Making room for quality learning

Alistair McNaught
4th January 2021

This reflection was contributed as a submission for a 2 Star Badge in The Digital Teacher (Leading)

Give a brief description of your work context and responsibilities, e.g. your teaching background, experience, type of organisation (e.g. FE college, ACL), subject/curriculum you teach/lead, your learners (skills level, any particular inclusion needs, age range of group, size of group)

I am an independent provider supporting a wide range of institutions including colleges and universities in teaching more inclusively. My learners are adults with a wide range of experience from newly qualified teachers to very experienced lecturers.

How did you use the learning from this/these module(s) (briefly describe the learning context, with a focus on The Digital Teacher)

The flipped learning module was a useful reminder. I have used flipped learning many times before in a variety of contexts but sometimes you just need a reminder to revisit old skills. I have very packed online training course that I provide for lecturers.
This is delivered to a group of around 20 people at a time and is designed to cover both the background to accessibility legislation... more

How did you adapt/modify activities and/or resources for your context providing alternative approaches with specific reference to The Digital Teacher practices?

One of the reasons the session took extra time was because it involved activities where participants had to suggest ways of making different resources more accessible. This was a collaborative exercise involving Google forms. Value in the activity was twofold, firstly, getting participants to think about alternative ways of improving accessibility and, secondly, discussing the range of results... more

Provide any examples of any new approaches tested out.

The flipped activity involved looking at screenshots from 4 different types of video used in teaching and learning. Participants had to assess the most appropriate accessibility support (captions, transcript etc) given the pedagogical context. They then had to justify their choice. There were 6 options available for each video. One of the key teaching points was that there was no single... more

What worked well, or did not work so well? How would you approach the activity/use the resource differently next time?

As is always the case with flipped learning, it can take time to build a learning culture with your learners so that you can guarantee that most of them will do the task as set. This is much harder to do with a learning community that only lasts one hour in your presence, so inevitably some learners hadn't completed the task beforehand. This can be mitigated by sending a reminder email the... more

How did the learning from the module(s) impact on the quality of the learning experience?

I already knew the content I needed to communicate within the timeframe. The modules helped me to focus on the activities that were best done as individuals (in a flipped context) compared to activities that were richer for the synchronous discussion.

How have you initiated strategic change/quality improvement in relation to The Digital Teacher, eg at a peer, department, organisational, regional, national level)?

The content of the training courses I deliver demonstrates how inclusive teaching and learning can be achieved by simple changes to practice. It also shifts people from seeing accessibility as a legalistic, restrictive concept to being something that, through intelligent compromise, can foster innovation and engagement. The training is also built on a cascade model, with the institution... more

What will be your next step in bringing about further change?

Encourage more people to take the training!

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About This Reflection

Level
Level 4
Keywords
Teaching and Learning Accessibility Flipped learning Online Learning

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