GOOD PRACTICE CASE STUDIES - A WHOLE COLLEGE RESPONSE TO THE COVID 19 PANDEMIC May 2021 - South Eastern Regional ...
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GOOD PRACTICE
CASE STUDIES
A WHOLE COLLEGE
RESPONSE TO THE
COVID 19
PANDEMIC
May 2021
2 GOOD PRACTICE CASE STUDIES GOOD PRACTICE CASE STUDIES 3
TABLE OF
20 School of Construction, 38 School of Performing and 52 SERC – A Whole College
SERC Engineering Services and Skills Creative Arts and Enterprise Approach – Part B
for Work
38 Case Study 17 Online Innovation & 52 Case Study 24 Collaborative Staff
CONTENTS
20 Case Study 8 Can we deliver Duke Entrepreneurship: Creative Arts Development Events with Forth
of Edinburgh Award/Joint Award / Response to Delivering Real-World Valley College
Gaisce and PBL online? YES, WE Learning
CAN! 54 Case Study 25 Safeguarding the
GOOD PRACTICE
40 Case Study 18 The Enterprise Health and Wellbeing of Staff in a
22 Case Study 9 E-Portfolio Design Fortnight ‘ How to deliver a socially virtual environment during Working
and Development distanced Exposition online
CASE STUDIES
24 Case Study 10 Incorporating PBL 42 Case Study 19 SERC 56 Case Study 26 The Students Union
into online digital portfolios for ENTREPRENEURS CLUB at SERC, Delivering student
Plumbing Trainees and engagement opportunities in a
Apprenticeships 44 Case Study 20 Go Green - virtual environment
Embedding sustainability in the
curriculum 58 Case Study 27 Innovative support
26 School of Health and Early Years for businesses and employees at risk
during the pandemic
26 Case Study 11 Essential Skills : The 46 School of Sport and Applied
Challenge of Online Learning Science 60 Case Study 28 Adapting the
Internationalisation Model using
28 Case Study 12 The path to 46 Case Study 21 Online curriculum online delivery
promoting and assuring student and well-being events for sports
engagement and well-being during learners 62 Case Study 29 Approaches to
lockdown in Health and Care Learner Support through Covid 19
courses 48 Case Study 22 Adapting Digital and
PBL learning environments to meet 64 Case Study 30 Procurement in a
30 Case Study 13 Keeping students the needs of Animal Management Pandemic
together while apart - Open all students
Hours. 66 Case Study 31 Marketing,
50 Case Study 23 We Still Grow at Admissions, Customer Services
SERC – How Horticulture and Floral
32 School of Hospitality, Design teams have adapted to 68 Case Study 32 The Careers Service
management, Tourism and online learning. at SERC – Delivering Careers
4 6 SERC – A Whole College 14 School of Computing and languages Education Information, Advice and
Foreword to the SERC Good
Guidance in a virtual environment
Practice Case studies, Ken Webb, Approach – Part A Engineering
32 Case Study 14 Digital and
Principal and Chief Executive
collaborative skills through PBL 70 Case Study 33 Providing Internship
6 Case Study 1 How to work during 14 Case Study 5 Use of Graphics
“Staycation Magazines” focused on opportunities during lockdown
the Covid-19 pandemic - ‘Online Tablets and Visualisers in the
and working Collaboratively’ – not the local Travel and Tourism industry
Effective Delivery of Analytical
‘remotely’ Modules Online.
34 Case Study 15 global learning
8 Case Study 2 (Support for staff 16 Case Study 6 Internet of Things experience & curriculum
during the pandemic and the range development through international
(IoT) Kits provided to Increase
of approaches used) student exchange
Student Engagement via PBL.
36 Case Study 16 Innovative
10 Case Study 3 Learner Engagement 18 Case Study 7 FixIT, A Computing
assessment - delivering Community
Student Company Supporting their
12 Case Study 4 Whole College – Christmas Dinners for local
Peers with Online Learning.
Protecting our College Community Foodbank
on Campus
SERC PBL MODEL IS COPYRIGHTED BY SERC 2021
4 GOOD PRACTICE CASE STUDIES GOOD PRACTICE CASE STUDIES 5
SERC FOREWORD TO THE SERC The case studies outlined in this document provide some examples of the innovative
practice across the wide range (over 50) of vocational areas provided by the College.
GOOD PRACTICE CASE STUDIES They illustrate that innovation occurs at all National Vocational Qualification levels from
zero through to level six (Honours Degree). The College had developed several key tools
KEN WEBB, PRINCIPAL AND that have enabled it to respond in an agile way to the emerging pandemic:
CHIEF EXECUTIVE • A flexible digital strategy that develops and integrates digital platforms and tools.
• A comprehensive continuous professional development approach for all staff.
• An innovative approach using SERC’s Project Based Learning Model for learning
and assessment.
• A focus on skills, enterprise and entrepreneurial development for learners.
• The formation of international strategic partnerships with like minded organisations.
I hope you enjoy the information provided and feel free to contact the College or any of
our staff mentioned for further information
Yours sincerely,
Ken Webb
Author
Ken Webb The global pandemic that occurred in March
Principal and Chief
2020 has been a challenge for all educational
establishments across the world and this
continues to be the case. SERC is an
entrepreneurial and innovative College whose
ethos is in being ‘solution focused’, ‘excellence
driven’, ‘responsive’ and ‘collaborative’. The
pandemic has put these values to the test.
SERC PBL MODEL IS COPYRIGHTED BY SERC 2021
6 GOOD PRACTICE CASE STUDIES GOOD PRACTICE CASE STUDIES 7
CASESTUDY WHOLE COLLEGE APPROACH, training or working through one
PowerPoint after another will have little
or no impact on students and result in
learning and working in groups. This
research as also indicated other tweaks
to the pedagogy in specific programmes
Conclusion
Collaborative online learning it is a very
PART A
important tool during the current
01
significant retention issues. that will aid even better engagement in pandemic for maintaining high levels of
the future. student engagement.
