Teaching, Learning and Assessment Conference

Teaching, Learning and Assessment Conference

Tue 23rd Mar, 2021 - Wed 24th Mar, 2021



The future of learning is blended learning

The COVID-19 pandemic has accelerated the move to blended and online learning for all colleges, but what are the lessons learned for the future of teaching, learning and assessment and what approaches can we take forward.

The Teaching, Learning and Assessment Conference will explore and share practical approaches to help you with the planning for a future which is blended, even when it is safe to return to our campuses. Through a mix of expert speaker and college case studies we will discuss:

  • Approaches to designing blended learning programmes
  • How to engage students and ensure they are using technology effectively
  • The organisational implications of blended learning: rooming, resources, timetabling, work patterns etc.
  • The future of online assessment and integrating online assessment with online teaching
  • How to use technology to enhance teaching and reduce teacher workload

Don’t miss! The Enhance Learning Ecosystem to support differentiated EdTech and Essential Digital Skills (EDS)

Adapting the curriculum-pedagogy delivery balance to include a third consideration: technology is not an easy task as it requires not only technology access and digital skills but, most importantly, pedagogy redefinition.

This should not be carried out in isolation. The Education and Training Foundation is therefore keen to develop a supportive community of practice and a place where we can engage in pedagogic debate, promote critical thinking, and impact on individual learning processes. The aim is to stimulate a pedagogic dialogue about the use of EdTech and EDS across the FE sector.

In this session, Vikki Liogier, the ETF’s National Head of EdTech & Digital Skills, will give an overview of the fully subsidised EdTech and EDS professional development offers hosted on the Enhance Digital Teaching Platform and how to contribute to learning communities that will lead to the co-construction of knowledge and practice (Mercer et al., 2017).

For more information, please visit AoC website.

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