The Learning Technologies Unit website

This module has substantial placement components, and e-Learning is used to deploy materials and to keep in touch with Beginning Teachers (BTs) during their placement periods. This course has evolved over many years, so the use of online technologies was incorporated bit by bit on different levels. The whole course is currently in the process of being restructured.

The Secondary PGCE course follows a strict structure, starting with introductory lectures and seminars on school teaching in general and subject studies in particular. In later phases, BTs spend most of their times in schools, observing practice and accumulating own teaching experiences. The school placements are monitored and accompanied by regular seminar days and occasional study weeks at the Institute. E-Learning plays a supportive role: a Virtual Learning Environment is used as an information repository and announcement board, occasionally as well as a communication/sharing medium. A custom website has been created to manage the liaison with partner schools; finally e-mail is heavily used to keep in touch with BTs during their placements.

The Art & Design subject engages BTs in a range of studio-based workshops, which are defined as 'environments for enquiry'. The module's workshops encourage experiential learning, building on BTs' own experiences and skills, starting with their prior learning and practice. The learning tasks are based on contemporary arts & design practice involving working with museums and galleries. In a final exhibition, BTs articulate their developing personal philosophy for art and design education. Some of these activities are supported by e-learning, such as sharing of lesson plans or subject-related discussions electronically.

Assessment is divided into three areas:

1. Subject Studies: formative and summative assessed tasks and written work (6,000-10,000 words)
2. Professional Studies: formative and summative assessed tasks and written work (an oral presentation 10 mins with an evidence based enquiry 3,000-3,500 words)
3. Practical Teaching Experience: 5 formal assessments per placement, kept in an Assessment Record File. BTs build up a Professional Development Portfolio for evidence in support of their claim for QTS Standards.

Professional conduct, attendance and punctuality is also monitored and recorded.

BTs must also pass a TTA online skills test in numeracy, literacy and ICT.

In Art & Design, e-learning is not used in the assessment process.

Currently BTs compile paper-based portfolio, however, a plan for introducing eportifolio is underway. But there are some technical challenges that are being addressed prior to launching eportifolio.

Tutors monitor the performance and development of each individual BT through school visits and by proactively keeping contact throughout the study period. The VLE ensures that BTs can access relevant information at anytime and location, and a custom-designed partnership website manages various aspects of the liaison with schools and providing support for the first steps in the actual teaching career. Students get technical support from a part-time IT technician who specialises in Art and Design hardware and software resources. Links to useful websites and materials such as Ofsted inpection reports are provided. A lack of email faciltiy on Blackboard is limiting opportunities for online discussions.

Formative feedback on assessment tasks is provided utilising a standardise form both in print and electronic format as appropriate. In schools feedback forms are not electronic. A London-wide agreed standard form, Assessment Record File (ARF) is used.

BTs should have a good first degree or graduate equivalent in the area of art and design, including fine art, craft, design and the history or theory of visual culture, or a substantial element of one or more of these in combination with another subject. If they are an art history or cultural studies graduate, they need to provide evidence of their practical ability. Generally, many students join the module with an extensive industrial experience in art and or design. Some of them are highly IT literate.

The Secondary PGCE is led by two course leaders, and each of the subjects have a subject leader plus one or more tutors, if applicable. The tutors take over most of the teaching load and the monitoring and guidance throughout the course. Subject and course administrators contribute to the dissemination of information.

• The staff responsible for the module include:
• Course Director (whole PGCE), Subject Leader, Tutors, Administrator

• Leading and managing the course
• Institute Partnership Managers (IPM)
• linking IOE & School
• monitoring of school quality
• Subject Mentor / co-tutor
• is a school-based subject specialist person who supports the student in school

A course handbook provides guidance for all aspects of the course Studio space and facilities, including darkrooms and 3D workshops are provided. A purpose-built suite of Apple Mac computers caters for the increasing relevance of new technologies in art and design education is avaialble. Resources such as the National Curriculum for Art and Design and various authentic materials are used.

Dedicated rooms and staff are deployed to deliver the module. BTs also produce own materials, use their materials or packs including CD’s and images to teach their peers. These materials will be put on Blackboard.

Main content formats

Main content producers

Main delivery formats

Most of the communication is done face-to-face or by email. Smartgroups were seen as more conducive for communication than Blackboard. Links to resources and artists are promoted.

For 2/3 of the course duration, BTs are outside IOE, therefore e-learning extends learning outside the IOE. It also facilitates sharing of information (lesson plans, teaching packs, resources etc.) BTs can access resources anytime. A&D want to engage BTs in cutting edge technology. New technologies can make this possible. However, there are certain barriers that impede use of new technologies including:

• tutors are learning as they go along continuously
• tutors are stepping forward, but progress is slow
• institutional uptake is slow
• knowledge is limited
• funds are limited, e.g. resulting in a limitation of file-sizes that the IOE IT system can cope with
• Mac vs. pc divide is still an issue, i.e. some software packages do not work on either system
  

• Be patient & realistic about new technologies
• things don't happen overnight and they take time
• think about the rationale for using a piece of technology; "why" questions are asked often, sometimes resulting in a "No" decision, which is important to be selective
• Critical engagement (also with the technology) is therefore vital
• Be prepared to learn from your mistakes and improve your professional practice

The two course modes are:

• either 1 year Fulltime (age range 11-18)
• or 4 terms Part-time (age range 14-19); mix of secondary and post-compulsory PGCE; many people on the later course want to become practical artists.

All forms of media formats are used to deliver this module.