HOW TO WORK DURING THE Approach
The College has been developing a PBL
model over the last six years which has
All full time programmes (from NVQ
level 1 to level 6) now use an electronic
Student skills in using online technology
COVID-19 PANDEMIC, ‘ONLINE &
are extremely important for their future
a number of key principles. The use of portfolio for the gathering of evidence as they will play a significant part in the
meaningful industry based projects is to support the students attainment of new world of work that has developed
WORKING COLLABORATIVELY’, one principle as well as working
together in students project teams to
skills and learning. from the pandemic.
PBL
solve the challenges posed by the
NOT ‘REMOTELY’
The pandemic has significantly
projects. The work carried out in teams increased tutor skills in using online
outside of the normal scheduled class technology. Some tutors have now
ensures that the students are talking to developed very sophisticated and
each other working together and completely integrated online platforms
creating further structure in their week. for their programmes to complement
the practical aspects of their
Students teams use a variety of programme.
electronic tools to facilitate online
collaborative learning, the most popular
of these is Microsoft Teams. MS Teams
enables the student groups to work in
breakout rooms both asynchronously
and synchronously.
SUBJECT PIC TO BE ADDED IN THIS SPACE (I-STOCK)
MS Teams also integrates MS Class
Notebook which has been adopted by
many courses as an electronic portfolio.
This enables students and tutors to
submit and review evidence of their
learning and skills and most importantly
is available to students and staff
anywhere and on any device.
The College recognises that students
Author Motivation Problem Definition
from disadvantaged backgrounds do
Dr Michael Malone, It is important during the pandemic to Students are finding the online delivery
not have the same access through
Director of Curriculum keep students as engaged as possible in many colleges a strain since they feel
online learning as other students. The
and Information Services with both their peers and tutors. If this isolated from their peers and tutors in
College has loaned over 850 PCs to
can be achieved, they will not only addition to the mental strain the long
students for home use and provides
continue learning and improve their lockdowns have produced. This is
access to College IT facilities for those
skills to gain their qualification, but also particularly true in the 16 to 24 year old
students who have no internet access at “The way in which SERC uses project based learning and
improve their mental health. Working age group. Large parts of the media,
home.
online in project teams using Project schools and politicians refer to ‘remote’ connections to real employers to bring the curriculum to
Based Learning (PBL) is a key element in learning rather than ‘online and working life is a shining beacon relevant to colleagues in Further
Results
achieving this. The use of PBL will also collaboratively’. This is a subtle
The College has reviewed the quality of Education, schools and universities around the world. If
encourage the development of the difference and approach because the
students transversal skills which is word ‘remote’ can have a negative
the project based learning several times education is going to successfully prepare young people
particularly important during the current connotation and add to the feeling of
during the year and the feedback from for their future life and work, it needs to match the skills
the tutors and students was extremely
restrictions. When some sort of isolation that students are experiencing. they will need including team working, problem solving
positive. This is further reinforced by the
normality returns students can complete It does not encourage the tutors to
high levels of attendance at
and, like the workplace, being fully comfortable and
practical aspects of their programme on adopt a collaborative online paradigm. competent in an online environment.”
synchronous classes. In depth research
campus.
with significant numbers of students
It is important to remember that Olly Newton, Edge Foundation - Chief Executive Officer
looking at engagement has indicated
providing online computer based
that the majority enjoy the project based
SERC PBL MODEL IS COPYRIGHTED BY SERC 2021
8 GOOD PRACTICE CASE STUDIES GOOD PRACTICE CASE STUDIES 9
CASESTUDY WHOLE COLLEGE APPROACH, Approach
The Learning Academy used an adaptive
and flexible approach, to ensure that all
Pedagogy mentoring has remained a
core support for teaching staff, with 64
staff completing mentoring programme
Conclusion
The initial support provided was critical
in assisting colleagues adjust to new
PART A
02
colleagues had the support and in 2019-2020, and a further 67 in working patterns. Maintaining
resources required to adjust more easily 2020-2021. Staff reported that “During engagement with all departments and
SUPPORT FOR STAFF DURING to the new working ‘norms’. This
included daily live workshops hosted on
Microsoft Teams on a wide range of
the lock down, the mentor was
extremely helpful in setting online
teaching on Teams” and “the mentoring
schools has been key in increasing
confidence and competence in online
working and teaching, and the adaptive,
THE PANDEMIC AND THE RANGE topics, a dedicated Teams site for all
staff (Learning @ SERC staff portal) to
programming had a huge impact on my
students as my teaching was greatly
responsive approach has been
maintained throughout the 2020-2021
OF APPROACHES USED create a sense of community, additional
resources created and shared through
the Learning Academy homepage, and
improved.” In total 220 observations
both online and face to face were
completed by the mentoring team
academic year. The Learning Academy
continue to expand support through our
homepage for online teaching, creating
also mentored support for individuals, providing tailored feedback and support opportunities to register for upcoming
course teams and departments to assist to staff in 2019-2020. New teachers training sessions, and sharing good
with specific queries. In addition, the have been observed to identify any practice across the College. There are
Learning Academy provided a service support needed and tailored training now a minimum of two workshops per
desk, where staff could request support designed accordingly. week; “Teams Tuesdays”, with a
via phone call, online meeting, or email corporate focus, and “Webinar
to assist them with questions and Online lessons were recorded and used Wednesdays” which focus on teaching
challenges. to provide guidance and support to staff practice. The Learning@SERC staff
both in the college and for training for portal has been extended to provide a
Other adjustments were made to the Third Sector, associate assessors for dedicated Stream channel, where staff
ongoing projects: new staff induction ETI (Education and Training can access on-demand videos on a
moved to online provision, supportive Inspectorate), ETI and the Welsh wide range of digital tools and
classroom observations were Inspectorate. Alongside SERC staff, strategies, and a “good practice”
undertaken online, and leadership and training has been provided on Project channel, where colleagues and share
management programmes (Level 4 and Based Learning for staff in Walsall tips and tricks that have worked well
Level 5) were moved to online delivery College and Sunderland Colleges. online and on campus. The Leading@
models. Academic staff development SERC programme for SERC managers
days were hosted online in August 2020, Training and support has been provided provided a tailored programme of
in collaboration with Forth Valley for staff on the effective use of training mapped to the training needs
College, with 364 academic staff Microsoft Teams and Class Notebook analysis carried out with managers.
attending. Similarly, in January for e-portfolios.
