From rjt@maximise-ict.co.uk Tue Dec 29 16:31:25 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Tue, 29 Dec 2009 16:31:25 -0000 Subject: [Advisory] Twitter - oops apologies for delay in response In-Reply-To: References: <008901ca6d53$2b8685f0$829391d0$@co.uk> Message-ID: <000001ca88a4$5d330800$17991800$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0001_01CA88A4.5D330800 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Thanks Theo, Flattery gets you everywhere! Or were you hinting that I should get off the line? Yes, I am signed up to Twitter but have not yet really got the hang of it - I don't even understand if I have to keep Twitter open all day just in case someone shouts - or should I get a pop-up each time? One is advised to start by following a few people. But that's just the issue, I want to follow everybody whatever their interests or bias so that I can get a better understanding of even those with whom I disagree. Secondly, if I were to use Twitter, how do I know that I am targeting the people who are really important to me? I know that there are thousands of lurkers out there, many of whom may readily press the delete key as soon as they see my name. But many others, often unknown to me will respond off-list, and this I really appreciate. But thirdly, my world is not about chat, but about getting a better insight from colleagues. Over the years I have provoked many sometimes heated arguments. For instance I refer back to my original question on Virtual Learning 2. I value the erudite responses (and the time taken to respond) by such respected colleagues as Peter.T and Paul.V - These responses could hardly be compressed into a Tweet. Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of theo kuechel Sent: 24 November 2009 23:27 To: Ray Tolley Cc: Advisory NaaceTalk Subject: [Advisory] Re: [Secondary] Open Content Ray, You are posting some really valuable observations and links on this list. High time you were on Twitter to share your wisdom, any chance? I am sure you would get lots of followers ;_) Best Theo 2009/11/24 Ray Tolley A nice blog on the subject and comments by some significant names! http://opencontent.org/blog/archives/1123 BW Ray Tolley FEIDCT, NAACE Fellow, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' -- Theo Kuechel Learning Technology Research theo.kuechel@gmail.com T.Kuechel@hull.ac.uk ------=_NextPart_000_0001_01CA88A4.5D330800 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Thanks Theo, Flattery gets you everywhere! Or were = you hinting that I should get off the line?

Yes, I am signed up to Twitter but have not yet really = got the hang of it – I don’t even understand if I have to keep = Twitter open all day just in case someone shouts – or should I get a pop-up = each time? One is advised to start by following a few people. But that’s just the issue, I want to follow everybody whatever their interests or bias so that I can get a better understanding of even those = with whom I disagree.

Secondly, if I were to use Twitter, how do I know that I = am targeting the people who are really important to me? I know that = there are thousands of lurkers out there, many of whom may readily press the = delete key as soon as they see my name. But many others, often unknown to = me will respond off-list, and this I really = appreciate.

But thirdly, my world is not about chat, but about = getting a better insight from colleagues. Over the years I have provoked = many sometimes heated arguments. For instance I refer back to my = original question on Virtual Learning 2. I value the erudite responses (and = the time taken to respond) by such respected colleagues as Peter.T and = Paul.V – These responses could hardly be compressed into a = Tweet.

Ray Tolley FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytol= ley.v2efolioworld.mnscu.edu/

B: http://www.ef= oliointheuk.blogspot.com/
W: http://www.ma= ximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of theo = kuechel
Sent: 24 November 2009 23:27
To: Ray Tolley
Cc: Advisory NaaceTalk
Subject: [Advisory] Re: [Secondary] Open = Content

Ray,

You are posting some really valuable observations and links on this = list. High time you were on Twitter to share your wisdom, any chance? I am = sure you would get lots of followers ;_)

Best
Theo

2009/11/24 Ray Tolley <rjt@maximise-ict.co.uk>

A nice blog on the subject and comments by some significant = names!

<= /o:p>

http://opencontent.org/blog/archives/1123

<= /o:p>

Ray Tolley FEIDCT, NAACE = Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/

B: http://www.efoliointheuk.blogspot.com/<= /a>
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'

<= /o:p>

--
Theo Kuechel
Learning Technology Research
theo.kuechel@gmail.com
T.Kuechel@hull.ac.uk

------=_NextPart_000_0001_01CA88A4.5D330800-- From rjt@maximise-ict.co.uk Tue Dec 29 17:09:31 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Tue, 29 Dec 2009 17:09:31 -0000 Subject: [Advisory] How does your school present itself? Message-ID: <000e01ca88a9$b005c860$10115920$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_000F_01CA88A9.B005C860 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit I've just come across this impressive presentation. I'm sure that many UK schools could put together a similar package - but how many make the effort? In particular I was impressed by the high quality of the presentation even if it was unclear who the target audience is. http://www.watershedschool.org/presentation/ BW Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_000F_01CA88A9.B005C860 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

I’ve just come across this impressive = presentation. I’m sure that many UK schools could put together a similar package – = but how many make the effort?

