Further education learning technology action group: FELTAG (LAEP Inventory)

Cloud created by:

Rebecca Ferguson
11 February 2016

Synopsis

FELTAG, the Further Education Learning Technology Action Group, includes members from across the further education system, including learning providers, accreditation and funding bodies, and industry. The group has as its goal ‘Create the conditions for the agile evolution of the FE system Support employers and drive economic growth’ and believes that ‘Government cannot and should not provide all the answers. Ownership by the FE sector’. The group emphasises putting people ahead of the technology and investing in teachers and administrators. One suggestion offered by the group is to build an innovation network to enable the staff to drive digital innovations.

Classification

Inventory type:

example at scale

Keywords:

Further education

Context of Practice

Learning:

post-compulsory

Geographical:

national: UK

Pedagogic:

 

Practical Matters

Tools used:

 

Design and implementation:

Recommendations:

Learners should be empowered as digital leaders, increase their influence in providers’ learning strategy, become more aware of assistive technology, and be prepared to demonstrate online skills.

 

Employers should participate in further education curricula development and scale up best practices, offer leading-edge apprenticeships, encourage providers to use collaborative MOOCs, and consider how small and medium enterprises can build the digital capability of staff.

 

Skill providers should assess organisations’ use of technology, accredit learning technology, have regional support centres play a role in further education, and teach the teachers how to design their own learning materials.

 

In terms of investment, regulation, and funding, the group outlines efforts that need to be made in order to keep up with the pace of technology. It identifies that infrastructure concerns such as broadband need to be taken into account, and suggests that publicly funded programmes in 2015/16 should have mandated a 10% wholly-online component, increasing to 50% in the following year. Funding should encourage ‘learning presence’ not ‘physical attendance’.

Maturity and Evidence of Utility

This work involved a variety of key stakeholders and examined the challenge from a comprehensive perspective illustrating the roles of different types of organisations in producing improved learning

Further Information

The FELTAG coalition: http://feltag.org.uk/feltag-coalition/

Link to FELTAG report: http://bit.ly/1SVsbgt

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