Lynne Taylerson

Lynne Taylerson

Director, Real Time Education.
PhD Education (informal learning)
Working in FE, HE, ACL and WBL to embed digital learning.
Teacher educator, mentor, curriculum designer
Tweets @realtimeed

Location Bewdley, Worcestershire


  • This is a fascinating case study, thank you.
    In FE we have used a similar activity as part of the ShS Digital Pedagogies course but using Padlet. Teachers are invited to investigate a digital teaching tool from a range of a dozen or so via 'explainer' videos (e.g. GoConqr, Menti) and then write a short post explaining its value and use with learners they...

  • Thanks for your interest @Yi-ShanTsai - I am finding this MOOC fascinating and valuable so want to take time to say what a great course it is!
    The Creating New Learning Initiative strands on pedagogy, virtual learning environments, personalised learning, Vocational Curriculum and digital learning (my strand) report back at the end of 2020.
    There are some...

  • Thanks Amy, this will be a really valuable model to use when beginning dialogues on digital pedagogy and programme design!

  • I think that blended learning has served us well for many years, and perhaps the time has come now to adopt different terms for different activities and associated pedagogies involving technology use?
    I am beginning to favour DOL - digital and online learning. It acknowledges the fact that technology mediated/enhanced activities take place in physical...

  • Really relevant topics and schema for me as I'm currently working on a desk-based research project for the European Training Foundation (ETF) into Digital and Online Learning (DOL).
    The EMBED model appears really valuable, thank you!

  • There are a range of options for this Amanda. You might like to look at

  • Great strategies for gradually reframing the resources learners anticipate working with Jaki. For thise who have always been accustomed to working with text-heavy course books, infographics can be a great way of presenting information. Maybe you can give them some infographics/storyboard creator tools and suggest that they submit some assessment tasks in this...

  • Wonderful examples, Jaki.
    I would hope, Jude, that an SLT team might be persuaded that learners undertaking these kinds of activities would be building wonderful digital employability skills and broadening their communication skills, too. Is it worth making that argument, maybe? And using Jaki's examples to help you, of course!

  • Great tip, David, thanks for sharing. This may be a valuable alternative for providers (or independent tutors) who don't have access to a large VLE platform.

  • That's a fabulous example of how creating bespoke, supportive strategies using technology may lead to activities which are more engaging for a whole group. Thanks for sharing this brilliant example, thanks for sharing, Jaki.

  • This can be a powerful way of getting learners to examine and analyse the assessment criteria on the course and see a range of different approaches to meeting them, Sonja.

  • @CharlotteCogle That's great to hear - let us know what your plans are for taking this forward.

  • You're quite correct that organisational culture plays a big part in BL success, Charlotte. Could you look to gather a few peers who are happy to collaborate and share and work together on BL designs on some cross-curricular themes, perhaps?

  • Creating a 'learner voice' video for future cohorts would be a great idea, Stella - or having some F2F peer demos at the beginning of a course from learners further along their journey.

  • That would be a great extension exercise, Phil - and would begin the design of a useful resource bank for the future.

  • Absolutely, Sonja. Data can allow us to provide differentiated paths in terms of resources, activities or F2F group selection - a very useful way to provide informed support or challenge based on need.

  • Absolutely, Charlotte. Use of LD means we can engage in peer reviews of designs or work collaborative;y far more easily.

  • You'll see that all of the course videos are downloadable, Rachel. Why not consider downloading videos like this and using them as a think piece in staff CPD events /team meetings. The learner voice is quite rightly very powerful so getting learners to advocate for BL is a great way of raising its profile.

  • A really great range of tools used in support, Leanne. Might you also use them to challenge learners of differing abilities and experiences, too?

  • Sounds fascinating, Roy, and so valuable. Let us know how participating in BLE impacts on any re-designing you do!

  • Hi Anne
    I usually suggest private YouTube channels which allow comments that can enable peer dialogue. That said, I've seen these used for learners to upload videos and display their work e.g. in art, construction, but you raise a good point about patent confidentiality. Might there be a way of framing videos so that this isn't a concern?