In particular I was impressed by the high quality of the presentation even if it was unclear who the target audience = is.

http://www.watershe= dschool.org/presentation/

Ray Tolley FEIDCT, NAACE Fellow, ACQI, = MBILD
ICT Education Consultant
Maximise ICT Ltd
P: ht= tp://raytolley.v2efolioworld.mnscu.edu/

B: ht= tp://www.efoliointheuk.blogspot.com/
W: ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

------=_NextPart_000_000F_01CA88A9.B005C860-- From rjt@maximise-ict.co.uk Wed Dec 30 09:08:30 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Wed, 30 Dec 2009 09:08:30 -0000 Subject: [Advisory] Teaching with tablets Message-ID: <000001ca892f$a7cf0130$f76d0390$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0001_01CA892F.A7CF0130 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Some recent clips: http://bits.blogs.nytimes.com/2009/12/28/what-would-a-10-inch-islate-look-li ke/ http://bits.blogs.nytimes.com/2009/12/23/2010-the-year-of-the-tablet/ Ignoring the present expense, will tablets change the way we teach? Do we have any pathfinders in the UK who have tried to think through these issues? Will a good tablet be a better investment than Kindle (with its lack of a universal format)? Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_0001_01CA892F.A7CF0130 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Some recent clips:

http://bits.blogs.nytimes.com/2009/12/28/what-would-a-10-= inch-islate-look-like/

http://bits.blogs.nytimes.com/2009/12/23/2010-the-year-of-the-table= t/

Ignoring the present expense, will tablets change = the way we teach? Do we have any pathfinders in the UK who have tried to = think through these issues?

Will a good tablet be a better investment than Kindle = (with its lack of a universal format)?

Ray Tolley FEIDCT, NAACE Fellow, ACQI, = MBILD
ICT Education Consultant
Maximise ICT Ltd
P: ht= tp://raytolley.v2efolioworld.mnscu.edu/

B: ht= tp://www.efoliointheuk.blogspot.com/
W: ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

