Institute for Learning
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IfL case studies focus on technology and CPD
The Institute for Learning (IfL) has published six case studies as part of a research project to help boost teachers' and trainers' skills in using new technologies to support their professional development. The case studies explore the barriers and challenges that IfL members face in capturing their continuing professional development (CPD), and outline a variety of successful approaches led by:
· Nick Marshall, IT curriculum team leader at Dover Immigration Removal Centre
· Anne Samson, operations manager for the Westminster Partnership CETT
· Manjit Johal, ESOL team leader at Sandwell College
· Ros Pearson, head of education and training, and Michelle Constable, staff development coordinator, at West Kent College
· Stella Austin, senior academy teacher at JHP Group
· Bill Saunders, learning and development manager, Carillion Training Services.
Jean Kelly, director of professional development at IfL, said, "As the independent professional body for teachers and trainers throughout the learning and skills sector, we encourage members to develop their knowledge and skills as reflective practitioners by using REfLECT – the online personal learning space we provide for members – to plan, record and assess the impact of learning.
"These case studies illustrate some of the innovative ways in which our members are using REfLECT, not only to record and declare their CPD, but also to store resources, and communicate and share with colleagues. A strong theme in the case studies is the advice to peers not to wait until the end of the year to record their CPD, but to do little and often throughout the year.
"The research project found that REfLECT was the system most widely used by members for recording, capturing and reflecting on CPD. REfLECT is clearly a driver for engagement with new technologies; a significant percentage of the 177 members interviewed identified its impact on ICT skills. Most members value CPD and appreciate the importance of using technology, as long as it is beneficial for teaching and learning, and for their professional practice."
Lee Davies, deputy chief executive of IfL, said, "This project has provided a rich source of data and information in support of our quest to develop an e-confident workforce – teachers and trainers who use technology to enhance the learning experience and inspire their learners to harness technology too. More research to identify specific areas of need by subject area, job role, provider type and teaching stage will further inform future priorities for workforce development."
NOTES TO EDITORS
1. The case studies are available to download in PDF format at
2. A comprehensive report of the supporting the workforce project has been published and is available to download at
The Institute for Learning (IfL) was formed in 2002 and is the professional body for teachers, tutors, trainers and student teachers in the further education and skills sector, including adult and community learning, emergency and public services, FE colleges, the armed services, sixth-form colleges, the voluntary sector and work-based learning.
All FE college teachers and trainers working in publicly funded provision are required to register as members of IfL, undertake continuing professional development (CPD) each year and abide by the IfL Code of Professional Practice.
As a key partner in delivering workforce reform, IfL is responsible for managing the registration process, monitoring teachers’ continuing professional development (CPD) and for conferring licensed practitioner status – Qualified Teacher Learning and Skills (QTLS) or Associate Teacher Learning and Skills (ATLS).The standard membership fee of £30 is currently paid by individuals, or by the Department for Business, Innovation and Skills (BIS) for teachers and trainers working in publicly funded provision, as an investment in professionalism.
An independent professional body, IfL is governed by an elected Advisory Council and works closely with several sector organisations, unions and employer bodies.