readiness

BFL holds all the promise for delivering high quality, challenging, up-to-date and effective learning experiences for students who are demanding more and more flexibility to fit in with busy lives. But experience hasn't always lived up to the promise. Why? Many reasons: the institution may not be ready in terms of policy, technology or support; there may be aspects of the learning culture that hinder BFL uptake; staff many not have the relevant technical or pedagogical knowledge and experience; and the learners may not have the technical know-how, or the inclination to BFL teaching approaches! For now, let's focus on something you have a lot of control over - your own readiness (and the readiness of your course team) for BFL. **The aspirational framework** Before you get started on a BFL strategy, why not ask your course team to consider the BFL aspirational framework. This framework has been designed to help individual teaching staff look at their own knowledge of BFL, and consider other 'levels' of BFL readiness that they might aspire to. __Test your readiness with the aspirational framework__ Always keep in mind, though, that the core ingredient for readiness is a willingness to just 'get in and give it a go'.