------=_NextPart_000_0001_01CA892F.A7CF0130-- From neil@beaconict.co.uk Wed Dec 30 10:47:21 2009 From: neil@beaconict.co.uk (Neil Adam) Date: Wed, 30 Dec 2009 10:47:21 +0000 Subject: [Advisory] Twitter Message-ID: <31510a50912300247p5026ece6t9f9372695adac843@mail.gmail.com> --0016e6d99daaff4861047befdc49 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Hi Ray To be honest (as a prolific user!) Twitter isn't to everyone's taste, or style of working. It isn't for every communication either. In essence it is "chat" based and ephemeral, but that does not mean you cannot move beyond trivia or or look back over past comments ("tweets") or see what someone yo= u value has said. You don't have to be constantly on line (depending how you use it). What it is good for - quick information, help or response - quick debates, cut and thrust in your own community - sharing interesting snippets, such as links to things you have read - disseminating key thoughts from conferences etc - oh, and a bit of social chit-chat too ("keeps" me sane) What it is not good for - thoughtful, reflective writing (better on blogs) - responses (beyond quick reactions) to other people's writing (better as comments on blog posts or own blog) - deeper debate (perhaps better on mailing lists) - as you said Quick thoughts/tips - Follow people you know - Look at the lists those people have made and follow that list. (If individuals on list interesting, follow them too) - See who the people you follow are retweeting ("forwarding") or commenting on - follow those people too if of interest - Select the people that will also challenge your position - as you say - Use a client if possible (rather than Twitter website) for both desktop and mobile - more features are available to control reading. (eg. Tweetdeck for desktop) - Put people you like to read into lists (or groups on clients). That way you can scan back over what they have said over last day or so - Search on hashtags (eg. #naace) for conferences, themes etc. Clients like Tweetdeck put these in their own column (if you click a hashtag) and then keep updating that column live (so long as the main Twitter website hasn't fallen over) - "favourite" things for follow up or future reference - don't (in my view) feel duty-bound to follow back everyone who follows yo= u - I think it becomes a burden and you'll eventually ignore those you are no= t interested in soon enough anyway - don't worry about spam "followers" - you'll get quite a few - block people who actively send you spam messages (I get very few of those= ) - prune those you follow, lists etc over time to keep workload to what you want to deal with - "protect" your tweets if you are concerned about privacy (eg. students seeing what you say) but beware that a. protected tweets don't show up in searches, lists, hashtag searches etc and b. if people retweet a protected update what you say does then become public - be happy to let the stream just pass you by for an hour or two (or even several days) - you can always look back over tweets from specific individuals/lists when you next feel you have time I think Twitter is an environment in which you need to be actively involved (certainly by watching), although not all day. Some people are just in the "'verse" for an hour or so early in the evening and their friends know they are there then. Things of value can be taken on for further reflection and debate in your own blog or in mailing lists etc. But actively using Twitter would take quite a number of "have you seen xx" messages off the main members mailing lists, for which quite a few members would be glad. In the end, you have to prove your worth to other people on Twitter for the= m to actively follow you, but that puts you as a valuable member of a community, rather than someone to whom others must "listen" like it or not. If you are confident you have things to say (as Theo suggests) then you should have no fear that Twitter won't give you a suitable audience. I am sure others can add to the above with uses and abuses, hints and tips for Twitter - especially blog posts which add detail or suggested educational uses. Take care all, enjoy the New Year celebrations and I trust your "next" year will be happy and fulfilling Neil 2009/12/29 Ray Tolley > Thanks Theo, Flattery gets you everywhere! Or were you hinting that I > should get off the line? > > > > Yes, I am signed up to Twitter but have not yet really got the hang of it= =96 > I don=92t even understand if I have to keep Twitter open all day just in = case > someone shouts =96 or should I get a pop-up each time? One is advised to > start by following a few people. But that=92s just the issue, I want to > follow everybody whatever their interests or bias so that I can get a bet= ter > understanding of even those with whom I disagree. > > > > Secondly, if I were to use Twitter, how do I know that I am targeting the > people who are really important to me? I know that there are thousands o= f > lurkers out there, many of whom may readily press the delete key as soon = as > they see my name. But many others, often unknown to me will respond > off-list, and this I really appreciate. > > > > But thirdly, my world is not about chat, but about getting a better insig= ht > from colleagues. Over the years I have provoked many sometimes heated > arguments. For instance I refer back to my original question on Virtual > Learning 2. I value the erudite responses (and the time taken to respond= ) > by such respected colleagues as Peter.T and Paul.V =96 These responses co= uld > hardly be compressed into a Tweet. > > > > Ray Tolley FEIDCT, NAACE Fellow, MBILD > ICT Education Consultant > Maximise ICT Ltd > P: http://raytolley.v2efolioworld.mnscu.edu/ > > B: http://www.efoliointheuk.blogspot.com/ > W: http://www.maximise-ict.co.uk/eFolio-01.htm > Winner of the IMS 'Leadership Regional Award 2009' > > > > *From:* advisory-admin@talk.naace.org [mailto: > advisory-admin@talk.naace.org] *On Behalf Of *theo kuechel > *Sent:* 24 November 2009 23:27 > *To:* Ray Tolley > *Cc:* Advisory NaaceTalk > *Subject:* [Advisory] Re: [Secondary] Open Content > > > > Ray, > > You are posting some really valuable observations and links on this list. > High time you were on Twitter to share your wisdom, any chance? I am sur= e > you would get lots of followers ;_) > > Best > Theo > > 2009/11/24 Ray Tolley > > A nice blog on the subject and comments by some significant names! > > > > http://opencontent.org/blog/archives/1123 > > > > BW > > > > Ray Tolley FEIDCT, NAACE Fellow, MBILD > ICT Education Consultant > Maximise ICT Ltd > P: http://raytolley.v2efolioworld.mnscu.edu/ > > B: http://www.efoliointheuk.blogspot.com/ > W: http://www.maximise-ict.co.uk/eFolio-01.htm > Winner of the IMS 'Leadership Regional Award 2009' > > > > > > > -- > Theo Kuechel > Learning Technology Research > theo.kuechel@gmail.com > T.Kuechel@hull.ac.uk > > --=20 Neil Adam Beacon ICT Twitter: @NeilAdam www.beaconict.co.uk ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 122 Beacon Road, Broadstairs, Kent CT10 3DQ Mobile 07720 288540 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Please note: This email and any attachments are intended only for those in the address list above. If it has come to you by mistake, please let me know, delete the message and any attachments, and please do not forward the material to anyone else. --0016e6d99daaff4861047befdc49 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Hi Ray

To be honest (as a prolific user!) Twitter isn't to every= one's taste, or style of working. It isn't for every communication = either. In essence it is "chat" based and ephemeral, but that doe= s not mean you cannot move beyond trivia or or look back over past comments= ("tweets") or see what someone you value has said. You don't= have to be constantly on line (depending how you use it).

