Formal training provision has been technical rather than pedagogical. For the last few years, training has been available internally in the use of a variety of applications including Blackboard, Qmark, Office, Hot Potatoes, and in the use of cameras and scanners. Once trained in the basic use of these applications (eg Blackboard), the decisions on further training and development were driven by the learner. CPD opportunities have been offered during learning week where two days training can be accessed. Other CPD training opportunities are agreed within the departments/schools and are subject to scheduling availability. The details of training are recorded. There was no follow up to find out whether training needs were met and whether specific applications in which training was provided were actually being used.
To date, all staff have been required to complete an ICT competence self-assessment11 form that asks them to state whether they are able to complete certain ICT related tasks. There is no verification that their assessment is accurate. They were then asked to request training for the tasks they stated they are unable to complete. No formal process was in place to take the self-assessment results or ICT training record into account or included in the appraisal and professional development process. All corporate staff are now targeted to complete ECDL.
Medium term plans include:- providing guidance on e-learning qualifications for all teachers and identifying the skills appropriate to each subject discipline
- exploring alternative ways of improving access to ICT equipment and resources for trainee teachers and visiting tutors
- providing e-learning guidance for support staff
- providing access to training and development for teachers and support staff to become skilled in the use and evaluation of e-learning in their subject
- using e-learning for professional development of college staff, with special provision for those who work part-time.
In addition, the adoption of technologies is envisioned as being part of a change management and innovation process. This means:
'Embracing new pedagogies;- Engage the Teacher Training unit in debating their role in supporting teachers in the development of new pedagogies.
- Access the networks of subject-based centres of excellence across the sectors, to debate and articulate the principles of pedagogy and practice for e-learning.
- Capture and share new forms of e-learning pedagogy being developed as a result of the National Learning Network and College innovators.'12
..continue to developing the educational workforce (p2)
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