SKILLS FOR SUSTAINABLE COMMUNITIES LIFELONG LEARNING NETWORK SSCLLN BEST PRACTICE GUIDES : GUIDE FIVE In Practice:The Development of constructionsite www.constructionsite.org.uk Author: Brian Elgie Creating opportunities for vocational learners SSCLLN Best Practice Guides Introduction to SSCLLN Best Practice Guides SSCLLN BEST PRACTICE GUIDES: GUIDE FIVE About the Guides In Practice:The Development of constructionsite Lifelong Learning Networks were established www.constructionsite.org.uk across England to develop and promote opportunities for people with vocational Author: Brian Elgie qualifications and/or experience to progress A guide to setting up a regional repository supporting the development of higher education courses. more easily into and through higher education. The networks are made up of partnerships of educational organisations such as universities and further education colleges who are Contents working together to streamline access to 1. Executive Summary higher education, and open up routes to graduate and post graduate levels. 2. Introduction 3. Purpose of Report The Skills for Sustainable Communities 4. Terms of Reference Lifelong Learning Network (SSCLLN), hosted by the University of Leicester, was established 5. Research Methodology and Actions in 2006. The Network covers a sub-region 6. Background of the East Midlands across Leicestershire, 6.1 Skills for Sustainable Communities Lifelong Learning Network (SSCLLN) Northamptonshire, Lincolnshire and Rutland. 6.2 SSCLLN Operational Structures The Network is funded until December 2010 7. Rationale for the Development of the constructionsite by the Higher Education Funding Council for England (HEFCE). 8. Project Aims and Objectives 9. Qualitative and Quantitative Outcomes This best practice guide is part of a series 10. Repository Development of guides produced by the SSCLLN. These 10.1 Establishing Communication Channels guides aim to share best practice used by partner colleges and universities to enable 10.2 Employer Engagement Research progression for vocational learners. Other 10.3 Project Manager guides in the series include: 10.4 Development of constructionsite content Delivering/developing the University 10.4.1 Unit Templates Certificate in Professional Development 10.4.2 Template Authoring Bishop Grosseteste Touring Company 10.4.3 Supporting Resources Targeting vocational learners 10.4.4 Contractual Arrangements Developing vocational curriculum 10.4.5 Copyright Constructionsite: Developing a shared resource Developing Progression Agreements 10.4.6 Editorial Overview/Technical Advisor Developing APEL: A unique approach 10.4.7 Tendering Process for Website Provision, Maintenance and Management 10.4.8 Commissioning If you would like any of these guides please contact us. 10.4.9 IT Code of Practice 10.4.10 Memorandum of Understanding (Partnership Agreement) 10.4.11 Further Content 10.4.12 Awareness Raising 10.4.13 Procedures for Analysing constructionsite Use 6 University Road, Leicester LE1 7RB 10.4.14 Financial Implications T: 0116 252 3693 E: [email protected] 10.4.15 Sustainability Website: www.le.ac.uk/ssclln page 03 Guide Five SSCLLN Best Practice Guides Contents 1. Executive Summary 11. User Comments The development of a Construction web-based repository has been the product of partnership working. 12. Guidance Suggestions for the Development of any proposed e-learning Repositories This partnership has involved many members, with Skills for Sustainable Communities Lifelong 12.1 Initial Stages Learning Network and Leap Ahead Lifelong Learning Network being at the centre of the initiative. 12.2 Establishment of a Steering Group The original stimulus was to support the concept of providing appropriate learning resources for an 12.3 Engagement of Website Management envisaged East Midlands Regional Construction Leadership and Management Foundation Degree. Whilst 12.4 Site Commissioning the Regional Foundation Degree did not come into effect, the concept of the website remained and was 12.5 Project Manager developed into providing ‘bite-sized’ units of learning together with the supporting resources. The content was based on the Construction Leadership and Management Foundation Degree developed and validated 12.6 Editor/Technical Advisor by Nottingham Trent University. 12.7 Authoring 12.8 Author Contracts The driving forces include: widening opportunities for vocational learners, expanding opportunities for 12.9 IT Code of Practice flexible part time study at the Higher Education level and providing and meeting the requirements of employers and employees. 