What is our Vision for Learning at Leeds City College?

Following the successful Ofsted inspection in May 2012, the College  recognised that we can still further improve teaching and learning.

The original thinking was to redraft the teaching, learning and assessment strategy, but given the changes in the Ofsted focus and the college mission to be recognised as an exceptional college the view was taken that perhaps more radical and forward thinking approach was required; we needed to be more visionary!

Vision – ‘intelligent foresight…….’

What will learning and teaching look like in the future?

At the moment, we quite like this approach to how learning will change; but we may change this as we further develop our vision:

  • Personalisation – learning is personal to the individual; note a subtle difference between personalised (for the individual) and personalisation (the individual has greater autonomy in structuring their learning)
  • Collaboration – sharing and collaborating in learning communities
  • Informalisation (informal learning) – challenging traditional classroom-based teaching; learning can take place ‘any time, any place anywhwere…….

The above diagram is taken from the following report The Future of Learning:Preparing for Change

The report is well worth reading and covers a range of different learning scenarios. It can be found here

The fundamental question is, what will learning look like 5, 10, 15 or more years for now?

GFE has always catered for a broad spectum of learners who present a range of different needs; one of the sectors greatest successes is the inclusive approach to learning.

Learning and learner needs will change, staff skills and our whole approach to learning also needs to change.

To develop the Vision4Learning, V4L at LCC, we have initially looked at the following:

  1. What do we want learning to look like in 2015 (note the focus on learning as opposed to teaching)?
  2. What do we (the college) understand by outstanding learning (and teaching and assessment) although we are recommending we use the word ‘inspirational’ rather than outstanding?
  3. What are our priorities for learning, now and over the next 2 – 3 years and how do these align with business need?
  4. What knowledge and skills do we want and need our students to develop?
  5. What new skills (and knowledge) do we need our teachers to develop to realise our vision?

Additional information will be posted on this blog and staff are encouraged to join the debate.

“When your views on the world and your intellect are being challenged and you begin to feel uncomfortable because of a contradiction you’ve detected that is threatening your current model of the world…pay attention. You are about to learn something.” 

William H. Drury, Jr. (1921-1992); Professor, Author

We need staff to contribute to the LCC V4L discussion, please post below……..

What do we want learning to look like at LCC in 2015?

What do we (you) mean when we talk about outstanding teaching, learning and assessment?

What should be our priorities for teaching, learning and assessment and how do these priorities align with business needs?

If we think about learning from a student perspective, what would be inspirational learning?


6 thoughts on “Background

  1. Very keen on the personalisation vs personalised distinction. ILPs too often owned by the tutor, not the student. Students typically ignore them until foisted upon them by the tutor. We must promote, facilitate and ultimately demand greater autonomy from students.

    • Hi voice yes we still have a lot to do with regard to the true personalisation agenda. No students need to have much greater ownership and control of their ilp. The Web star ilp needs much more development to make it more interactive and perhaps even based on Web 3.0 principles. We need the expert input and development time to achieve this.

  2. Learning needs to be more closely linked to employment. Students need to relate what they are learning to what they hope to do in the future. Employers and colleges need to work closely together and students need to spend more time out of the classroom and in work experience in the environment in which they hope to work. We need to build these relationships between college, students and business so that more students get jobs in the industry in which they are studying.

  3. I am pleased LCC continue to ask these critical questions.

    My 3 grandchildren will leave school in 2028,2030,2031. They will be leaving schools with no pens,no paper,no interactive whiteboards,no hard copy books. They will be working with screen based,gesture and touch technology,learning analytics,instant voice and text feedback,speech to text and text to speech software and context related anytime,anywhere learning and assessment.

    They will have school teachers confident,comfortable and competent using technology to improve learning and assessment.

    Will they come to Leeds City College?

    What do you think?

  4. Develop on the basis of prefer evidence based strategy not preferred strategy based evidence – so start from learner voice & other wider research evidence (external & internal). I would encourage everyone to view this development as very much part of their own reflective journey as a teacher and an opportunity for authentic collaboration as well.

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