Corporate staff development was run in
conjunction with Forth Valley College
with over 350 staff attending across the
Authors Motivation using Moodle as the core digital learning
two Colleges.
Paula Philpott The College has a culture of excellence platform, all courses have now moved
Head of Learning Academy and solution-focused approaches, and towards Microsoft Teams, to facilitate
Results
this was evident during the move to online synchronous and asynchronous
Feedback from staff noted the positive
Stefanie Campbell online teaching and working in March learning as well as a more focused
impact that the training and support
Deputy Head of Learning 2020. High quality teaching and learning development of e-portfolio solutions
provided had during the transition to
Academy experiences for our students are across all programmes. All staff in the
online working and teaching. Over 150 “I really appreciate the opportunities and support available to
underpinned by support for teaching College are now working through
workshops have taken place since
staff, through training, classroom Microsoft Teams, meeting and us and the chances to talk and bond are prioritised alongside
March 2020, with over 850 colleagues
support and an overarching digital collaborating online through video other content. We are very lucky at SERC!” “My mentor’s
attending a range of workshops. Over
strategy. College Corporate staff also conferencing and Office 365; for many
919 staff are using the learning @ SERC assistance was excellent. I have gone from being rather
require training and support to enable colleagues this was a significant
the transition to online working adjustment to working patterns. In order
staff portal, and to date there have been overwhelmed and a bit fearful about losing stuff to being quite
160 service desk requests for support. In excited about the possibilities. Thanks to all of you.”
practices. to support teaching and corporate staff
addition, a personalised learning “Thank you, for all your help and support - really appreciate
with necessary adaptions, the Learning
platform (Digital Skills Kit) hosted on
Problem Definition Academy needed to provide an your help with the team site and with mass texting of students.
Moodle, has been developed and
Teaching and support staff are working extensive suite of training opportunities Has made a big difference and I am getting more students to
piloted to enhance confidence and
extensively online and adapting to new and resources, that would be accessible
competence in a wide range of digital engage...”
working patterns and environments. and appropriate for all colleagues.
skills. Quotes from SERC staff
Where teaching staff may have been
SERC PBL MODEL IS COPYRIGHTED BY SERC 2021
10 GOOD PRACTICE CASE STUDIES GOOD PRACTICE CASE STUDIES 11
CASESTUDY WHOLE COLLEGE APPROACH, Approach
A taskforce was created which was
comprised of multiple stakeholders who
taskforce and the wider teams who
engaged to address the barriers arising
from the surveys. Curriculum teams
Conclusion
The College moved successful online
and on campus with a hybrid of
PART A
03
could inform and action the strategic responded positively to the data driven activities designed around the
approach the College would take to recommendations made as well as restrictions within each phase of the
LEARNER ENGAGEMENT support those learners who were
struggling to engage. Given the
challenges of shifting to an online
suggested alternative approaches.
To date 364 responses have been
pandemic.
Students’ personal preferences were
environment, the College was aware analysed, as part of phase 1 and 2. 43% able to be summarised at programme
that there were a number of factors that of non-engaging students highlighted level and recommendations made.
may be impacting learner engagement. they prefer face to face teaching, however, Actions were taken to support learning
Personal circumstances e.g. home they value getting feedback on their and the learner.
responsibilities, the impact Covid-19 progress (40%) and 36% like the lessons
was having on student mental health, recorded. Students are facing a number Wider engagement initiatives have been
distractions and technological barriers of personal challenges. 36% note they introduced through the Students’ Union,
including access to hardware, software have multiple distractions at home and some led by current students, to help
and reliable Wi-Fi. 26% are struggling generally with the create a sense of community.
lockdown. In terms of the learning and
A standardised touchpoint survey was teaching, students have commented The range of technical support available
created which would focus on positively on their tutors checking in to students has been given greater
curriculum areas were there had been with them, but 24% prefer practical visibility.
non-engagement. This was a three- work, which may not be transferable
phase approach, allowing data to be online for some curriculum areas. Only Excellent practice, identified through
compared at programme level and by 1% of students noted they did not have staff and student focus groups, has been
campus, building on the responses from access to Wi-Fi. Eighty percent had no highlighted by marketing on the intranet
the previous phase and expanding issue using a webcam and 93% were and shared with staff.
incrementally to all curriculum areas. To happy to use a microphone. 96% of
reach those not engaging, the college students had access to a microphone. Levels of concern about missing face to
staff telephoned and talked through the 90 percent had access to a webcam. A face classes and lack of opportunities to
survey with students, noting their small proportion (4%) are demotivated complete practical activities, will change
responses and / or set up student focus because exams have been cancelled. as students learn to cope with the
groups, to help surface the information 16% of students did not feel connected online environment and should ease in
to be able to inform next steps. with their peers. line with the changing Covid-19
restrictions.
The Taskforce discussed the information Student engagement initiatives including
as it became available and agreed a fitness classes and social gaming The uncertainty created by the
College approach. Staff focus groups competitions were set up to address the pandemic seems set to continue for
Author Motivation Problem Definition
were conducted within each identified disconnect some learners were some time yet but the College has
Paula Philpott During the sustained period of being Surfacing the issues that learners were
curriculum area to elevate good expressing. confidently put measures in place to
Head of Learning Academy online and on campus, learners have facing required data and information
practice and identify the challenges they identify and support learners.
had to adjust to the changes in how they beyond what was currently available
perceived learners were facing. Staff
engage with their learning, their peers through normal reporting mechanisms.
completed a staff survey which closely
and their tutors. For the College and It also needed to be surfaced at whole
matched the student survey. Curriculum
staff this has meant ensuring college level, with multiple stakeholder
reports were written making “Contemporarily, due to the COVID-19 pandemic and the shift
uninterrupted learning opportunities, involvement. Touch point surveys would
recommendations to each curriculum
addressing unequal access and the not be effective with those non- to digital, students and staff have been searching for ways to
team of the suggested approaches to
challenge around social isolation for engagers. The data exhaust from the ease the transition and help students thrive both online and on
help better engage learners in that area.
staff and students. Skills, competences, approaches being used needed to
Clarification needed around processes, campus. Listening to both staff and student voices in that has
mindsets and values all feed forward inform effective decision making and
into this wider systemic change that is provide clarity around the strategic
including technical support for students, been important. Identifying barriers that students were facing
access to hardware and software were and putting support in place to help address some of these
needed to best support learners focus for individuals and teams to help
communicated at College level. challenges has been a whole college effort, whether it was in
effectively. Powerful knowledge is of re-engage those learners. Now, with
course essential, but alongside it over 10 months since the emergence of relation to the hardware, software, pastoral care, learning
Results
employers and learners themselves the global pandemic, it is timely to preferences, curriculum support, everyone has had a role to play.”