What it is good for
- quick information, help or response
- quick= debates, cut and thrust in your own community
- sharing interesting sni= ppets, such as links to things you have read
- disseminating key thought= s from conferences etc
- oh, and a bit of social chit-chat too ("keeps" me sane)

= What it is not good for
- thoughtful, reflective writing (better on blog= s)
- responses (beyond quick reactions) to other people's writing (b= etter as comments on blog posts or own blog)
- deeper debate (perhaps better on mailing lists) - as you said

Quic= k thoughts/tips
- Follow people you know
- Look at the lists those pe= ople have made and follow that list. (If individuals on list interesting, f= ollow them too)
- See who the people you follow are retweeting ("forwarding") or = commenting on - follow those people too if of interest
- Select the peop= le that will also challenge your position - as you say
- Use a client if= possible (rather than Twitter website) for both desktop and mobile - more = features are available to control reading. (eg. Tweetdeck for desktop)
- Put people you like to read into lists (or groups on clients). That way y= ou can scan back over what they have said over last day or so
- Search o= n hashtags (eg. #naace) for conferences, themes etc. Clients like Tweetdeck= put these in their own column (if you click a hashtag) and then keep updat= ing that column live (so long as the main Twitter website hasn't fallen= over)
- "favourite" things for follow up or future reference
- don&#= 39;t (in my view) feel duty-bound to follow back everyone who follows you -= I think it becomes a burden and you'll eventually ignore those you are= not interested in soon enough anyway
- don't worry about spam "followers" - you'll get quite a= few
- block people who actively send you spam messages (I get very few of those= )
- prune those you follow, lists etc over time to keep workload to what= you want to deal with
- "protect" your tweets if you are conc= erned about privacy (eg. students seeing what you say) but beware that a. p= rotected tweets don't show up in searches, lists, hashtag searches etc = and b. if people retweet a protected update what you say does then become p= ublic
- be happy to let the stream just pass you by for an hour or two (or even s= everal days) - you can always look back over tweets from specific individua= ls/lists when you next feel you have time

I think Twitter is an envi= ronment in which you need to be actively involved (certainly by watching), = although not all day. Some people are just in the "'verse" fo= r an hour or so early in the evening and their friends know they are there = then. Things of value can be taken on for further reflection and debate in = your own blog or in mailing lists etc. But actively using Twitter would tak= e quite a number of "have you seen xx" messages off the main memb= ers mailing lists, for which quite a few members would be glad.

In the end, you have to prove your worth to other people on Twitter for= them to actively follow you, but that puts you as a valuable member of a c= ommunity, rather than someone to whom others must "listen" like i= t or not. If you are confident you have things to say (as Theo suggests) th= en you should have no fear that Twitter won't give you a suitable audie= nce.

I am sure others can add to the above with uses and abuses, hints and t= ips for Twitter - especially blog posts which add detail or suggested educa= tional uses.

Take care all, enjoy the New Year celebrations and I tr= ust your "next" year will be happy and fulfilling

Neil

2009/12/29 Ray Tolley <rjt@maximise-ict.co.= uk>

Thanks Theo, Flattery gets you everywhere!=A0 Or were you hinting that I should get off the line?

=A0

Yes, I am signed up to Twitter but have not yet really got the hang of it =96 I don=92t even understand if I have to keep Twitter open all day just in case someone shouts =96 or should I get a pop-up each time?=A0 One is advised to start by following a few people.=A0 But that=92s just the issue, I want to follow everybody whatever their interests or bias so that I can get a better understanding of even those wi= th whom I disagree.

=A0

Secondly, if I were to use Twitter, how do I know that I am targeting the people who are really important to me?=A0 I know that there are thousands of lurkers out there, many of whom may readily press the dele= te key as soon as they see my name.=A0 But many others, often unknown to me will respond off-list, and this I really appreciate.