  • I think that videoconferences can give us an opportunity to develop skills in the affective domain as well as 'netiquette' which will be excellent transferable skills for collaborating online in future. Perhaps beginning with smaller conferences to instill the idea of a 'safe space' in a large group might help, Alison?

  • Do you think that forums such as this one are a good opportunity for learners to discuss their experiences and challenges and construct identities and make meaning? I agree that activities such as solitary online reading or video watching alone are passive, but we can embed prompting questions into videos or ask learners to come into class with a summary of...

  • Thanks for sharing, Amin!

  • Encouraging learners to follow significant practitioners in their industry e.g. chefs, photographers can be an excellent way of enabling students to keep up with developments and new techniques, Mairead.

  • Good to hear a compulsory induction prepares learners for the Baccalaureate course, Concepcion.

  • A lot of the digital skills might not be directly applicable in some immediate job roles but might be valuable in wider employability or life roles, Nicolas.

  • The videos can also be very useful for allowing learners to review and comment on their own performance - or for use in supportive peer reviews.

  • Absolutely, Jan. As teachers we can work with learners to build up example of critical reflections or case studies which will be really beneficial for future cohorts, too.

  • Absolutely, Joan - a 'digital induction' is needed and peer support can be valuable, too.

  • Some great ideas and resource links coming through on the Padlet wall, thanks all for sharing.
    A really powerful demonstration of what a useful tool it can be for collaboration and discussion.

  • Absolutely, Joanne. Having some 'quick wins' which learners enjoy and then encouraging some colleagues to help you investigate next steps is the best way forward. This approach ensures our strategies are informed by being rooted in sound pedagogy.

  • That great to hear Jan - which tools and strategies from this week do you think you will use on your new course?

  • It's great to read your comments on the areas that you've found valuable this week. Maybe you could collaborate with a colleague who isn't participating on the course and 'try 1 thing' to blend learning next week. Perhaps a Padlet discussion or a flipped activity with a short video.
    Let us know how you get on and what your learners think!

  • If we can give learners responsibility for adding and discussing resources that can be very powerful, James. We might ask them to do independent research and provide some resource examples with a rationale as to why they are relevant and important.
    A colleague of mine asks his construction learners to go out into town and capture photos or video of good and...

  • Absolutely, Leanne. We must always have a strong pedagogical underpinning for all of our activity and resource choices when using BL - just as we would in the classroom.

  • The 'blend ratio' can be a very important balance to get right, Leanne. What you describe is a blended course and it would be if it was as high as a 1/149 hours mix.
    As the mix gets further towards 'all online' we do need to consider carefully how we keep social and collaborative aspects going and ensure that everyone is contributing to dialogues. This can...

  • The teacher does have a central role, absolutely, Edgar. That might be answering queries, responding to points or asking prompting questions on forums like this or adding new online resources to respond to learners' questions or comments.

  • Absolutely, Edgar. For those who have not experienced BL before it's really important that we familiarise them with technology an set realistic expectations for what they need to do and what support they can call upon.

  • We can also set activities such as watching a video or reading a blog to precede the class to act as prompts and to provoke thoughts Patricia.

  • It may be a shortfall on a teacher's part but equally a learner may be exploring other topics at a tangent to the main course areas by doing this for their own interests, indeed Simonelli. As teachers we need to ask if that is valuable, intentional learning for the course outcomes, but additional, personal research on an area of interest can be enriching, yes.

  • I think that online glossaries can be very useful in allowing learners to have a reference of key vocabulary for their course, James. It's also empowering if we allow participants to add entries or comments making their own meanings based on their vocational experiences, I think.

  • Absolutely, Simonelli. BL allows us to make our courses far more inclusive for those who may not be able to attend every session due to family or work commitments or because of health or financial issues.

  • Use of links to 'breaking news' sites is a great way of making sure that our course materials are right up to date. Useful for all vocational areas but particularly so for sectors with fast-moving trends such as design, hospitality and hair and beauty therapy, Eva.

  • Absolutely, Sameera - and we can also record some differentiated instruction which breaks down the steps to provide extra support for some or introduces further challenges for others.