The overarching lesson from the pandemic
want them to have the broad range of gauge how students feel about the
has been the support from all areas of
skills and behaviours needed to interpret College’s response to Covid-19 and Paula Philpott Head of Learning Academy
the organisation for the collective good.
that knowledge, to shape their futures and specifically the impact on their learning.
This was clearly evident through
become happy and productive citizens.
SERC PBL MODEL IS COPYRIGHTED BY SERC 2021
12 GOOD PRACTICE CASE STUDIES GOOD PRACTICE CASE STUDIES 13
CASESTUDY WHOLE COLLEGE APPROACH, departments working long hours
(including weekends) over the summer
months to deliver a reconfigured estate.
Results
The College had a phased reopening for
staff in early August with positive
Conclusion
Whilst no public building can ever be
100% risk-free when dealing with an
PART A
04
Collaboration took many guises – our feedback recorded in “Have your Say” invisible enemy such as this the College
Creative Developers worked with our and at the “Ask me Anything” events. has succeeded in its aim to protect the
PROTECTING OUR COLLEGE Estates and Health & Safety departments
to produce 4000+ wall and floor signs
helping direct staff and students around
Students started to filter back in mid-
August with classes commencing
successfully in September 2020. As virus
Health & Well-being of its staff and
students.
COMMUNITY ON CAMPUS new one-way systems. The Creative
Developers also worked with the Head
cases started to increase in geographical
areas the College began tracking staff
With the regional vaccination
programme giving hope to a return to
of Health & Safety to produce videos and students in terms of confirmed some sort of normality for society the
and online training modules to educate cases and close contacts. Analysis of College can look confidently towards
staff and students on the new Covid these statistics suggest that there has the future with the reassurance that,
related provisions. All students and staff been little/no evidence of community whatever the landscape, it can safely
had to complete these activities before transmission on College grounds. Given and effectively continue its day-to-day
returning to campus. Our Finance team the numbers off staff and students on business.
worked in a highly competitive site were relatively high compared to
environment to secure thousands of similar schools in our geographical area
PPE items such as facemasks, hand this is a remarkable achievement which
sanitiser and disinfectant wipes. They reflects positively on the transformation
also liaised closely with our of the College estate.
Manufacturing team to secure highly
sought-after Perspex/Polycarbonate for
separating screens. This Manufacturing
team managed to produce 3,500+
screens in a 6-8 week period. Our IT
infrastructure team also worked closely
with Timetabling/Estates/Health &
Safety teams to reconfigure 250+
general IT rooms across 7 campuses.
Our technical staff also reconfigured a
large number of workshops and
laboratories to comply with social
distancing regulations. These are just
some of the mitigations that the College
has put in place.
Authors Motivation considering the impact the pandemic
Paddy McShane In March 2020 the Education and had on the Further Education sector in
Head of School Training Inspectorate (ETi) completed an the Spring of 2020. With one eye on the
John Gault evaluation of Level 3 provision within successful completion of the 19/20
Head of Health & Safety the College – in their findings regarding academic year the College Management
Gary Chambers Care and Welfare provision they Team were also looking forward
Head of Estates reported that “...the staff in the college towards a key recruitment phase and
care about their (student) progress and the resumption of (at least some) The safety of our staff and students is of
wellbeing…the students reported that face-to-face delivery in September
they feel safe and secure in the college 2020. The considerable challenge facing
paramount importance. The college takes a very
and are well cared for.” SERC has built a them was to transform the College proactive approach in terms of implementing as
robust reputation for putting the estate into a low-risk “safe” environment many health and safety covid precautions as
physical, social and emotional well- for learning and teaching to resume.
being of students (& staff) at the possible to ensure that learning and assessment
forefront of its daily business. Approach can continue in a safe environment.
The approach adopted was to mobilise
Problem the College’s considerable existing Ken Webb
Unprecedented, unique, exceptional physical and human resources. An open, Principal and Chief Executive
and extraordinary are but a few of the friendly and collegial framework was
adjectives that come to mind when quickly established with several
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14 GOOD PRACTICE CASE STUDIES GOOD PRACTICE CASE STUDIES 15
CASESTUDY COMPUTING AND ENGINEERING the lecturer at the whiteboard and
follow the steps real time, in addition, if
there was a particular part of the
Results
Staff Proficiency has grown significantly,
and they can deliver highly effective
Conclusion
Staff reflection on the pedagogy and
devices used in the delivery of learning
USE OF GRAPHICS TABLETS AND
05
solution not being understood the analytical lessons in the same fashion and assessment of analytical subjects in
lecturer could further develop that part online (via Teams) as when the students an online environment has created
VISUALISERS IN THE EFFECTIVE of the solution at the board for clarity
and understanding.
are present on campus. Some staff
prefer to use visualisers while other
prefer graphics tablets. Visualiser’s
much more effective delivery and
resulted in enhanced learner
engagement.
DELIVERY OF ANALYTICAL Approach
Staff delivering highly analytical subjects
effectively turn the page into a
whiteboard. Students can follow Staff have utilised a range of new
MODULES ONLINE such as computational mathematics,
calculus for engineers, and engineering
principles quickly identified a need to
solutions to worked examples real time
via Teams. Staff can easily record the
completion of worked examples for
strategies, developed new skills and
learned new technologies to deliver.
