1. Teacher
1.1. Expertise, Skills & Knowledge
1.2. Part of Multi-Disciplinary Team
1.3. Resp. for Planning, delivery, Monitoring & Evaluation
1.4. ERT
1.4.1. Lack of prep time
1.4.1.1. State of panic
1.4.1.1.1. Effects?
1.5. Blended
1.5.1. Retrain teacher - TEL
1.6. Student/Teacher relationship
2. Students
2.1. Low Digital Skills
2.2. Learning Difficulties
2.2.1. Learning style not supported
2.2.1.1. Literacy, Numeracy etc.
2.2.1.1.1. provide good foundation and core skills
2.3. Poor online engagement
2.3.1. Miss social aspect
2.3.1.1. Lacking confidence in ICT
2.3.1.2. Social interaction
2.4. No access to tech.
2.5. Less learning time=Increased Dropout
2.6. Want engaging materials
2.6.1. Consider changing/including modules to engage learners
2.6.2. Progression
2.7. External influences
2.7.1. Childcare
2.7.2. Lack of study space
2.7.3. Mental health
2.7.4. Extra family responsibilites
2.7.5. Lack of time
2.8. Identify the Learner
2.8.1. CE scheme, refugee, early school leaver, re-training, retired, diverse, unemployed, limited prior learning/experince
3. Module
3.1. Needs Review
3.1.1. Restructure to include Blended Learning
3.1.2. Survey previous 4 cohorts to gain opinion of modules - what changes? why?
3.1.3. Multiple choices for non-compulsory modules
3.1.3.1. Possible - Barista, Interview practice, Customer service, telephone skills, role play
3.1.4. Designed for face to face
3.1.5. Include holistic approach, differentiation
3.2. Modify: Teaching, Learning, Assessment Methods & tools
3.2.1. Support learners with extra resources
3.2.2. Assessment tools & techniques
3.2.3. Teaching/Learning methodologies
3.3. Identify: Life, work & Learning needs = Differentiation
3.3.1. Core Skills, Transferable skills, Employability,
3.3.1.1. Make learning more fun and interactive
3.3.2. Consider social & emotional needs
4. Barriers
4.1. Covid
4.2. Less face-to-face
4.3. Access to Technology
4.3.1. Digital Poverty
4.3.1.1. Poor ICT skills
4.4. Isolation
4.4.1. Loss of social Interaction
4.4.1.1. Disengagement - Students/Teachers
4.4.1.1.1. Decreased Motivation
4.5. Lack of confidence
4.6. Learners pace of study - autonomy?
5. Staff
5.1. Consider & respond to Personal circumstances
5.2. Consider factors impacting students
5.2.1. Consider social & emotional needs
5.3. Consider external learner responsibilites
5.4. Consider staff needs
5.4.1. Staff training
5.4.1.1. ICT resources for staff
6. Our Team
6.1. Multidisciplinary
6.1.1. Scribe, ICT, Translator, SNA, QA, Programme Co-ord, General & vocational teaching staff
6.1.1.1. Knowledge & skills
6.1.2. Guest speakers
6.2. Responsible for redesigning programme, suggestions & proposals for adaptation/change & rationalise changes.
6.2.1. Who is?
6.2.1.1. Client
6.2.1.2. Learner
6.2.1.3. Employer
6.2.1.3.1. Sample employers to determine minor modules
6.2.1.4. Agencies
6.2.1.4.1. H.E. QQI,
6.2.2. Who's paying/funding
6.2.3. Build:
6.2.3.1. Social interactions
6.2.3.2. Support networks
6.2.3.3. Resources
6.2.3.4. UDL?
6.2.4. Objectives
7. Impact Analysis
7.1. Increased Dropout = from 15 to 60%
7.1.1. Implications for next year's course
7.2. External Responsibilities
7.2.1. Care givers
7.2.2. Home Schooling
7.2.3. Mental health
7.2.4. Low confidence
7.2.5. Financial
7.2.6. Lack of study space
8. Create new program (match to learner profile)
8.1. Discuss viability - not working in current format.
8.2. Mandatory Modules
8.2.1. Work Experience 3N0587( 10 credits) Application of numbers 3N0928 (5) Personal and Interpersonal Skills 3N0564 (10) Digital Media 3N0552 (10)
8.3. Elective Modules
8.3.1. Option1
8.3.1.1. Culinary Operations 3N0549 (10) Personal Care and Presentation 3N0596 (10) Health & Fitness 3N0531 (10)
8.3.2. Option 2
8.3.2.1. Container Gardening 3N0883 (10) Outdoor Vegetable Crop Production 3N0890 (10) Garden Planning 3N0530 (10)
8.4. Added Value Modules
8.4.1. Option 1
8.4.1.1. Barista Colour Me Beautiful Makeup Artistry Reading Labels
8.4.2. Option 2
8.4.2.1. Introduction to Mindfulness & Meditation Recycling & Composting Wildflower identification Fungus Identification