12.10 Awareness Raising 12.11 Sustainability The development of the site has involved a number of stages including: 13. Conclusion Research into need 14. Appendices Project Management 14. A Nottingham Trent University validated 20 credit point Module for Technology 1 Authoring (Leadership and Management Construction FD) Editorial and Technical Advice Contractual arrangements 14. B 4x5 credit point Units based on A Website management 14. C Example of proposed content for 3D Digital Conservation for Conservators. Awareness raising (University of Lincoln) Analysis 14. D Example of East Midlands New Technology Initiative (NTI) Author Contract Financial implications on behalf of SSCLLN Sustainability 14. E Example of NTI Contract Covering Letter for Author and Line Manager The two East Midlands Lifelong Learning Networks – Skills for Sustainable Communities and Leap Ahead - on behalf of SSCLLN have jointly funded the development with additional support from other regional and national organisations 14. F Example of NTI’s (on behalf of SSCLLN) ‘Permission Granted’ including: East Midlands New Technology Initiative, Foundation Degree Forward, the Collaborative Higher Letter from Line Manager of College Author Education Alliance, the East Midlands Further Education Council and the Colleges University of Leicester + clause relating to the institution’s Network (CULN). The two Lifelong Learning Networks included, within their partnerships, the majority of Higher Education and Further Education construction curriculum providers. All were privy to the Intellectual Property Rights developments and encouraged to participate. 14. G constructionsite Memorandum of Association The project has delivered the mechanism for flexibility of provision based on both the academic and employer requirements in relation to the original Foundation Degree remit. Further curriculum expansion is anticipated regarding Building Services Engineering and a Heritage Foundation Degree together with Continual Professional Development Certificate initiatives. page 05 Guide Five SSCLLN Best Practice Guides The site has had problems attracting the anticipated volume of users, in no small part due to the recession. There are signs that there will be greater activity in the coming academic year as a result of the various 3. Purpose of the report initiatives which have taken place. These have prompted: Following the development of the constructionsite, the SSCLLN has been approached by Increased awareness of the site’s facilities representatives from other sectors for more information. The aim of this document is to share with Realisation that HNC/D students can benefit from using the resource material stake-holders information relevant to any similar proposed developments in other curriculum areas. Realisation that some of the material is relevant to Level 3 and Apprentices The constructionsite experience offers suggestions for future e-learning related activity as to the processes Increased employer awareness to follow and the challenges which may be faced. It is intended to provide suggestions for future initiatives. Increased professional organisation awareness Additional programme content including Continuing Professional Development Certificates Increased interest, in Further Education Colleges, to follow the Foundation Degree route 4. Terms of reference The importance of the initiative is seen in the fact that a strategy for sustainability has been agreed. This will ensure continuation until at least December 2011 when further discussions take place. The research was commissioned to provide an overview of the stages of the project’s development and to provide suggestions for future project managers who may be developing a project of this kind. It is clear that the experience gained by this initiative may help to inform others who may be considering The following are to be included: a similar venture. The origins of the project and how the idea of a resource repository was conceived Steering Group Market research Engaging the e-learning company to establish the web facility and resource management 2. Introduction Engaging authors from both LLNs and the technical author Managing copyright issues and a Memorandum of Understanding /Partnership Agreement The constructionsite, a web-based repository for Construction study units and supporting resources, Promoting the resource to partners had its origins in the proposed development of an East Midlands’ Foundation Degree in Construction The manner in which the resources can be used to potentially ‘package’ qualifications Leadership and Management. This concept further encouraged the strong working relationship between Expanding the resource to include more than one construction specialism the region’s two Lifelong Learning Networks (LLNs) – Skills for Sustainable Communities and Leap Ahead Financial implications for developing a resource of this kind - and the pooling of resources on a number