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This handbook is designed for further education (FE) and post-16 teachers, whether specialising in academic or vocational education. Digital capability is crucial for learners, no matter what subject they study. Teachers will therefore need to develop their own digital capabilities as a basic competence in order to embrace current digital tools, apps and techniques to the pedagogy of teaching FE. This book provides the knowledge and skills required to source information learning technology (ILT) and content, and to convert traditional learning and teaching resources into engaging and interactive online material. It is designed around each aspect of the teaching and training cycle - identifying needs, planning and designing, delivering and facilitating, assessing and evaluating.

The book aims to: (1) explain what ILT and eLearning are in the context of the further education and skills sector; (2) enable teachers to successfully plan, prepare, facilitate and manage ILT for learning activities and tasks related to their role; (3) guide teachers through sourcing and applying the use of ILT and design of eLearning activities and digital resources; (4) establish and encourage ways to enhance learning, teaching and assessment through the use of ILT; (5) develop teachers' digital capabilities in exploring a range of digital tools; and (6) identify ways for teachers to keep up to date and share their own practices of ILT.

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Recent developments in OER and MOOCs (open educational resources and massive open online courses) have raised questions as to how learners engaging with these courses and components might be assessed or credentialed. This descriptive and exploratory paper examines PLAR (prior learning assessment and recognition) as a possible answer to these questions. It highlights three possible connections between PLAR and open education which hold the greatest promise for credentialing open learning experiences: (1) PLAR may be used to assess and credential open educational activities through the use of exam banks such as CLEP (College Level Examination Program); (2) learning occurring in MOOCs (MOOCs based on already credentialed courses) and in other open contexts resembling 'courses' may be assessed in PLAR through course-based portfolios; and (3) PLAR may also be enabled through the specification of 'gap learning' facilitated through OER of many different kinds. After describing these options, the paper concludes that although the connections leading from open educational contexts to PLAR credentialing are currently disparate and ad hoc, they may become more widespread and also more readily recognised in the PLAR and OER communities.

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This paper discusses the impact of the [Coronavirus Disease 2019] COVID-19 pandemic on the learning experience of students at a VET (Vocational Educational Training) Higher Education Institution in tourism education, namely the Institute of Tourism Studies (ITS) in Malta (EU). A sample of students who attended ITS between March 2020 and January 2022 generated the primary data. This revealed the students' experience in terms of their academic performance (both theoretical knowledge and practical skills), their personal well-being, and their perceived evaluation of the educational institution during the emergency caused by COVID-19. There is particular emphasis on e-learning / remote learning and the challenges of conducting school-related practical work, going on work placement or work in the tourism industry (both part-time and full-time) apart from their studies.

The data analysis revealed that the student experience at ITS was, in many aspects, similar to international trends. This was seen in terms of the impact of the pandemic's restrictions on face-to-face learning and the sudden shift to pure e-learning in all courses. Students confirmed that since ITS had, in previous years, invested in the e-learning infrastructure, e-learning systems in place proved extremely effective when they were needed most. However, not all subjects were considered suitable for delivering online. In fact, students stated that most practical subjects and certain theoretical subjects are better delivered face-to-face. The way forward recommended by students is a blended system where the courses have both a face-to-face component and an online component. The latter not only provides more flexibility in learning, which is especially sought by mature and part-time students, but also reduces time wasted in travel to and from campus.

Although research on the impact of the COVID-19 pandemic on education is widely available, little research focused on VET and Higher Education in Tourism, especially through the experience of learners. For this reason, this paper seeks to address this gap in knowledge. The major limitation of this research is that it was conducted in a volatile situation with ever-changing COVID-19 conditions, restrictions and challenges that had a direct impact on education.

