2. New technologies and desired outcomes
New approaches to teaching vocational education
Charlynne pullen

3. City & Guilds Centre for skills development
The City & Guilds Centre for Skills Development is an independent, not for profit research and development body for vocational education and training. It works to influence and improve skills policy and practice worldwide through an evidence based approach. It is part of the City & Guilds Group. #vocped

4. New approaches to teaching vocational education
How to teach vocational education: A theory of vocational pedagogy
Types
Outcomes
Context
Theory
Teachers and new technologies
Proximity to the teacher – from face-to-face to virtual
Making decisions about new technologies

5. Vocational Pedagogy
- Theoretical work - Establish ‘what vocational education is for’ - Effective teaching and learning methods - Theory of vocational pedagogy - Commissioned Professor Bill Lucas, Dr Ellen Spencer and Professor Guy Claxton from the Centre for Real-World Learning at the University of Winchester

6. Methodology In-depth international literature review
Appreciative inquiry – vocational teachers and education managers
Expert interviews
Sally Dicketts, Principal, Oxford and Cherwell Valley College
Lorna Fitzjohn, Inspector, Ofsted
Lord Kenneth Baker, former Education Minister
Andy Smyth, Training Manager at Logistics and Travel company
Professor Alison Wolf, author of the Wolf Report – written for UK government in 2010
Professor Richard Pring, Director of Nuffield Review – commissioned by UK government

7. Types of vocational education
- Physical materials - People - Symbols

8. Outcomes of Vocational education
Routine expertise
Resourcefulness
Functional literacies
Craftsmanship
Business-like attitudes
Wider skills for growth

9. Effective teaching
You copy, you watch, you copy, and then the point comes where you’re an expert. Then you don’t understand why the novices are having such trouble, because ‘it’s obvious, isn’t it?’. Professor Alison Wolf

10. Methods of teaching and learning
- Learning by watching - Learning by imitating - Learning by practising (‘trial and error’) - Learning through feedback - Learning through conversation - Learning by teaching and helping - Learning by real-world problem-solving - Learning through enquiry - Learning by thinking critically and producing knowledge

11. Methods of teaching and learning 2
- Learning by listening, transcribing and remembering - Learning by drafting and sketching - Learning by reflecting - Learning on the fly - Learning by being coached - Learning by competing - Learning through virtual environments - Learning through simulation and role play - Learning through games

12. Context of vocational education
Students
Age
Prior learning/experience
Teachers
Different subject specialisms
Level of teacher training
Settings
Workplace
School/College/University

13. Theory of vocational pedagogy

14. New Technologies Proximity to the teacher
Education as a social process
Who decides and why?
Cost
Appropriateness
Genuine need
Employability

15. Virtual learning environment
Virtual learning environments
Assessment as simulated work e.g. photo and video for hair and beauty
Typing assignments
ing tutors
Forum discussions
Producing video/audio

16. Flipped Classroom Online lecture/video Worked example in class
Teacher as facilitator
Teacher as coach
Individual support/attention for learners
Specialist knowledge required by teacher
Learner feedback from lecture
Variety?

17. Exercise - OUTcomes Routine expertise Resourcefulness
Functional literacies
Craftsmanship
Business-like attitudes
Wider skills for growth
Are these the right outcomes? How could new technologies best be used to achieve these outcomes?