configuring digital resources to support diverse community needs
TRANSCRIPT
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Configuring digital resources to support diverse community needs
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The Challenge
Deploying e-learning to support
Key and Basic Skills
…what works best and why?
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Issues with Key and Basic Skills
• Huge and varied needs• Strong need to contextualize and make
relevant for students• Requires combination of stand-alone
coaching and integrated delivery• Critical role of support from schools, colleges
and community centres
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Issues with e-learning• Courseware often monolithic • Difficult to manipulate and integrate• Mixing the best elements of one publisher with
another is not usually possible• Difficult to adapt and integrate into local teaching
and learning strategies
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Field trialling a new approach• Classification and storage of content in small-
sized, re-usable “learning objects” • All publisher content compatible• Mixing and matching best-quality and most
relevant content from multiple sources…including in-house materials
• Playable on any system• Individualized, contextualized courseware
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Intended benefits
• Access to wide source of appropriate materials • Re-use and flexible assembly of materials versus
constant re-invention• More relevance for students and their communities• Encourages culture of collaboration and sharing• Enables teachers and support staff to support
more personalised learning
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The Project
• Users - schools/colleges/community centres in South England
• Publishers from commercial and public sector• Digital repository/content management • Key Skills Support Programme (LSDA)• DfES (Adult and Basic Skills Strategy Unit),
BECTa, QCA• Demos & Ithaca
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Why Kaleidoscope?
• Pool of common resources
• Can be personalised to fit the individual and his/her community
• “Spinning” on the kaleidoscope to locate appropriate resources puts controls in hands of users
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Fit with other projects
• Curriculum On-Line
• JISC (JORUM+)
• National Learning Network
• Learning and Teach Scotland
• College On-line
• UfI
• Others (incl. abroad)
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South East England Virtual Education Action Zone
• Unique• ‘Headteacher-led’ bid• Geographically spread• 19 schools Essex and Bromley• 10 Primary - 9 Secondary• Not primarily low socio-economic• New approach to improve student outcomes
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FE and On-line Centres• FE colleges
• 6th Form colleges
• UK On-line centres
• Supported by FERL and Community Programmes teams at BECTa
• Seeking to enhance ability to meet particular learning needs using ICT
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Issues for users
• Technical
• Motivation to teach Key and Basic Skills
• Training
• Organisational issues
• Project Management
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How it works
Content Suppliers
Content Repository
SEEVEAZ Students
In-house content
Project portal & control station
FE Stude
ntsUK On-
line Centres
( via intranet or virtual learning environment)
Selection & assembly
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Evaluation objectives
• How is Kaleidoscope supporting the teaching and learning of key and basic skills?
• How is the way the Kaleidoscope is being used affecting teachers, mentors and the way they work?
• How can the tools, resources and methodology be improved?
• What forms of organisational support facilitate the process?
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Research Methodology
Methodology
Infrastructure
Culture change
Questionnaires
In-depth interviews with students and teachers
Observation days and group sessions
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Findings
• Engagement
• Professional learning
• Time
• Management
• The wider context
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Challenges
• How to measure change over time including an appreciation of each community’s starting point?
• How to understand the impact of other variables?
• How to foster good relationships with the communities?
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Progress
• Infrastructure in place
• Materials from a variety of sources (including practitioners) assembled and catalogued
• Lesson planning for next term underway
• Evaluation capturing drivers, inhibitors and overall process of adoption
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Contact
www.k-scope.org.uk
For username and password contact [email protected]
Tim Rudd, BECTa
Matthew Horne, Demos
Rod Paley, Ithaca Associates