  • That's good to hear, Hannah, and that you're persisting despite some barriers. Can you investigate how others have done this successfully in a similar scenario and maybe make contact and get some advice?

  • We certainly do need this type of contact and social interaction, Sonja. That's why making sure our online learning spaces have discussion forums, collaborative creation spaces (such as shared tasks or documents) and more relaxed spaces where learners can chat is so important.

  • We can certainly use video to allow learners to refresh their learning by providing a summary of the key points of a session. This provides support between classes and, as you say Aura, we can devote F2F time to higher order thinking such as application and analysis of learning.

  • I think we might call that online self-directed learning, Cynthia? It's certainly may be valuable but it's not sounding as if it is part of a purposeful activity created by a teacher as part of a learning design. This is a tricky example that has caused a lot of vibrant discussion on every course run so far so it's good to see that it's proving...

  • That's a really engaging and creative approach with the video creation, Hannah. Is there the possibility of having some venue flexibility and moving training to a local library/learning centre or similar location which can provide free and high speed wifi?

  • BL can be very valuable for allowing learners at distance to interact with those who are attending some face-to-face sessions. Online collaborative tasks can allow us to develop learners' teamwork and soft skills as well as core skills and knowledge.

  • Interesting point, Nicholas. We might use a 'flipped classroom' model which we will discuss in more detail in the coming days. One way we can do this is to set some online reading, a video to watch or a research task and then ask learners to engage in an activity building on this such as a discussion.

  • Absolutely - ensuring that Apprentices are well-prepared for the EPA is a vital part of building confidence and allowing them to show the full extent of their skills.
    Often EPAs can be professional dialogues via Skype or F2F. Digital tools allow us to provide realistic rehearsals to help prepare for these assessments and allow Apprentices to have trail runs...

  • Really interesting comments on how actively you are all using 'feed forward' to support learners in developing metacognition and self-appraisal to foster independent learning and motivation.

  • So glad you enjoyed the course and found it valuable, Eduardo. Thanks for your comments here and you enthusiastic engagement with the forums.
    If you have not engaged with the 2 original BLE courses 'Getting Started' and 'Embedding Practice' these are next in our programme with the former beginning in a week's time.

  • Are you allowing learners to share and discuss the digital evidence, Karina?

  • Large file sizes can be a challenge for some employers to store on in-house systems and these are something we encounter when using rich evidence such as videos, audio recording and complex documents and images.
    Some online tools such as Smart Assessor allow evidence uploads and online discussion and tutorial meeting spaces - maybe you could investigate an...

  • Absolutely Luis. Learners such as Apprentices may work remotely and not come together in groups as often as some other cohorts. We need to design bonding activities during induction periods - as we saw in the WhiteHat video - to build trust and the relationships that can continue in online dialogues and collaborations.

  • It's great to be able to reply to your comments with 1 click of Google Translate, Luis!
    That sounds like a great idea. Having a central point such as a Facebook page where learners can upload videos or links to other evidence such as blogs and then come together to discuss their work sounds really engaging.

  • Asking learners to peer review the quality and relevance of information sources can be a valuable way of getting them to think critically about the supporting material they use, Maisa. This might be done online effectively by asking them to comment on sources used by others and suggest additional ones.

  • I think it really helps, perhaps particularly with new tutors, Vivene. The LD allows us to see easily whether our sessions plans follow a certain 'recipe' and encourages us to think of new approaches and activity balances.

  • Great idea Maisa. Perhaps Apprentices could be encouraged to shoot and edit a video promoting their work? These could be placed in a showcase and some voting software used or a more holistic peer review process.
    Using strategies like this enables tutors to build a bank of learners work to help inform future cohorts, too.

  • All great suggestions for positive promotion of digital tools, thanks for sharing Jonathan. How else might we encourage learners to build profiles or use digital tools for discussion and collaboration?

  • That's excellent news Maisa. Getting testimonials from learners can be a powerful way of encouraging other educators to try similar strategies.

  • Can you look at use of a mentoring system to encourage a 'have a go' attitude, perhaps, Melvin?