The use of visualisers and graphics
utilise novel strategies and technologies uploading on completion. These tablets have been vital to the successful
to engage learners in the same fashion recordings have proved to be a superb delivery of analytical subjects as they
as when present in the classroom. After resource for allowing students to go allow lecturers to complete worked
some research, the college purchased back and review material in their own examples with students one step at a
several devices to help recreate the time and further their understanding. time while students follow along,
classroom experience on-line, namely, Graphics tablets are commonly used lecturers can respond to student queries
graphics tablets and visualisers. Over the within the whiteboard feature of Teams and provide additional explanation in
past number of weeks and months staff to complete complex calculations. real time.
have developed their skills with these Some staff prefer to use the graphics
devices and a range of supporting tablets in conjunction with notes they The ability to upload completed worked
software to deliver engaging analytical have created within Word or examples with video recorded
lessons online. PowerPoint. Staff leave space within completion has been a massive
these notes for completion of the advantage to staff and students alike for
calculations with students during the reconciliation of learning.
lesson, in effect, the document
becomes the whiteboard and workbook
in one. Completed notes can be
uploaded to the VLE for learner review
as well as the recorded Teams lesson.
Authors Motivation require a complete rethink in relation to
Gary Ritchie The school of Computing and Engineering the strategies and technologies that can
Deputy Head of School is committed to providing the same be deployed to deliver them effectively
high-quality delivery and learning online.
Richard Morrison experience to our students regardless of
Deputy Head of School being on-campus or online. In some Problem Definition
subject areas this can be more difficult In the initial period of online delivery
to achieve than others. In an online staff tried providing students with Staff within SERC have shown tremendous
domain lectures of analytical subjects detailed pre-completed solutions to
lose their primary means of delivery and problems within Word or PowerPoint
dedication to engaging learners effectively in
learning, the white board. Many and explaining the method to learners online teaching and learning. The speed at
lecturers in an on campus context avail during the lesson. Staff quickly identified which staff conceived novel approaches and
of the white board to step learners this approach was not suitable for all
through examples on complex learners, students could not follow the learned new technologies to ensure students
calculations whilst being the central steps and many required additional were fully engaged in their learning was amazing.
point of focus at the front of the room. explanations. Within an on-campus
Subjects with highly analytical content scenario learners were able to focus on Trevor Breadon, Head of School - Computing and Engineering.
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16 GOOD PRACTICE CASE STUDIES GOOD PRACTICE CASE STUDIES 17
CASESTUDY COMPUTING AND ENGINEERING the projects given. Projects included the
design and development of bin level
monitors, hand sanitiser dispenser level
example of how this has been achieved.
The hardware and software provided
has been utilised effectively during the
INTERNET OF THINGS (IOT) KITS
06
monitor, temperature sensing device for prolonged lockdown to maximise
a greenhouse, roller coaster queuing student development within lockdown
PROVIDED TO INCREASE system, injection moulding machine
monitor. With these projects in mind
staff developed hardware kits for issue
constraints.
Students feedback has been very
STUDENT ENGAGEMENT VIA PBL to each student to allow buildings of
projects at home. The kits consisted of
positive, and they have welcomed the
opportunity to take part in practical
an Arduino Uno and programming activities.
cable, Breadboard, Push Button’s,
selection of resistors, 7 segment display Staff have been impressed with the level
common cathode, Ultrasonic sensor, of ingenuity demonstrated by students
I2C LCD Display, male to male jumper utilising the kits and the standards of
wires, Servo Motor, Potentiometer and projects produced.
Active Buzzer.
The microcontroller kit combined with
TINKERCAD software provides the
opportunity for students to design,
simulate and programme and build their
system in response to the project brief
with the online support of their lecturer.
These kits give the students a practical
insight into IoT and Electronic subjects
from both a hardware and software
perspective and build upon previous
knowledge gained in these modules.
Results
The issue of these kits allows students
to actively follow the lecture and
produce Electronic and IoT systems
themselves. Students have been able to
complete the PBL projects selected
earlier in the year and most importantly
Author Motivation Covid pandemic.
the most engaging practical elements.
James Cully A key part of learning through PBL
To date, positive feedback has been
Deputy Head of School comes from the opportunity to build Problem Definition
received from the students regarding
real world practical solutions to given With the prolonged period of lockdown
the level of practical activity during an
Michael Simcock problems. For many students, this and online delivery there was a real risk
on-line class, something that is not easy
Deputy Head of School practical element is why they choose to that the practical elements of many PBL
to achieve but will have a very positive
study with SERC and is a massive part of projects within subjects such as
impact on student skills going forward
engaging students in their learning. Staff Electronics and Internet of Things could
to further study or employment.
Many students within SERC love the practical
decided to develop an approach that be lost.
would allow the practical aspect of such
aspects of their course and learn a lot from
units to continue whilst studying from Approach
Conclusion putting the theory into practice. Its fantastic to
Lecturing teams have went above and
home. Staff were motivated to find a After some deliberation staff delivering
beyond to find novel solutions of see the effort by staff to make this possible
novel solution to allow practical to take electronic type subjects decided to use
place during the prolonged lockdown Arduino microcontroller hardware as a
continuing to engage our learners in despite the prolonged period of online learning.
PBL activities, not only that, but to
period. platform for students to complete PBL
enable learners to complete the
As a result, learners have been able to engage in
projects, particularly the practical
Students could also develop a range of element of these projects. The first step
practical and often most engaging many of the PBL projects originally planned.
aspects of these projects whilst online.
solutions required by the college to was for staff to identify the components
address the increased health and safety students would need to build a
The development and use of Trevor Breadon, Head of School - Computing and Engineering.
Microprocessor home kits is just one
protocols introduced in response to the microcontroller system in response to
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18 GOOD PRACTICE CASE STUDIES GOOD PRACTICE CASE STUDIES 19
CASESTUDY COMPUTING AND ENGINEERING Approach
On recognition of the potential issue
that threatened to prevent student
Conclusion
The FixIT student company is a brilliant
example of enterprise and PBL being
Learners within the student company
had the opportunity to develop their
vocational and transversal skills in a
FIXIT, A COMPUTING STUDENT
07
engagement, IT staff within the college utilised to the benefit of the learners real-world context whilst assisting
began the process of setting up college within the student company. hundreds of their peers in engaging
COMPANY SUPPORTING THEIR PC’s for home use in cases where
students did not have access to suitable
devices for online study. The scale of
Significant numbers of students have
been supported in getting online by
providing them with a device and
online.
PEERS WITH ONLINE LEARNING this task soon eclipsed the staffing
capability of the college IT team, an
supporting them to get online.
innovative solution was needed to
address the shortage of staff with the
skills needed.
