that has been established
for this theme. Each is developed further below and is supported by the evidence base on
the wiki.
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The Causes and Indicators of Low Educational Attainment
Increasingly we know these to be complex. A research study commissioned by the DCSF
in England that draws upon longitudinal survey evidence points to the wide range of
cognitive and affective influences that influence the education outcomes of children from
disadvantaged families (Chowdry et al, 2009). A study undertaken for the OECD
considers the range of indicators of low achievement in the UK, including low rates of
secondary school completion, adult literacy levels, PISA results, intergenerational social
mobility and primary school reading performance (Brook, 2008).
Pre-School and Early Years Education
The importance of these areas as a critical period for interventions that enable educational
inequality to be targeted has a considerable evidence base. A literature review
commissioned by DCSF in 2009 sets out both the knowledge we have of children’s
development and the enabling contexts in which they can be best supported to achieve
their potential from an early age (Evangelou et al, 2009). The extent to which socioeconomic disadvantage is a major influence upon educational attainment for this age
group was established in an earlier study (Feinstein and Duckworth, 2006).
The major pre-school programme funded in Wales in disadvantaged communities has
been Flying Start. An evaluation report published in 2009 is one of a number that have
pointed to both effective practice and the challenges faced in interventions based around
parenting programmes, nurse-family partnerships and child care facilities (Welsh
Assembly Government, 2009).
The Foundation Phase is the innovative curriculum that is being gradually introduced for
3-7 year olds in Wales, based around the exploitation of play, outdoor learning and other
forms of creative and active pedagogy. The Welsh Assembly Government has set out the
pedagogical approaches that underpin this curriculum (Welsh Assembly Government,
2008).
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8-14 Education
A task and finish group,set up by the Welsh Assembly Government reported in
September 2009 its recommendations for the creation of a distinct 8-14 phase in Wales. It
identified this period as one where a significant number of young people, particularly
those from disadvantaged backgrounds, become disengaged from education and where
their achievement drops. It recommended far more attention to appropriate pedagogical,
curriculum, school organisation and leadership approaches to overcome this situation
(Egan, 2009).
The work of the task and finish group was influenced by a number of research based
reviews of the ‘middle school’ phase of education including one from Demos ( Sodha and
Guglielmi, 2008) which suggested that children at risk of becoming NEETS could be
identified in their primary schools, the location of significant declines in achievement in
the latter years of some children’s primary schooling (Gutman and Feinstein, 2008) and
the need to develop a more holistic pedagogy of primary and early secondary school
teaching (Dinham and Rowe, 2007). Examples exist of learning and teaching approaches
that have enabled primary schools in England (Ofsted, 2009) and Wales (Welsh
Assembly Governmentl, 2006) to overcome the effects of poverty so that students can
achieve to high levels.
In Wales changes in the Key Stage 3 curriculum have enabled schools to adopt much
more flexible approaches to the curriculum and to learning and teaching in the early years
of secondary education. These have been reported upon recently by Estyn (2010).
The importance of developing levels of literacy in our most disadvantaged schools and
communities is seen to be critical to educational success. The achievements of West
Dunbartonshire in Scotland- an area very similar to the Heads of the Valleys - has
attracted considerable attention in this respect (MacKay, 2007). They suggest that highly
targeted interventions in primary schools and one-to-one, ‘catch-up’ tuition for those who
have still not reached target levels by secondary is the key approach. They have found a
range of pedagogical approaches, including the use of synthetic phonics to be
appropriate, providing that extensive professional development of staff is undertaken in
using these approaches.
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Another aspect of the curriculum that is often highlighted as being particularly
appropriate to post-industrial and disadvantaged areas is enterprise education. It appears
that this should not be introduced narrowly as being only work-related and business
education, but also in order to develop entrepreneurship as a key personal skill and to
encourage social enterprise activities (Scottish Government and Social Enterprise
Academy, 2010).
Out- of- Hours learning and community schooling can also be seen to be key aspects of
education for disadvantaged students in order to address the lack of opportunities that
they experience compared to their more privileged peers (Wikeley et al, 2007 and CfBT,
2007).
It is important to remember that although the Heads of the Valleys area is often
characterised as one where educational achievement is low, there are many young people
in the area who have considerable natural ability and talent. Considerable evidence based
guidance now exists on developing strategies for able and talented students (CfBT, 2010).
High Quality Teaching
A report published by McKinsey and Company in 2007 (Barber and Mourshed, 2007)
considered why it was that some educational systems were able to achieve at a
particularly high level. The report identified the quality of teaching as the most important
factor. It is known from research in the field of school effectiveness (see below) that
teaching has the greatest impact in achieving high student outcomes in the most
challenging socio-economic circumstances.
Our understanding of how teaching pedagogy can have the greatest impact in promoting
the achievement of students has been significantly advanced by the work of Richard
Elmore and John Hattie. Elmore’s work (2008) focuses on what he calls ‘the instructional
core’ where real learning takes place and he sets out six principles whereby this can be
achieved.
Perhaps the greatest advance in our understanding of how student learning takes place
has come from the work of Professor John Hattie which has been summarised in his 2009
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book Visible Learning. Hattie has undertaken a synthesis of over 800 meta-analyses on
research relating to student achievement. Using a standard effect-size he is able to point
to the most powerful determinants of successful learning and teaching pedagogy. His
ideas can also be seen in the inaugural lecture that he gave in 1999 (Hattie, 1999).
School Effectiveness
The School Effectiveness Framework for Wales (Welsh Assembly Government, 2008)
attempts to synthesise the vast knowledge base that has developed on why some schools
are more successful than others, and this sets out a system-wide approach for improving
educational outcomes and student wellbeing in Wales. The research on which this is
based and its alignment with developments in education in Wales is set out in a keynote
paper delivered to a recent ESRC seminar series (Egan, 2009)
Whilst much research on school effectiveness focuses on the importance of cognitive
processes and outcomes, the School Effectiveness Framework also draws upon the
research field that points to the importance of student wellbeing and attitudes. In
particular, it draws upon recent research on the importance which aspirations and selfefficacy play in students from the most disadvantaged backgrounds achieving or not
achieving success (Cabinet Office, 2009; Joseph Rowntree Foundation, 2010). These
reports highlight a tendency for the high aspirations held by working-class children to
decline in the latter years of primary schooling and also the difficulty that is faced in
motivating and engaging white working-class boys.
Leadership
Research on the characteristics required for successful leadership in schools have been set
out in a major synthesis of international evidence (NCSL, 2007). Its major finding was
that successful leaders focus relentlessly on the development of learning and teaching
within their schools. These findings are also reflected in work undertaken for the National
College for School Leadership in England on how leadership can best achieve success in
disadvantaged schools and communities (NCSL, 2007). A model is offered based on
establishing the foundations for success (resilience and purpose), taking account of the
challenging circumstances faced (focusing on key areas such as teaching and community
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Learning Innovation Expert Group Report
support) and achieving sustainability (through distributed leadership, a continuing focus
on learning, greater accountability and continual influence). The capacity of successful
leaders to support schools at the early stages of their improvement journey has become
associated with the concept of system leadership, whereby those who have the experience
and the characteristics to lead developments wider than their own educational
establishment are released to the system (Hopkins, 2010).
The Environment for Learning
An increasing body of evidence points to the importance of the environment for learning
being a significant factor that can lead to learning and teaching pedagogies, which
influence student learning (DCSF, 2007). This draws upon the expanding field of
research that links particular forms of pedagogy to the design of space within school
buildings (Fisher, 2005) This research has also been supported by the inspectorate in
Wales, which has assessed the effect of new and significantly refurbished buildings
against a range of performance indicators including achievement, behaviour, attendance,
quality of teaching, the quality of the curriculum and leadership and management (Estyn,
2007).
Overcoming Educational Disadvantage
The research literature on how schools can overcome the effects of socio-economic
disadvantage is extensive. The most recent comprehensive review was undertaken as part
of a study looking at educational performance in England (DCSF, 2009). A similar study
undertaken in the USA (Jacob and Ludwig, 2008) concluded that ‘several intervention
strategies seem capable of improving the schooling outcomes of disadvantaged children’.
Evidence in Wales points to significant problems that still exist in relation to the strong
association between disadvantage and educational attainment (Egan, 2007 and Estyn,
2010). Other studies (Welsh Assembly Government, 2002 and 2005; Egan, 2008) identify
a range of factors that can be seen to be critical in achieving success in challenging
circumstances. These include a strong sense of purpose and mindset, effective leadership,
high quality teaching, student engagement and strong links with community and parents.
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In the study by Egan this was depicted as being high levels of intellectual, social,
financial and spiritual capital.
These conclusions are supported by evidence from other parts of the United Kingdom
(Ofsted, 2009) and internationally (Barber and Mourshed, 2007).
Recommendations

