DIVERSASIA - Best practices

Learners at Bridge Training Ltd (BTL) have been using ICT for learning and assessment in their entry level 3 plastering qualifications. Context: BTL has been an approved training provider since 1989 and is situated close to Gloucester’s city centre. It is within three miles of five of the top 10 deprived wards, with the majority of learners living in these areas. Focus of inclusive practice BTL was aware that many learners were not succeeding due to a lack of vocational opportunities and that variety of opportunity is an important part of ensuring that learners are effectively engaged. The project recognized that learners who have been disengaged from learning will need to engage in training at differing rates and the flexible nature of this project made this possible. The aim was to produce an e-portfolio that would contain a wide variety of evidence to satisfy the qualification criteria. Method of inclusive practice: The assessment evidence comes from: a. High quality CCTV: This is a true time (high quality without time delay or juddering) system. Sixteen CCTV cameras were installed in the Plastering Department to cover all areas and activities carried out on a daily basis. The cameras record learners producing naturally occurring evidence onto a 500GB hard drive. The learners become used to the presence of the camera within the environment, thus removing the problems associated around nerves and confidence. It is the responsibility of the tutor and assessor to select and collect recorded evidence to submit to learners for input to their portfolio. b. On-screen tuition: Plastering is a craft that cannot easily be taught through text or lecture alone. It must have an element of demonstration to be effective. BTL has also found that 16-19 year-olds are often not keen to seek assistance within earshot of their peer group and will generally become frustrated and even aggressive on occasions, if the tutor highlights the difficulties they are encountering. Television screens with DVD players have now been installed above the plastering booths, which give the learners the ability to select the plastering activity that they require. They can then view a demonstration as often as they require. They can practise in unison with the visual demonstration. c. Smart Boards with Interactive voting system: Smart Boards have been installed. Learners can attend tutor-led sessions using the Smart Board and can answer questions using the supplied keypad through the voting system. This can then be saved as an electronic file and submitted into the e-portfolio. Learners with very low levels of literacy or learners with dyslexia can attend the plastering department and receive specialist assistance. d. Auditable scanning software: One of the problems found with e-portfolios was the proof of authenticity of the originator. BTL has purchased scanning software that records the originator’s details and logs each occurrence of editing. It also keeps the original version. Level of success: It is early days, but BTL feels the results are promising.