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EILT

Understanding how Embedded ILT is used in Learning
by

Mehdi Mousavipour

on 9 June 2010

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Transcript of EILT

EILT the way forward What is an embedded approach?
An embedded approach requires teachers with different specialist expertise to work together to effectively support learner achievement and success. Unit 1- Understanding embedded approaches for the use of ILT Unit aim
The aim of this unit is to enable candidates to develop knowledge and understanding of successful embedded approaches to the use of ILT, and its impact on learners. This will include analysis and evaluation of an organisation’s approach.
Learning outcomes
There are two outcomes to this unit. The candidate will be able to:

•Demonstrate knowledge and understanding of successful embedded approaches to the use of ILT and their impact on the achievement of learners
•Demonstrate knowledge and understanding of an organisation’s approaches to embedding ILT
Unit content
•Current research and practice in the field of embedded approaches
•Principles of embedding
•Factors affecting success in embedding
•Local policies and practices in embedding
•Evaluation methodology
Assessment Write a paper to convince colleagues at various levels of your organisation of the benefits of adopting an embedded approach to developing ILT skills. You should include in your paper:

•key features of successful embedded approaches
•factors such as the attitudes and motivation of staff and students
•consequences of not adopting an embedded approach
•current research and supporting theories of ILT learning
Select an organisation that has adopted an embedded approach to integrating ILT and:
•carry out an analysis of key features of that approach, identifying important features that lead to success
•carry out an evaluation of the effectiveness of the approach employed by the organisation
Unit 2 - Understanding how ILT is used in learning Unit aim
The aim of this unit is to enable teachers of other specialisms to understand how ILT skills are used in learning.
Learning outcomes There are two outcomes to this unit. The candidate will be able to demonstrate knowledge and understanding of:

•How ILT skills are used in a broader learning programme
•The planning, delivery and assessment cycle of a learning programme in another area of specialism
Unit content •Analysis of ILT skills required by teachers
•Identifying the effects of ILT on achievement
•Identifying the effects of limited ILT skills on planning, delivery and assessment
•Evaluation methodology and reflection
•How ILT skills are used in a specific learning programme
For a selected learning programme, work with specialist teachers (ILT) to analyse the ILT skills required by teachers delivering the programme. Discuss how limited ILT skills can affect learners within the programme. Carry out an evaluation of current delivery of learning and assessment in the programme. Assessment Unit 3 Planning embedded approaches for the use of ILT in developing subject focused knowledge and skills Unit aim
The aim of this unit is to enable teachers of other specialisms to know and understand how to work in teams in order to plan for an embedded approach to the use of ILT in learning and assessment, as well as to understand the use of resources to support an embedded approach. Candidates will develop understanding of relevant theories of learning, the principles and practice of embedding and research relevant to the area.
Learning outcomes •How to work in teams to support and embedded approach to the use of ILT
•How to plan for an embedded approach to the use of ILT
•How to plan for the delivery and assessment of learning in an area of specialism through the embedded use of ILT resources
Produce a project plan for a selected course team to embed ILT within a specific course/programme. The plan should include:

•team working and roles
•the ILT needs of teachers in relation to their course
•assessment and monitoring
•Resources that you have identified, evaluated and adapted.
Assessment Unit 4 Implementing embedded approaches for the use of ILT in developing subject focused knowledge and skills
Full transcript