It became clear this was the perfect
opportunity to engage computing
students in a real world PBL project.
Students from within the FixIT student
company were tasked to work alongside
college IT staff to prepare IT equipment
for online learning. Computing students
were also tasked to provide technical
support to their peers via the college IT
help desk.
Results
To date computing students have
helped to prepare over 800 IT devices
for student use from home. This has had
a massive impact on the ability of all
learners to engage in their online
learning. Students have responded to
thousands of queries via the IT Helpdesk
assisting their peers with
troubleshooting advice of everything
from how to set up their PC through to
problems with accessing specific
Author Motivation Problem Definition
software. This project is a magnificent
Gary Ritchie During the COVID pandemic and the On entering the lockdown and the
example of how students can hone
Deputy Head of School lockdowns which ensued many prolonged period of online learning it
vocational skills via PBL projects.
students found the move to online became clear that many students had
Students involved have report significant
study problematic due to limited access no access to a computer or at least a
development in their own transversal
to IT equipment, particularly a PC. Many computer of the required specification
skills through this project, in particular,
students simply had no access to a to run many of the more complex
time management, communication, and FixIT is a fantastic example of where project based
computer at home, while others who industry specific software packages.
working under pressure.
had a computer were not of the Lack of access to suitable devices posed learning has enabled students to develop not only the
required hardware specification to run a problem regarding student
many of the software programmes engagement, students without suitable technical skills required for employment but also the
required for computing and engineering devices could not engage in online transferable skills which are highly sought after by
subjects. This coupled with the drive to learning and hence progress with their employers. Working with the College IT Services
engage our students in Project Based studies.
Learning and Enterprise activities Department, FixIT have had a significant impact on
became the motivation for the FixIT College life for many of their peers through the support
project. provided for online learning.
Andrew Emmett, Chief Technology Officer
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CASESTUDY CONSTRUCTION, ENGINEERING Enhance student autonomy.
Supporting students to think outside the
booklet for students starting next year.
Another group are writing letters to
residents of a care home, who are in full
engage in their own development
opportunities. The Duke of Edinburgh
Award/Joint Award/Gaisce offers
SERVICES AND SKILLS FOR WORK
08
box. isolation inside their home. The list opportunities for everyone, regardless of
could go on. ability, background, or demographics.
CAN WE DELIVER DUKE OF Upskill staff and students to use
Microsoft Teams and OneNote. Student physical health is being
supported by online sessions of Tai Chi
Over the 3 years it has been running at
SERC approximately 500 vulnerable
learners have taken part, completing
EDINBURGH AWARD/JOINT Ensure students know how to log on
from home and find the apps/software/
and other exercise classes. Getting
them to record walking activities on
PBL activities, enhancing life
experiences and growth in individual
AWARD /GAISCE AND PBL sites.
Provide staff and students with suitable
Strava and other health apps. Setting a
regular time each week when they are
encouraged to get up and move.
soft skills.
Collaborative online working between
ONLINE? YES, WE CAN! computer equipment to engage from
home. Conclusion
students, staff and parents/guardians
has extended and strengthened the
One of the overarching things about the pedagogy, using PBL in ways previously
Short synchronous teaching sessions Foundation Skills Academy at SERC is not considered to support the
followed by supported independent the importance of providing a rounded completion of the award. Students are
learning and review. whole student experience. Staff continuing to reach their goals of
constantly strive to provide a wide becoming Duke of Edinburgh/Joint
Use of one to one asynchronous/ curriculum where students actively Award/Gaisce Award holders.
synchronous scheduled sessions.
Utilisation of collaborative whiteboards
and broader range of online resources
Results
Here is a picture of a PBL activity that
students have done through online
learning, Zooniverse. One student has
engaged in making ‘tik tok’ videos
around ‘It’s OK to not be OK’ to try to
support others who may be struggling
with mental health issues.
Some students are making booklets and
leaflets to raise awareness of emergency
Author Motivation online but the Duke of Edinburgh Award
services and a ‘How to get online’
Michelle Hickland Working with students who have (Joint Award/Gaisce) is an important
Deputy Head of School Construction complex needs is challenging in part of the whole learning experience in
and the Built Environment face-to-face classes. Add in a all our courses. How could we cater for
pandemic, lockdowns, new software all students’ individual needs and
and a completely different approach to successfully work online to cover
teaching and learning, the challenge Project Based Learning (PBL) and Duke
grew exponentially. However, lack of of Edinburgh Award (Joint Award/ The Duke of Edinburgh’s Award isn’t all about
choice is a great motivator. Gaisce)?
achieving an award or a qualification. It’s about going
Problem Definition Approach out meeting new people, developing your skills,
The Foundation Skills Academy Listed below are some of the main goals, experiences, teamwork, confidence etc. It’s
encompasses Entry Level and Level 1 approaches used to move from face to
good for employers to see the DofE on your CV or
learners. Individual students present face to online provision of PBL and
with multiple significant barriers to Duke of Edinburgh Award: application form. The DofE has helped me prepare
learning, across SEN, physical conditions for a virtual assessment for an apprenticeship at BT
and social demographics. Students and Using Innovative and reactive teaching
staff had limitations around working style/practices. Kyle Henderson SFYL student
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CASESTUDY CONSTRUCTION, ENGINEERING various points of the year. This process
was problematic, time consuming and
required transfer of numerous folders
programme. This was further enhanced
to develop the content of the portfolio
using the requirements of the Awarding
The Building Services Department has
now implemented digital portfolios for
the following areas including L2
SERVICES AND SKILLS FOR WORK
09
around the different campus, before Organisations. Once complete, the Electrical Installation, L3 Electrical
work could be claimed. The assessment portfolios would be scrutinised by the Installation (NVQ), L2 Plumbing and
E-PORTFOLIO DESIGN AND and IQA process would need to be
considered in the development of the
digital portfolio process.
Assessment teams and revised if
required before being implemented for
use by the learners.