Clear links to be made with the School Effectiveness Framework (SEF) and HOV
with particular regard to collaboration, partnership working, intervention & support
and the development of an engaging curriculum. Other aspects of SEF should also be
considered.

The establishment of agreed protocols to facilitate the sharing of information across
and between stages, both about the learner and the learning experience.

The establishment of Professional Learning Communities with representation from all
sectors with the aim of sharing good practice between sectors and building trust to
ensure that learners are able to build on positive past learning experiences.

The creation of a dedicated team to provide support for learners and providers
through the various transition points e.g. school > school; school > college; school >
HE; college > HE; school > work; work > HE etc…

The development of a range of opportunities to prepare learners for transition
through, out of or into education.
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Learning Innovation Expert Group Report
The Learning Offer
• A presumption that socio-economic disadvantage will not influence
or effect learning opportunities and outcomes.
• High quality pre-school child and family support.
• A curriculum to the age of 14 that engages and motivates students,
with a strong emphasis on functional literacy and the development
of entrepreneurial skills and attitudes.
• High quality ‘out of hours’ learning opportunities.
• Support for the wellbeing of young people in order to foster their
aspirations, self-esteem and self-efficacy.
• A wide range of post-16 learning opportunities that encourages
participation and the development of high level qualifications and
skills, including strong emphasis on employability.
• High quality teaching and leadership.
• An attractive and fit for purpose environment for learning.
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