There is a large body of research based on virtual learning environment (VLE) use within higher education (HE), but less within vocational further education (FE), writes Wendy Coley, College of Harringay, Enfield and North East London (CONEL).
The teacher and participants in this case study were purposefully chosen because they use the VLE more extensively than other construction departments in this general further education college.
The participants in this case study have access to an open-source (freely available) VLE platform called Moodle, a VLE based on social constructionist pedagogic principles designed to enhance teaching, learning and assessment (TLA).
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Chloë Hynes reflects on the year she undertook Advanced Teacher Status (ATS) and the emotions that came with it, from initial feelings of being overwhelmed to a pride in challenge herself and pushing boundaries.
Mark Hobson, former lecturer in Further Education (FE) and Higher Education (HE), teaching Maths, Statistics and Engineering Principles, explains why he believes learning styles must be taught as part of teacher training and not become a ‘box-ticking’ exercise.
In this blog, Charlotte Bonner, National Head of Education for Sustainable Development (ESD) at the Education and Training Foundation (ETF), discusses her insights from two sessions at the World Skills UK CPD event, ‘Developing excellence in teaching and training’.