Heating (NVQ), L3 Plumbing and
Heating (NVQ), L2 Refrigeration and Air
Conditioning (NVQ), L3 Refrigeration
DEVELOPMENT Staff and students required access to
The pilot scheme would provide a
template for developing other portfolios
and Air Conditioning (NVQ) and L3 Fire
and Security (VRQ). Work on the L3 Fire
printers to print off evidence as well as moving forward based on feedback and Security (NVQ) is in progress.
storage facilities for the folders to be from the learners and assessment team. The digital course file has been
stored securely. Amendments were also established, and the team are looking at
difficult and could result in multiple Results the best way for this to be implemented
versions having to be printed by the The system provided many advantages to complement the digital portfolio.
learners to fix issues. Student work over the traditional paper-based system.
could be lost along the way. It is also more flexible than other Conclusion
proprietary portfolio systems, allowing The digital portfolio development and
Approach for evidence to reflect the learner implementation has been a great
The Building Services Management journey including PBL projects. success. The custom portfolios allow
team reviewed existing digital portfolios the inclusion of PBL as well as reflecting
available on the market. The team felt Positive feedback has been provided by the student journey on tasks and
some of the current schemes were both students and staff on the benefits provides a flexible online method of
restrictive on how evidence could be of the system and ease of use and capturing evidence for the learner.
gathered and were relatively expensive meaningful structure implemented. The The digital portfolio system has also
to purchase. process of assessment has been allowed staff and students to develop
streamlined and become more efficient, their digital skills, which is an important
It was decided that the team would saving time and space. Work is secure tool in this current climate. It has also
review the use of Microsoft Classnote as and restricted by user account control. allowed students and assessors to
a method of developing a digital The use of Classnote as a digital continue with the process throughout
portfolio. This is something that had portfolio platform allows the learner to the current pandemic. The assessment
been used for some of the FE capture evidence in a different way than and IQA process has been made more
Construction provision within the traditional method. The learner can efficient by the implementation of the
college, and it was clear that the provide robust assessment evidence digital course file process.
software had the potential for a portfolio such as images, videos or sound clips.
to be built to suit the need of the trade The dictation function allows the learner The e-portfolio template and processes
based VRQ and NVQ based portfolios. to input their responses without the are being rolled out across all disciplines
Author Motivation directly for review as well as developing
The project was broken into two stages. need of a keyboard. in the School of Construction and
Stuart Rankin Due to the ongoing pandemic and the their digital skills.
The first was the implementation of a Engineering Services.
Deputy Head of School Construction necessity to get good online
digital portfolio to allow for the
and the Built Environment engagement of learners. It is important There are significant numbers of
capturing of students assessment
to develop a methodology for students students studying in these areas so the
evidence, and the assessment process
to engage with their portfolio and allow impact would be very significant. The
to take place. The second phase was to
online for cross moderation. Without College runs the Construction Hub for
develop a digital course file that
these features assessment and IQA N Ireland.
reflected the requirements of the IQA/
“The digital portfolio has made evidence
processes become restricted and
fragmented, with learners only being to Problem Definition
EQA process. By the end of stage 2, the gathering for assessments more efficient. The
submit work when in the college. Within the construction trade vocational
whole assessment and IQA process structure and tools included in the portfolio
would be digitised and on a platform
areas the process of gathering of
that allowed for online development allows the learners to capture evidence in a
The development and use of a digital evidence was intensive and time
portfolio would enable a new method of consuming. Students carried out the
and assessment of students work. range of ways using their devices. As a lecturer, it
working for both the learners and the assessment gathering their evidence
A pilot was agreed for the L2 Plumbing
lets me track progress and simplifies the
assessment team, allowing them to then had to print out and write up their
engage online using various digital evidence in a paper-based portfolio. The
and Heating NVQ and the L2 Electrical assessment and IQA process.”
Installation qualifications. A structure
devices. It would allow learners to Assessor would have to track this and
capture evidence easily and upload write up the folder. The folders would
was developed for both qualifications Graham Thompson- Lecturer in Plumbing
following good practice, capturing all
then have to be IQA’d across campus at
the required elements of the
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CASESTUDY CONSTRUCTION, ENGINEERING PBL for the level 2 students has seen a
rise in lack of engagement as their
knowledge within the industry has been
Conclusion
The digital Portfolio development and
implementation has been a great
The level 2 PBL has been impacted
more significantly by the local lockdown
because so much learning and
SERVICES AND SKILLS FOR WORK
10
limited due to them been put onto success and has allowed both students assessment time has been online.
furlough. and lecturers to continue the excellent Level 3 programmes have had better
INCORPORATING PBL INTO Approach
PBL has been incorporated within the
training that SERC provide across all
areas.
engagement and the students’ skills
development (vocational and
transversal) from the PBL activities has
ONLINE DIGITAL PORTFOLIOS plumbing course for several years now
though Enterprise Fortnight and the
The inclusion of PBL pedagogy into the
online portfolio allows the students to
been significant. These will give them a
significant advantage in progressing
FOR PLUMBING TRAINEES AND ongoing qualification assessment. To
address the new restrictions that we
now find ourselves in our approach was
capture evidence for both practical skills
and theoretical knowledge in the same
online place.
from an apprentice to running their own
business and employing future trainees
from the College.
APPRENTICESHIPS now to deliver the qualification and PBL
online, so the learners were not
disadvantaged in anyway.
Enterprise Fortnight for students was
still held and this give the students the
opportunity to showcase their projects
across the campuses meeting all
COVID-19 regulations. Students were
given a dedicated room and time slot
and judges would call to the location
and see the student’s projects keeping
the movement to a minimum.
With the implementation of the digital
portfolio incorporating PBL scenarios
over the course, this now allowed the
students to capture their evidence and
continue the assessment process.
Students would be given a breakout
room via teams and this allowed them
to meet and discuss in group how they
would manage the project and record
their findings.