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'Training journal' provides current and practical information for those involved in workplace learning, training and development in the UK. This issue contains the following feature articles: 'Appraisal: how to make it achieve what you want it to' by Terry Gillen (p. 10-15) which identifies why appraisal training so often proves ineffective and provides a number of proven ideas to make managers more positive about appraisal training and to help turn appraisal into a key management tool; 'Assessment centre assessors: current issues and perspectives' by Nicola Cole (p. 18-21) which explores the various issues and decisions to consider when selecting and training assessors so that assessment centres are fulfilling their role as selection tools; 'Leadership and the military: how we can adapt service models to fit today's businesses' by Mike Levy (p. 22-25) which investigates military models of leadership and what can be learned from these models when examining leadership in the current business context. Also included in this issue is news on recent events, reviews of resource materials for trainers, and surveys and trends on the UK government's training initiatives and workplace reforms. Accompanying this issue of 'Training journal' is 'Focus', the 20 page quarterly supplement to the journal. This issue, 'Focus on qualifications', provides the latest news on qualifications reform, training and support skills, and skills strategies. It also looks at the importance of the Qualification and Curriculum Authority (QCA) within workplace learning, its partnerships and its vision. The cover article is 'Qualifications for training and development specialists: what's available and who they're for' by Judy Whittaker (p. 8-10) which provides an update from the Chartered Institute of Personnel and Development (CIPD) on the development routes available to trainers through the Institute. Other articles include: a case study of how a new National Vocational Qualification (NVQ) on Business Improvement Techniques (BIT) was implemented; an update on Scottish e-learning qualifications; and a note on the benefits of consistency and ongoing monitoring of training for training strategy makers. Show less

'Training journal' provides current and practical information for those involved in workplace learning, training and development in the UK. The feature articles in this issue are: 'Training the trainer: developing, enabling and consulting' by Dominic Johnson (p. 14-17) which examines the growing trend among organisations of training employees to be in-house trainers and the importance of developing the character of the trainer, or their soft skills, through behavioural training; 'Creative solutions: setting the stage for changing your approach' by Michael Maynard (p. 24-27) which explores techniques that trainers can use to enhance people's creativity; 'Successful online learning: the five Ps' by Jim Flood (p. 30-31) which discusses the importance of presentation, pedagogy, promotion, preparation and props to a successful online learning experience. This issue also contains the second installment of a three-part series on National Vocational Qualifications (NVQs) and a short series on learning management systems: 'National Vocational Qualifications: a practical guide: part 2: roles and responsibilities' by Claire Llewellyn West (p. 8-12) which examines the roles of the assessors and verifiers, the people who make the NVQ system work; 'Learning management systems: part 2: the benefits they can promise' by Howard Hills (p. 20-22) which examines how an organisation can assess whether a learning management system is a worthwhile investment and how to justify the expenditure. The first parts in each of these series appeared in the January issue of 'Training journal', indexed at TD/TNC 72.474. Also included in this issue is news on recent events, reviews of resource materials for trainers, and surveys and trends on the UK government's training initiatives and workplace reforms. Show less

With many science teachers from the Caribbean migrating to more developed countries in order to take up more lucrative contracts, the need to increase the training opportunities for teachers has taken on greater urgency. Online learning is considered a convenient option to address this increased demand for in-service training and upgrading of teachers. While this form of course delivery has several strengths, there are several drawbacks that are of particular significance for training and professional development of teachers.

This paper highlights some of the challenges with respect to the types of assessment activities and the management of the assessment process of one university online programme involved with the professional development of teachers. It discusses some implications for graduates of this programme moving on to higher educational opportunities, with an emphasis on science education and the assessment of students enrolled in online teacher upgrading programmes.

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The theme of this year's workshop was 'Beyond new normal, towards the transition: TVET for resilience'. We are at an inflection point of new transitions, such as the Coronavirus Disease 2019 (COVID-19) pandemic, climate change, and the 4th Industrial Revolution. We call it the 'Great Transition'. To respond to the Great Transition, building a diversified international cooperation network and developing the power of individuals and society is essential. The workshop enabled attendees to discuss vocational education and training innovation, solutions to the mismatch between the labor market and individual capability, measures to revitalize lifelong education, and green technical and vocational education and training (TVET) to develop the ability to respond flexibly to the age of the Great Transition.

