Following the publication of the FELTAG report and the somewhat confusing response from BIS, across the FE sector there has been a lot of discussion about the implications of FELTAG, the 10% online delivery particularly getting a lot of attention.
I have attended a lot of events and meetings where we have discussed FELTAG, and though there was a lot of positive comments about ensuring our learners gained the necessary digital skills for future employment, the challenges of ensuring our staff have the necessary skills and training to deliver on this often came to the fore. In addition the 10% dominated many of the discussions, partly as it wasn’t clear what was online and what wasn’t? Most people were sure that “searching the web for information” was not online delivery, whereas computer-mediated content and assessment probably was. What was less clear was if discussion forums or webinars counted towards the online 10%.
This week the SFA released their response to FELTAG, and as one of the major funding bodies for Further Education this has been eagerly awaited in the anticipation that they would clarify and clear up the implications from FELTAG.
We now need to record on the ILR for the proportion of the Scheme of Work which is delivered “online”.
The 2014 to 2015 individualised learner record (ILR) includes a field which asks for the proportion of the curriculum design (scheme of work) delivered by computer-mediated activity rather than by a lecturer. This is activity which replaces face to face lecturing time including webinars, but not time spent on researching information on the web.
It is good to see the clarification that webinars are considered to be online and as expected that researching on the web isn’t.
However it will be interesting to understand in more detail what is included and what isn’t. I consider all the following could be used to replace face to face lecturing time.
Having a discussion online using a forum on a VLE, or within a Google+ community.
Researching using online and digital collections, ie not using Google and the web, but using specific digital resources, such as an e-book library; the British Library Newspapers Archive; a collection of online journals.
Creating a blog and commenting on the blogs of others.
Having a discussion on Twitter, using a single hashtag.
The SFA also clarifies what they understand by the 10%.
We are not expecting providers to convert 10% of learning delivery in each programme of study ‘en bloc’ to online to meet a ‘directive’. Rather, we are encouraging providers to establish a strategy to determine where the adoption of a greater ‘blend’ of delivery and assessment types adds most value to a learning programme…
There was some discussion that the 10% could be an aggregated 10%, however the statement from the SFA implies they are expecting every programme to adopt blended learning in some format.
The challenge will be designing, developing and delivering the computer-mediated activity to meet this 10%. Unless the staff have the necessary skills, it will be a difficult process. It is one thing to use learning technologies for the odd activity here and then, it’s another thing to plan and schedule in 54 hours of online delivery into a 540 hours programme. The response from the SFA does indicate that colleges shouldn’t just convert the 10%, but it is clear they are expecting providers to strategically establish processes for implementing 10% (or more) where it “adds value” to a programme.
In many cases I would suspect that some courses already are meeting the 10%, it’s just that it isn’t part of the formal scheme of work. In this instance, the challenge will be for the teaching staff, how they will reduce their face to face time by 10%.
The other response from the SFA is that they will be looking at current use of online delivery this year, combine with the IRL information from 2014-15, to then get the data that “will be used to gauge the current volume of online delivery and establish a baseline to inform funding policy development and implementation for future years.”
The response to this has to be either, start now, don’t wait… make sure you train the staff. Though I am sure some providers may think that if they don’t start the process of change, the policy might disappear in the future…
It is good that we are getting clarification and the real value of FELTAG is getting the message out that the use of learning technologies should be used where it adds value to learning and improves the learning experience.