Learning, Teaching & Development : Strategies for Action / Lyn Ashmore & Denise Robinson.

This best practice guide to teaching in the Further Education and Skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice.

Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching.

Offering pragmatic advice on learning design, support and delivery, coverage includes:

Identifying learning needs and objectives
Selecting and developing appropriate content
Using technology to enhance learning
Assessment, evaluation and reflection
This is an indispensable resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and public-sector organisations.

′This book provides a current, engaging, well-researched and comprehensive overview of key practices and principles in the FE sector. Written by professionals for professionals it includes many ideas, case studies, activities, and examples of best practice. It makes a fresh contribution to the field which will be extremely valuable for new and experienced teachers alike.′ -- Jim Crawley

This is an accessible and useful addition to the literature to support practitioners in further education, skills and organizational learning contexts. The combination of historical critique, theoretical discussion and the use of case studies as reflective prompts offers the reader the opportunity to’ dip in’ to subjects or to consider issues in depth. The technology chapter is thoughtful and supportive and is a good starting point for practitioners wishing to explore technology enhanced learning. -- Julie Hughes

I feel that this book not only fulfils the brief of bringing together concepts, theories and contexts, it provides an invaluable handbook for new and experienced practitioners and also delivers new material adding to the body of knowledge in this field... As such I would recommend it to anyone embarking on a development pathway in the post-compulsory sector.
-- Julia Billaney

1. I found the structure very accessible, providing a clear and progressive introduction to the chapters which follow. An excellent companion guide to for exploring change as a ′context′ in learning and development, moving easily between the individual and organisational levels and effectively describing the elasticity of the threads which pass between them.
2. Establishing the culture and nature of change and responses to that change the work delivers a well-supported analysis of the creation of structures within the sector as recognisable responses to policy frameworks.
3. The book sets out to offer ′real solutions to problems in [your] teaching and training practice′ and achieves this from the first pages, achieving its aim to be ′practical and dynamic′ in the way that this kind of book, at its best, is capable of producing through the live interactions of those of us who will use it with successive cohorts of trainee trainers, educators and developers.
4. The book achieves an optimum balance between socio-historical exploration of policy and strategy and the individual practical guide for the individual reflective practitioner. As such it broadens both its appeal and application.
5. From the first few pages the book explores some of the truly current, live concepts in education establishments, such as ′talent management′ as an organisational development priority for establishments struggling to survive external change and those policy triggers which challenge structure and strategy.
6. Likewise the clear line of sight to ′flex′ as means to ensure continued employability.
7. The book is highly effective in summarising key milestones of policy and theory as they have contributed to shaping the current operating contexts and with and easy transition which is not jarring, it introduces forward looking applications such as the use of metaphor and reflection.
8. The section on assessment offers a fresher look at some of the tenets of developmental assessment practice and draws some affirming links between facilitation and leadership, rounding off the link between change, challenge, learning and growth as both a response to change and change itself.
9. I feel that this book not only fulfils the brief of bringing together concepts, theories and contexts, it provides an invaluable handbook for new and experienced practitioners and also delivers new material adding to the body of knowledge in this field.
10. The book delivers on all three levels - and as such I would recommend it to anyone embarking on a development pathway in the post-compulsory sector.
-- Julia Billaney
About the Author
Dr Lyn Ashmore is a Senior Lecturer and teacher educator at the University of Huddersfield and is course leader for the MA in Learning and Development Management. She has a broad range of experience in human resources and learning and development and has provided consultancy services in staff development and facilitated integration of cultural understanding and improved performance in a number of organisations. Lyn has worked extensively to develop and promote learning and development for socially excluded communities, focusing on empowerment and access in both an educational and employment context. She has a great passion for equality of opportunities and access to higher education and widening participation and strives to enable students from disadvantaged communities to become confident in challenging and confronting some of the myths that surround high education. Lyn has co-authored a book on The reflective practitioner in professional education and has also co-written a chapter in J. Avis, R. Fisher and R. Thompson, Teaching in Lifelong Learning: a guide to theory and practice. Her research interests are learning and development, reflective practice, personal and professional development, strategies for developing staff within organizations and methods for evaluating learning strategies. She is a Fellow of the Higher Education Academy and a Fellow of the Institute of Leadership and Management.



Dr Denise Robinson is the Director of the Post Compulsory Education and Training Consortium FE teacher education partnership and Huddersfield University Distributed Centre for Excellence in Teacher Training (HUDCETT). She works with the 23 partner colleges who deliver the University of Huddersfield’s Certificate in Education and Post Graduate teacher education courses for the FE and skills sector. Denise worked in FE for 25 years before moving into higher education to focus on FE teacher education. Previously, Denise taught on a variety of courses including Access, Women’s Taster, A levels, Technician and open learning courses. In her present role she initiates and develops activities to support the education and training of teachers in the sector, as well as the teacher educators themselves. Denise is the editor of the Journal, Teaching in Lifelong Learning (http://consortium.hud.ac.uk/journal/). She is also on the editorial board of Research in Post Compulsory Education Journal. Denise has co-written a number of chapters in J. Avis, R. Fisher and R. Thompson, Teaching in Lifelong Learning: a guide to theory and practice as well as co-authoring the chapter Professional and Personal Development in FDTL Voices: Drawing from Learning and Teaching Projects. Denise has worked for LLUK and Ofsted; she is a National Teaching Fellow of the Higher Education Academy.