This report includes the following papers: (1) Recent trends in the development of vocational education and training in the context of sustainable development and scenarios for cooperation among the members of the UNEVOC Network: with special attention to the involvement of the business sector / Harry Stolte; (2) The institutional changes on digital reform for the quality TVET / Wu Jianxiao, Kangchunxiao and Huang Chunlin; (3) The use of innovative technologies in TVET / Paryono Paryono and Hartini Mashod; (4) Can skills framework bridge TVET to frontier competencies? / Anderson Tan and Goh Hin Lan; and (5) Linkage of school education and TVET sector using vocational classroom / Rangsan Thepmondhri.

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HERDSA offers an annual international conference on topical teaching and learning issues with opportunities to meet colleagues with similar interests, exchange ideas about teaching and learning and learn about current developments from experienced researchers and practitioners.

The available papers are: Student perceptions on using blogs for reflective learning in higher educational contexts / Irshad Ali, Kevin Byard, Shirley Julich and John Kommunuri; Exploring students' experiences of learning in outdoor places on a university campus / Trudy Ambler, Rhian Webb, Eloise Hummell, Greg Robertson and Steve Bailey; Pedagogical principles for the design of virtual learning spaces in higher education / Edilson Arenas and Julianne Lynch; 'The books don't talk to me!': postgraduate student groups and research student identity formation / Felicity Bell, Rita Shackel and Linda Steele; Enhancing the postgraduate research culture and community / Jennie Billot, Marion Jones and Madeline Banda; Stories of learning spaces from distant places / Mark Brown, Mike Keppell, Helen Hughes, Natasha Hard and Liz Smith; Student engagement for a large unit in an active learning space / David Bulger, Sigurbjorg Gudlaugsdottir, Ayse Bilgin and Greg Robertson.

Helping first year engineering students Get Set for success in their studies / Lorelle J. Burton, Majella Albion, Martin Shepherd, William McBride and Lydia Kavanagh; The place of higher education institutions in assessing student engagement, success and retention: a maturity model to guide practice / John Clarke, Karen Nelson and Ian Stoodley; Displacing preconceptions and replacing capacities: capitalising learning places in an Australian university / Mike Danaher, Phyllida Coombes, Geoff Danaher and P. A. Danaher; Creating fertile learning spaces: mentorship strategies to support academic success / Shelda Debowski; Complexities in managing assessment change: understanding patterns of resistance / Christopher Charles Deneen and David Boud; Transforming design thinking through the translational design of learning and knowledge environments / Kenn Fisher.

Reconceptualising the lecture space so that student voices matter / Glenys Forsyth and Dorothy Spiller; 'That social side of things': students' experiences of social and physical place / Sophie Goldingay, Norah Hosken, Clare Land, Peter Barnes and Kerry Murphy; Spaces where learning takes place: rethinking contemporary approaches to learning and teaching / Hariz Halilovich, Angela Carbone and Belinda Ross; Synchronous teaching spaces, distributed learning places: staff and student perspectives of immersive video-linked classes / Maggie Hartnett, Scott Symonds and Mark Brown; Evaluation of a tutor training programme through the frame of activity theory / Salochana Hassan; Influence of size and distribution of teaching groups on quality characteristics / Eva Heinrich; Reflections on working in a collective space to design learning territories / Don Houston, Jessie Jovanovic and Christian Ohly.

'Previously I thought writing was writing': reflections on doctoral writing spaces / E. Marcia Johnson; Placing ethics within the formal science curriculum: a case study / Susan M. Jones and Ashley Edwards; A learning place where a high-risk student cohort can succeed: curriculum, assessment and teacher recruitment / Jo-Anne Kelder, Alison Canty, Andrea Carr, Jane Skalicky, Justin Walls, Andrew Robinson and James Vickers; Modelling the learning-teaching nexus: the communicative place where learning and teaching meet / Bernadette Knewstubb; Space-place shifts: is the digital space a learning place for commencing students? / Jill Lawrence; Your place or mine: transnational education and the locus of control / Peter Ling, Beena Giridharan, Margaret Mazzolini, Shelley Yeo, Veronica Goerke and Gillian Lueckenhausen; mPortfolios in constructivist tertiary vocational education: developing the use of mobile devices to increase student engagement / Samuel Mann and Kieran McKewen.