=A0

But thirdly, my world is not about chat, but about getting a better insight from colleagues.=A0 Over the years I have provoked many sometimes heated arguments.=A0 For instance I refer back to my original question on Virtual Learning 2.=A0 I value the erudite responses (and the time taken to respond) by such respected colleagues as Peter.T and Paul.V =96 These responses could hardly be compressed into a Tweet.

=A0

Ray Tolley=A0 FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:=A0 http://raytolley.v2efolioworld= .mnscu.edu/

B:=A0 http://www.efoliointheuk.blog= spot.com/
W:=A0 http://www.maximise-ict.co.uk/= eFolio-01.htm
Winner of th= e IMS 'Leadership Regional Award 2009'

=A0

F= rom: advisory-admin@talk= .naace.org [mailto:= advisory-admin@talk.naace.org] On Behalf Of theo kuechel
Sent: 24 November 2009 23:27
To: Ray Tolley
Cc: Advisory NaaceTalk
Subject: [Advisory] Re: [Secondary] Open Content

=A0

Ray,

You are posting some really valuable observations and links on this list. H= igh time you were on Twitter to share your wisdom, any chance?=A0 I am sure you would get lots of followers ;_)

Best
Theo

2009/11/24 Ray Tolley <rjt@maximise-ict.co.uk>

A nice blog on the subject and comments by some significant names!

=A0

http://opencontent.org/blog/archives/1123

=A0

BW

=A0

Ray Tolley=A0 FEIDCT, NAACE Fellow, MBILD
ICT Education Consultant
Maximise ICT Ltd
P:=A0 http://raytolley.v2efolioworld= .mnscu.edu/

B:=A0 http://www.efoliointheuk.blog= spot.com/
W:=A0 http://www.maximise-ict.co.uk/= eFolio-01.htm
Winner of th= e IMS 'Leadership Regional Award 2009'

=A0

--
Theo Kuechel
Learning Technology Research =A0
theo.kuechel@gm= ail.com
T.Kuechel@hull.ac= .uk