Author Motivation Problem Definition
Julian Wilson When the COVID-19 pandemic took Embedding PBL pedagogy can be
Results
Deputy Head of School Construction place the world was gripped with fear challenging at the best of times for both
With the new digital portfolio
and the Built Environment and uncertainty. This would completely students and staff. Using this
implemented across plumbing this has
transform the way we live, work, and methodology in a global pandemic with
allowed the PBL activities to continue
learn. Colleges found themselves having significant lockdown periods and almost
during the restrictions.
to deliver their classes online and having all delivered online is a significant
to use MS Teams to achieve this. Paper challenge. Online learning has proved to
Some of the tasks the students
The PBL Tasks throughout the assignments have
based learning and assessment for be a challenge for some students and
Project Based Learning activities and lecturers having to learn new digital
complete during the PBL scenarios played a great part in making me understand
student evidence folders would make skills via different platforms almost what all is required for a Pacific job from the
Students complete sketch to give the
life very difficult for both the student overnight.
customer rough idea of the system tools right down to how you price the jobs. By far
and the lecturers. The plumbing
department at SERC used this as the Students also face challenges in not
layout. the best part of the PBL task would be looking
motivation to commit fully to digital having computer equipment to access
Students completing real life PBL
through the different situations and jobs you will
portfolios and embed PBL into the online learning in addition to acquiring
assessment process and make learning the online technologies digital skills.
come across within the industry.
Tracking and reflection of the PBL Tasks
more enjoyable for students and staff. There has been significant support from
their lecturers, and it is now possible to
Chris Hughes Level 3 NVQ plumbing
deliver large parts of their course online.
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CASESTUDY HEALTH AND EARLY YEARS Learning from the approach adopted in
the first lockdown (March - June 2020)
staff and students:
In order to accommodate online
delivery and deal with COVID
restrictions, Moodle sites were designed
Results
Tutors found Teams and Assignments
‘easy to navigate’ and the ‘one stop
ESSENTIAL SKILLS : THE
11
• Continued to develop teaching skills. and developed for administering the shop’. They also found student
• Continued learning and assessment digital Initial Assessment and the induction onto teams was more
CHALLENGE OF ONLINE through MS Teams.
• Logged the student’s journey /
progress on the ES Tracker.
Diagnostic Assessment, thus allowing
these results to be entered onto the
college developed Essential Skills
successful for adults rather than FE/TfS.
The online moderated assessments,
Initial Assessment and Diagnostic
LEARNING Cognisant of staff and students’ needs in
Tracking App along with students’ target
levels. These were moderated
Assessment (IA/DA) proved to be
successful. The new standardised IA/
adapting to a fully online modality for assessments which involved mics on, DA/interim tools were accurate put
the academic year, the ES management cameras on and real-time submission. together. Student feedback showed that
team identified additional elements that In addition to these sites, and in ES learners were more willing to engage
needed to be addressed, namely: collaboration with OCN, the ES team with their camera and mic on, which
• Identify and sharing good practice made other key changes to operations. could be seen as confirmation that the
from the previous learning. ‘Mock exams’ were no longer available moderation process was clear and
• Further standardisation on how as exams could not be taken under accepted by learners.
evidence was gathered through MS normal circumstances. Final assessment
Teams. problems were further compounded Conclusion
• Monitor and encourage attendance when DfE announced that there were to Online learning accelerated the ES
and engagement. be no exams for FE from March teams’ evaluation and reflection on
onwards. In the absence of guidance teaching, learning and assessment
‘Sharing best practice’ events were regarding evidence required for the strategies and required a re-design and
successful as they were led by awarding of results, additional Moodle rapid development of resources and
practitioners. For example, a practitioner sites were created for literacy and Moodle sites. A learner profiling strategy
introduced assignment functions within numeracy. These sites were populated was developed to measure exam
MS teams. The peer-to-peer instruction with ‘Moderated Interim and Summative readiness and shared with OCN. This
culminated in the widespread adoption Assessments’. The ES team also re- strategy is reflected in their pandemic
of the function by ES colleagues. From designed and created additional response strategy as teach, assess and
this interaction, ES staff also agreed a interactive Moodle sites and classroom bank. Staff pedagogical and student
standardised structure within their MS resources, including new entry level engagement skills have developed at
TEAMs that would allow for the tracking sites. Students could study pace. Student attendance and
of engagement, teaching and learning asynchronously as they home- engagement is good at 75-80%. The
activities for each ES area. Within Teams schooled, cared for dependants or slower pace of online learning
sites Channels were used for teaching worked in front-line services. All ES compared to face-to-face teaching
resources, Assignments for submitting learners had access to the same means that further supportive measures,
work to Moodle was embedded for resources, on-line support, feedback such as on campus surgeries and clinics,
Authors: Motivation the issue of capacity and social
additional support materials. and could see their own progress on the will be timetabled when restrictions are
Michelle Devlin The landscape of COVID-19 required distancing, it created its own challenge.
Teams Assignment tracker. relaxed. Students can then receive
Head of School SERC to adapt operational and strategic The challenge was to create a well-
The high online attendance rates were additional assistance as needed.
Annette Dixon plans for 2021. This included: teaching / structured teaching and learning platform,
testament to the staff commitment and
Deputy Head of School learning modality, classroom capacity support materials and assessments. This
motivation to keep students on track.
Eddie Conlon and managing the flow of staff and provided an opportunity to review
This was achieved through rapport
Curriculum Manager students in buildings to comply with teaching and learning strategies and
building, the use of channels and
social distancing. A strategic decision incorporate upcoming concepts such as
break-out rooms in MS teams as small
It was a challenge at first and still is. The main
was taken by HOS and school digital skills, e-portfolios and develop
management team to fully deliver engagement strategies. Providing
group teaching, contact with students win is to establish a rapport with students and
Essential Skills (ES) classes online; the assurances of validity, authenticity and
outside of teaching time whilst engage them in the first few minutes of the
maintaining joviality and fun. This
exception being adult classes where a robustness in assessments to
approach correlated to the SERC’s lesson. This can be discussing football, TV
blended approach would be adopted. Stakeholders such as CCEA and the
This also meant that vocational practical Awarding Body, remained a challenge in
student engagement research which programmes or any topic. Once established,
highlighted 3 main requirements
lessons could proceed in line with DfE both the COVID-19 and online landscape.
reported by students:
students engage very well.
and Public Health guidance and
• Know what they have to do.
restrictions. Approach Quote from staff member
• Feel staff cared about them.
The school management ensured that
• Make it fun.
Problem Definition the Essential Skills team collated
While the decision to deliver Essential sufficient evidence and progress logged
Skills classes online helped to address on SERC’s ES tracking system; should
college assessed grades (CAG) be required.
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