What do we know of academics' learning of teaching? / Cathryn McCormack; The importance of place for international students' choice of university: a Malaysian case-study / Jasvir Kaur Nachatar Singh, Jan Schapper and Gavin Jack; Reconstructing spaces and places through blended work integrated learning / Deborah Peach, Rafael Gomez and Elizabeth Ruinard; Virtual collaborative teaching: what value does it bring? / Krassie Petrova and Deanne Cranford-Wesley; Cultivating creative ecologies: creative teaching and teaching for creativity / Robyn Philip; The next generation of university teachers: longitudinal research into early career academics' shifting views of the place of teaching within their academic practice / Jean Rath, Lynn McAlpine, Gill Turner and Julia Horn; Cultural heritage and sustainability as an essential disposition for music graduates / Anna Reid, Dawn Bennett, Neal Peres da Costa and Peter Petocz.

Designing higher education business information systems curriculum and assessment: for whom the bell tolls? / Joan Richardson, Val Clulow and Vass Karpathiou; Placing progressive research pathways through programme curriculum / Jacinta Ryan and Sandra Jones; Hidden spaces in faraway places: the 'lonely work' of partner institution transnational tutors / Gavin Sanderson; New pedagogical e-spaces: keeping pace with staff readiness / Christine Slade and Kylie Readman; Students' perceptions of on-line assessment: financial and educational implications / David Smorfitt, Roy Wybrow and Pauline Taylor.

Teaching 'new generation' students: pedagogical signposts to show the way / Glyn Thomas; Student perceptions of the teaching in online learning: an Australian university case study / Beatrice Tucker, Patrick Halloran and Connie Price; In good hands?: foresight and strategic thinking capabilities of regional university leaders / Luke van der Laan and Ronel Erwee; Lost in space: physically, virtually, and pedagogically / Nicola Westberry, Susan McNaughton, Jennie Billot and Helen Gaeta; The role of gamification and game-based learning in authentic assessment within virtual environments / Lincoln C. Wood, Hanna Teras, Torsten Reiners and Sue Gregory; Designing online assessment for improved student learning and experience / Roy Wybrow, Pauline Taylor and David Smorfitt. Show less

In the multitude of available badging platforms, it is not easy to choose the appropriate one to support a particular badging (sub-)system. A list of badging features provided for a certain platform is often not informative enough and might even be misleading. To address this problem, this chapter provides a deeper insight into current features of badging platforms, and thus help one make more informed decision when choosing a platform for a specific application case.

To this end, we first examined relevant academic literature and other relevant resources, and based on the obtained insights, developed several scenarios describing typical forms of interaction with badging systems. Then, we identified functional requirements related to each scenario and established a set of comparison criteria for badging platforms, namely supported scenarios, variety of badging features, and supported badging and teaching/learning practices. Using these criteria, we reviewed, analyzed and compared features of six selected badging platforms.

The study results reveal feature-wise differences as well as differences in supported practices among the platforms, many of which are the result of different origin and focus of the platforms. In addition, the results offer a realistic insight into the capabilities of the selected platforms.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 140.620. Show less

This evidence review report was commissioned on behalf of all education ministers to synthesise what is known about effective remote learning. It takes stock of lessons learned through the [Coronavirus Disease 2019] COVID-19 period, as well as those gained from earlier, pre-pandemic experiences. The review was administered by the Australian Education Research Organisation (AERO) and conducted by the Centre for International Research on Education Systems (CIRES) at Victoria University.

The review found that there were a range of strategies in use during the COVID-19 pandemic. The effectiveness of these in supporting student outcomes in remote learning is unclear, with some research suggesting that student outcomes have declined. Of particular importance, the review found the current evidence base on remote and online teaching practices is too immature for detailed guidance for teachers to be confidently developed, or for systems to put in place broader supports (for example, for parents and carers). Further research will enable systems to more confidently plan in the event of future crises and support improved remote and online delivery in conventional use.

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