--

Neil Adam
Beacon= ICT
Twitter: @NeilAdam
www.be= aconict.co.uk

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~= ~~~~~~~~~~~~~~~
122 Beacon Road, Broadstairs, Kent CT10 3DQ
Mobile 07720 288540
~~~~~= ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Please n= ote: =A0This email and any attachments are intended only for those in the a= ddress list above. If it has come to you by mistake, please let me know, de= lete the message and any attachments, and please do not forward the materia= l to anyone else.
--0016e6d99daaff4861047befdc49-- From BobharrisonSET@aol.com Wed Dec 30 10:48:30 2009 From: BobharrisonSET@aol.com (BobharrisonSET@aol.com) Date: Wed, 30 Dec 2009 05:48:30 EST Subject: [Advisory] Teaching with tablets Message-ID: -------------------------------1262170110 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Happy New Year to all....tablets have been around for some time and Peter Twining did some work in 2005. I know the tablet technology has moved on but the pedagogical implications are the same. _http://publications.becta.org.uk/display.cfm?resID=25889_ (http://publications.becta.org.uk/display.cfm?resID=25889) _http://publications.becta.org.uk/display.cfm?resID=25914_ (http://publications.becta.org.uk/display.cfm?resID=25914) Best Wishes, Bob Harrison, Education Adviser, Toshiba Information Systems(UK) Ltd Consultant ,BECTA and National College for School Leadership Support for Education and Training 16 Meadowgate, URMSTON, Manchester M419LB 01617498987 07957856117 bob@setuk.co.uk _www.setuk.co.uk_ (http://www.setuk.co.uk/) _www.twitter.com/bobharrison_ (http://www.twitter.com/bobharrison) " While this study has looked closely at the impact of ICT on how pupils learn and how this might be enhanced....it has not addressed the impact of what they learn or where learning takes place and whether the schools of the future will be the physical entities we have today" The Impact of ICT in schools-a landscape review-Becta 2007 "Using technology to improve education is not rocket science...it is much,much harder than that" Diana Laurillard, Opening Up Education 2009 "An intensified activity in this area will lead educational institutions to realize that they are embedded in a globalised and constantly evolving knowledge society, and that, as a consequence, they will have to redefine their role within society and within the learning process." Joint Research Centre Institute for Prospective Technological Studies 2009 -------------------------------1262170110 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable

Happy New Year to all....tablets have been around for some time and= Peter=20 Twining did some work in 2005.

I know the tablet technology has moved on but the pedagogical implica= tions=20 are the same.

http:/= /publications.becta.org.uk/display.cfm?resID=3D25889

http:/= /publications.becta.org.uk/display.cfm?resID=3D25914

Best=20 Wishes,

Bob Harrison,
Education Adviser, Toshiba Information=20 Systems(UK) Ltd
Consultant ,BECTA and National College for School=20 Leadership
Support for Education and Training
16=20 Meadowgate,
URMSTON,
Manchester
M419LB
01617498987
07957856= 117
bob@setuk.co.uk
www.setuk.co.uk
www.twitter.com/bobharrison=20

" While this study has looked closely at the impact of ICT on= how=20 pupils learn and how this might be enhanced....it has not addressed the im= pact=20 of what they learn or where learning takes place and whether the schools= of the=20 future will be the physical entities we have today" The Impact of ICT in= =20 schools-a landscape review-Becta 2007

"Using technology to improve= =20 education is not rocket science...it is much,much harder than that" Diana= =20 Laurillard, Opening Up Education 2009

"An intensified activity in= this=20 area will lead educational institutions to realize that they are embedded= in a=20 globalised and constantly evolving knowledge society, and that, as a=20 consequence, they will have to redefine their role within society and with= in the=20 learning process."
Joint Research Centre
Institute for Prospective= =20 Technological Studies 2009

-------------------------------1262170110-- From neil@beaconict.co.uk Wed Dec 30 11:14:26 2009 From: neil@beaconict.co.uk (Neil Adam) Date: Wed, 30 Dec 2009 11:14:26 +0000 Subject: [Advisory] Twitter Message-ID: <31510a50912300314v3323d7a3g65745f62806616@mail.gmail.com> --0016e6d99daad2a089047bf03dd6 Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Hi Ray To be honest (as a prolific user!) Twitter isn't to everyone's taste, or style of working. It isn't for every communication either. In essence it is "chat" based and ephemeral, but that does not mean you cannot move beyond trivia or or look back over past comments ("tweets") or see what someone yo= u value has said. You don't have to be constantly on line (depending how you use it). What it is good for - quick information, help or response - quick debates, cut and thrust in your own community - sharing interesting snippets, such as links to things you have read - disseminating key thoughts from conferences etc - oh, and a bit of social chit-chat too ("keeps" me sane) What it is not good for - thoughtful, reflective writing (better on blogs) - responses (beyond quick reactions) to other people's writing (better as comments on blog posts or own blog) - deeper debate (perhaps better on mailing lists) - as you said Quick thoughts/tips - Follow people you know - Look at the lists those people have made and follow that list. (If individuals on list interesting, follow them too) - See who the people you follow are retweeting ("forwarding") or commenting on - follow those people too if of interest - Select the people that will also challenge your position - as you say - Use a client if possible (rather than Twitter website) for both desktop and mobile - more features are available to control reading. (eg. Tweetdeck for desktop) - Put people you like to read into lists (or groups on clients). That way you can scan back over what they have said over last day or so - Search on hashtags (eg. #naace) for conferences, themes etc. Clients like Tweetdeck put these in their own column (if you click a hashtag) and then keep updating that column live (so long as the main Twitter website hasn't fallen over) - "favourite" things for follow up or future reference - don't (in my view) feel duty-bound to follow back everyone who follows yo= u - I think it becomes a burden and you'll eventually ignore those you are no= t interested in soon enough anyway - don't worry