Contents

About The Editors

About the contributors

Acknowledgements

1.Introduction / Denise Robinson
Learning outcomes
1.1.Introduction
1.2.Equality and diversity
1.3.The intended audience for this book
1.4.What's new about this book and why is it needed?
1.5.Current state of learning and development and why it needs to change
1.6.The benefits of change: the "what's in it for me?" (WIIFM) factor for learners
1.7.Latest developments in learning and development practice
1.8.Future vision for learning and development
1.9.Summary of the book's contents
References

2.Identifying Learning Needs / Martyn Walker
Learning outcomes
Chapter outline
2.1.Underpinning theory
2.2.Key principles of learner-centred learning (LCL)
2.3.Identifying the needs of your audience including differentiation of learning
2.4.A comment on differentiation
2.5.Know your audience: all learning and development has to start with the learner
2.6.Getting the right information Note continued: 2.7.Assessing current performance
2.8.Specifying the learning gap
2.9.Summary, case studies, discussion questions and learning activities
References

3.Specifying Learning Objectives / Jane Burrows
Learning outcomes Chapter outline
3.1.Underpinning theory
3.2.Aligning learning objectives to courses, business, departmental and team strategies
3.3.Creating SMART learning objectives
3.4.Domains of learning and learning objectives
3.5.Learning objectives and differentiation
3.6.Testing achievement of learning objectives
3.7.Summary, case studies, discussion questions and learning activities
References

4.Selecting Appropriate and Relevant Content / Anne Temple Clothier
Learning outcomes
Chapter outline
4.1.Underpinning theory
4.2.Meeting your learning objectives with relevant content
4.3.Researching material and content
4.4.Returning to the skills gap
4.5.Selecting the best learning methods Note continued: 4.6.Summary, case studies, discussion questions and learning activities
References

5.Using Metaphors in Teaching, Training and Learning / Mohammed Karolia
Learning outcomes
Chapter outline
5.1.Underpinning theory
5.2.Differences between similes, metaphors and stories
5.3.Key considerations in selecting metaphors
5.4.Evaluate the relevance of metaphors in relation to learners and learning objectives
5.5.Worked example of the use of metaphors in teaching and training
5.6.Summary, case study, discussion questions and learning activities
References

6.Designing Learning Delivery / Jane Weatherby
Learning outcomes
Chapter outline
6.1.Underpinning theory
6.2.Assumptions about learning delivery
6.3.Barriers to learning
6.4.Learner motivation
6.5.Subject specialist knowledge
6.6.Why planning is important
6.7.Planning for differentiated learning
6.8.Learning styles Note continued: 6.9.Teaching and training delivery
6.10.Learning activities
6.11.Summary, case study, discussion questions and learning activities
References

7.Preparation and Delivery of Learning / Mohammed Karolia
Learning outcomes
Chapter outline
7.1.Using planning to aid delivery
7.2.Choosing appropriate teaching and training strategies
7.3.Using resources
7.4.Evaluation
7.5.Delivering learning considerations
7.6.Preparing the audience
7.7.Delivering the learning: a working example
7.8.Summary, case study, discussion questions and learning activities
References

8.Evaluating and Assessing Learning / Alison Iredale
Learning outcomes
Chapter outline
8.1.Underpinning theory
8.2.Principles of assessment
8.3.Assessing the learning
8.4.Evaluating the learning session
8.5.Improving your session
8.6.Assessor and quality assurance qualifications Note continued: 8.7.Summary, case study, discussion questions and learning activities
References

9.Using Technology to Enhance Learning / Shailesh Appukuttan
Learning outcomes
Chapter outline
9.1.Underpinning theory
9.2.Practical applications of technology for learning
9.3.Summary, case studies, discussion questions and learning activities
References

10.Reflective Practice and CPD / Kate Lavender
Learning outcomes
Chapter outline
10.1.Underpinning theory
10.2.Developing CPD: theory and practice
10.3.Reflective learning: theory and practice
10.4.Embedding learning
10.5.Summary, case studies, discussion questions and learning activities
References

11.Workforce Development and Policy Issues / Lyn Ashmore
Learning outcomes Chapter outline
11.1.Identifying professionalism in the sector
11.2.Key stakeholders in the learning and skills sector involved in shaping the learning process Note continued: 11.3.The future of learning and development in the sector
11.4.Summary and discussion questions
References

Further Reading

:Introduction - Identifying learning needs - Specifying learning objectives - Selecting appropriate and relevant content - Using metaphors in teaching, training and learning - Designing learning delivery - Preparation and delivery of learning - Evaluating and assessing learning - Using technology to enhance learning - Reflective practice and CPD - Workforce development and policy issues