Reference is made in Flexible pedagogies: part-time learners and learning in higher education to a selection of case studies that illustrate how flexible pedagogies have been developed to support the needs of part-time learners.
This case study illustrates an example of a learning activity that draws on the perspective that interactive environments are provided for knowledge to be developed (either individually or in groups) with activities offered that encourage experimentation and discovery of principles with support offered for individual reflection and evaluation.
University of Birmingham
This module forms one component of a government approved programme for specialist teachers of children with visual impairment studying through distance education. The module explores the role of the teacher in identifying and reducing barriers to learning and participation. The students work in a school or service for children with sensory needs and are assigned study time on weekly basis in order to complete the course. A multi-media resource version of the module has been developed and is delivered through the institutional iVLE. The students undertake a series of virtual educational placement ‘visits’ presented in the form of a module case scenario to different types of provision in order to ‘observe’ aspects of curriculum access for children with visual impairment. In each setting students are provided with opportunities to ‘observe’ staff supporting children in different curriculum areas. Following each ‘visit’ the students analyse how potential barriers to learning and participation can be identified and reduced through appropriate input from professionals concerned with the education of a child. They submit their ‘visit’ reports through an online professional journal following which feedback is provided by an online tutor.
