An E Learning Co Ordinator At Uxbridge College Education Essay

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Introduction

In this assignment I will be identifying my role in the Lifelong Learning Sector and my responsibilities as a trainer. I will also discuss the changes that have affected and will continue to affect FE and training providers in respect of becoming 'professional' with reference to LSIS, BIS, the role of IFL and the code of professional practice and continuing professional development.

Roles and responsibilities

Teachers and trainers follow a teaching/training cycle consisting of four phases, which are: identifying needs and planning, designing, facilitating, assessing and evaluating learning (Gravells, 2007). In each phase they have roles and responsibilities which are outlined below:

Identifying needs and planning

My role and responsibilities as an e-Learning Co-ordinator at Uxbridge College, are to I identify the training needs of the learners by giving out a questionnaire to identify their preferred learning style and asking them questions to reveal what they have already learnt, to tailor the session to their needs. As there is no syllabus produced by the college, I consult my manager and look at learners' feedback to produce a syllabus, lesson plans and schemes of work based on our professional / operational knowledge of the requirements of the role to be undertaken by the learners. However, if I was going to teach learners in full-time education, I would run initial assessments to identify their functional skills level in literacy, numeracy and ICT so we can then arrange additional support if needed (Keeley-Browne, 2007).

Designing

In my role I ensure that the learning environment is safe. I need to be imaginative with the number of resources I have, such as rooms, computers and handouts prior to the delivery of the session. My responsibilities are to ensure that I have different activities for different learners, accommodate disability needs and the room layout is suitable for the learners. I also need to be aware of any health and safety issues and report faults to the relevant people, such as lighting, projectors, temperature etc.

Facilitating

I deliver formal and informal training sessions, for example, delivering a presentation would be formal and a workshop or an activity would be more informal. I always start the session with aims and objectives so that the learners are clear about what they will learn and l ensure that my sessions are interactive and inspiring to maintain the learners' interest.

My responsibility is to ensure that resources are prepared and are sufficient for the learners as well as activities which reflect different learning styles. Also my responsibility is to manage students' behaviour and any disruption.

Assessing

It is the teacher's responsibility to ensure that achievement and progression of a learner is checked and keeps a record of any formative and summative assessments. Also reviewing learner's ILP and giving feedback keeps the learner on track. I ensure that my learners are on the right training session by asking them what they have already learnt and if they are not on the right session, I guide them to attend a an appropriate session.

My responsibilities are to provide valuable feedback to my learners, for example, if they have attempted a quiz or test I provide full feedback and be honest by advising them how to improve themselves.

In addition, I ensure that the assessments are fair and at the correct level for the learners.

Evaluating

Gravell (2007) states that evaluating the process of learning is a vital phase of the teaching/training cycle. I read learners' feedback to see what I could improve in the future. It is my responsibility to implement any changes which are considered to be beneficial, either during the next session or in the next scheduled course delivery. I ensure continual professional development (CPD) throughout my career for example by going an exhibition such as BETT exhibition or attending a conference to keep myself up to date with anything new in latest information concerning my subject.

Institute for Learning (IfL)

The Institute for Learning is an independent professional body that supports those working in the Lifelong Learning Sector such as teachers, trainers, tutors and trainee teachers in the Further Education (FE) and skills sector. IfL was set up in 2002 and in 2007 a new legislation came into force that required teachers to register as members of IfL and achieve a teaching qualification at Level 5/6 within 5 years. When teacher trainees complete their PGCE/Cert ED (DTLLS) at Level 5 they can achieve Qualified Teacher Learning and Skills (QTLS) status after a period of 'professional formation' and by achieving Level 2 in Numeracy and Literacy as well as subject qualifications. Associate Teacher Learning and Skill (ATLS) status can also be achieved for those who have completed their teacher training qualification at Level 3/4 and meet the other requirements in Literacy, Numeracy and subject qualification. For those who took a teaching role for the first time after 2007, gaining QTLS/ATLS is a requirement within 5 years after joining date, but if they joined before 2007, there is no time limit. This also applies to those who hold QTS status, but have a limit of two years to achieve QTLS/ATLS status (IfL, 2011).

Continuing Professional Development (CPD)

AS per 2007 legislation, all IfL members were required to declare 30 hours of CPD each year. Example of CPDs; going on a course, reading a book, studying from an Internet site, asking a colleague for advice, attending a training session or observe a teacher to learn a topic that you would like to teach (Petty, 2009).

Code of Professional Practice

The Institute for Learning (IfL) (2012) states that there is a code of professional practice, which came into force on 1 April 2008.

Changes have affected FE and training provider in respect to becoming "Professional".

According to Lord Lingfield and his Review Panel (2012) the government had given a fair warning since November 2009 to withdraw the state funding from IfL. The 2007 regulations are no longer fit-for-purpose and therefore have been revoked with effect from 30 September 2012. As a result, having a membership with the IfL is not a requirement and IfL is restoring to its root ten years ago as a professional membership body for teachers, trainers and assessors with volunteer membership. Also the declaration requirement of 30 hours of CPD each year is now removed, although the government and the FE and Skill Sector realise the importance of the CPD and have expectations that CPD should continue. In addition, the requirement of obtaining Qualified Teacher Learning and Skills (QTLS) and Associate Teacher Learning and Skills (ATLS) status will be removed. However; IfL will continue offering the QTLS status (IfL, 2012).

Learning and Skills Improvement Service (LSIS)

The Learning and Skills Improvement Service (LSIS) was created to enhance improvement, boost participation and raise success and standards in the learning and skills sector in England. LSIS are responsible for creating and developing resources and then share with colleges and across the sector to help improve quality (LSIS 2012).

In respect to the new changes according to Lord Lingfield and his Review Panel (2012), much of the professionalism support in the FE sector will now be controlled by the LSIS. LSIS has been asked from September 2012 to take on full responsibility in supporting professionalism on behalf of the sector. In addition, the Review Panel recommend that from September 2013 the LSIS should be asked to introduce a new Diploma in Further Education at Level 7 for those who wish to obtain the highest professional levels in FE, replace PTLLS award with a new preparatory award and DTLLS award with a Certificate in FE at Level 5 for those who wish to obtain it.

The Department for Business, Innovation and Skill (BIS)

BIS (2012) stats that "BIS is making a difference by supporting sustained growth and higher skills across the economy. BIS: working together for growth." Growth is one of the government's top priorities, but it has to be balanced, sustainable and shared across the country. BIS is responsible in providing a high quality further education sector that support workers with the skills needed to reflect on strengthening economic performance (BIS, 2012).

With regard to the new changes to FE, BIS will continue to work with the FE sector and from 2013/2014 will provide loans for leaners in FE and training studying at Level 3 and above and aged 24 and above (BIS, 2012).

Conclusion

This assignment covered my role and responsibilities in the Lifelong Learning Sector. It also covered the changes that have affected FE and training providers in terms of becoming "Professional" and any future changes with reference to IfL, LSIS and BIS. I have learnt quite a lot by doing this assignment, such as the 2007 legislations have been revoked and the new changes to IfL fund as well as the future changes to the teaching qualification awards.

Word Count: 1514

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