FE | Centre for the Use of Research & Evidence in Education (CUREE)

Possibility Thinking: Reimagining the Future of Further Education and Skills

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possibility-thinking.pdf

These essays are deliberately optimistic and each responds to a ‘what if’ question, with authors being invited to respond with deliberate idealism about the future possibilities. The collection has not been designed with the intention of providing a single narrative, but rather to open up new trains of thought, to offer provocations and challenges, and it covers divergent themes and ideas. We have focused on what the sector can do for itself, mindful of the policy context, but occasionally identifying ways that policy might enable, rather than constrain, sectoral innovation and public value

About the authors 2

Acknowledgements 4

Foreword - Dame Ruth Silver 5

Introduction - What if the further education and skills sector got a little more optimistic? - Mark Londesborough 7

ResearchED FE and Vocational - Enhancing FE Learner Skills

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Enhancing-learner-success-in-FE.pdf

PDF of Philippa's presentation to the first dedicated ResearchED for FE and vocational education held at BSIX College Hackney on 3 December 2016

Assessing grey matters: joint practice development of everyday work in the classroom

Aim: The purpose of this research was to identify, implement and evaluate, collaboratively with five other members of our A level Business team, assessment for learning (AfL) practices that could best support and develop our students A level education.

Using assistive technology to enhance learning

Aim: How did students with learning differences use assistive technology (AT) to access learning? How can tutors be supported to develop their knowledge regarding AT? How can the use of AT be developed further?

Habitats for teacher research

Aim: The report of the survey of practitioner use of research carried out in England in 2011 by the NTRP.

Effectively supporting students' transition into AS level study

Aim: The aims of this project were twofold; Ensure teachers in an 11-16 school understand the transition to AS Level from students perspectives in order to support the process and reduce drop out rates ; and Develop students from an 11-16 secondary settings understanding of skills, attitude and level of independence required for success at AS Level study.

The role of digital voice recorders in promoting learner autonomy

Aim: The aim of this study was to investigate the impact of using digital voice recorders with beginner ESOL (English for speakers of other languages) learners, to answer the following questions: To what extent does the use of a digital recorder enhance learners language learning experience? To what extent does it lead to improved language performance? To what extent are beginner learners of English (E1/E2) capable of scaffolding each other and is this effective?

What do you mean I should think for myself?

Aim: The project evolved as an investigation into whether peer assessment could be used to improve students independent learning skills in the lifelong learning sector.

Does using voting sticks technology enhance teaching and learning?

Aim: To assess the impact of voting sticks technology in terms of engaging hard to reach learners, creating interactive learning resources across the curricula and assessment.