about spam "followers" - you'll get quite a few - block people who actively send you spam messages (I get very few of those= ) - prune those you follow, lists etc over time to keep workload to what you want to deal with - "protect" your tweets if you are concerned about privacy (eg. students seeing what you say) but beware that a. protected tweets don't show up in searches, lists, hashtag searches etc and b. if people retweet a protected update what you say does then become public - be happy to let the stream just pass you by for an hour or two (or even several days) - you can always look back over tweets from specific individuals/lists when you next feel you have time I think Twitter is an environment in which you need to be actively involved (certainly by watching), although not all day. Some people are just in the "'verse" for an hour or so early in the evening and their friends know they are there then. Things of value can be taken on for further reflection and debate in your own blog or in mailing lists etc. But actively using Twitter would take quite a number of "have you seen xx" messages off the main members mailing lists, for which quite a few members would be glad. In the end, you have to prove your worth to other people on Twitter for the= m to actively follow you, but that puts you as a valuable member of a community, rather than someone to whom others must "listen" like it or not. If you are confident you have things to say (as Theo suggests) then you should have no fear that Twitter won't give you a suitable audience. I am sure others can add to the above with uses and abuses, hints and tips for Twitter - especially blog posts which add detail or suggested educational uses. Take care all, enjoy the New Year celebrations and I trust your "next" year will be happy and fulfilling Neil 2009/12/29 Ray Tolley > Thanks Theo, Flattery gets you everywhere! Or were you hinting that I > should get off the line? > > > > Yes, I am signed up to Twitter but have not yet really got the hang of it= =96 > I don=92t even understand if I have to keep Twitter open all day just in = case > someone shouts =96 or should I get a pop-up each time? One is advised to > start by following a few people. But that=92s just the issue, I want to > follow everybody whatever their interests or bias so that I can get a bet= ter > understanding of even those with whom I disagree. > > > > Secondly, if I were to use Twitter, how do I know that I am targeting the > people who are really important to me? I know that there are thousands o= f > lurkers out there, many of whom may readily press the delete key as soon = as > they see my name. But many others, often unknown to me will respond > off-list, and this I really appreciate. > > > > But thirdly, my world is not about chat, but about getting a better insig= ht > from colleagues. Over the years I have provoked many sometimes heated > arguments. For instance I refer back to my original question on Virtual > Learning 2. I value the erudite responses (and the time taken to respond= ) > by such respected colleagues as Peter.T and Paul.V =96 These responses co= uld > hardly be compressed into a Tweet. > > --=20 Neil Adam Beacon ICT Twitter: @NeilAdam www.beaconict.co.uk ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 122 Beacon Road, Broadstairs, Kent CT10 3DQ Mobile 07720 288540 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Please note: This email and any attachments are intended only for those in the address list above. If it has come to you by mistake, please let me know, delete the message and any attachments, and please do not forward the material to anyone else. --0016e6d99daad2a089047bf03dd6 Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Hi Ray

To be honest (as a prolific user!) Twitter isn't to every= one's taste, or style of working. It isn't for every communication = either. In essence it is "chat" based and ephemeral, but that doe= s not mean you cannot move beyond trivia or or look back over past comments= ("tweets") or see what someone you value has said. You don't= have to be constantly on line (depending how you use it).

What it is good for
- quick information, help or response
- quick= debates, cut and thrust in your own community
- sharing interesting sni= ppets, such as links to things you have read
- disseminating key thought= s from conferences etc
- oh, and a bit of social chit-chat too ("keeps" me sane)

= What it is not good for
- thoughtful, reflective writing (better on blog= s)
- responses (beyond quick reactions) to other people's writing (b= etter as comments on blog posts or own blog)
- deeper debate (perhaps better on mailing lists) - as you said

Quic= k thoughts/tips
- Follow people you know
- Look at the lists those pe= ople have made and follow that list. (If individuals on list interesting, f= ollow them too)
- See who the people you follow are retweeting ("forwarding") or = commenting on - follow those people too if of interest
- Select the peop= le that will also challenge your position - as you say
- Use a client if= possible (rather than Twitter website) for both desktop and mobile - more = features are available to control reading. (eg. Tweetdeck for desktop)
- Put people you like to read into lists (or groups on clients). That way y= ou can scan back over what they have said over last day or so
- Search o= n hashtags (eg. #naace) for conferences, themes etc. Clients like Tweetdeck= put these in their own column (if you click a hashtag) and then keep updat= ing that column live (so long as the main Twitter website hasn't fallen= over)
- "favourite" things for follow up or future reference
- don&#= 39;t (in my view) feel duty-bound to follow back everyone who follows you -= I think it becomes a burden and you'll eventually ignore those you are= not interested in soon enough anyway
- don't worry about spam "followers" - you'll get quite a= few
- block people who actively send you spam messages (I get very few = of those)
- prune those you follow, lists etc over time to keep workload= to what you want to deal with
- "protect" your tweets if you are concerned about privacy (eg. s= tudents seeing what you say) but beware that a. protected tweets don't = show up in searches, lists, hashtag searches etc and b. if people retweet a= protected update what you say does then become public
- be happy to let the stream just pass you by for an hour or two (or even s= everal days) - you can always look back over tweets from specific individua= ls/lists when you next feel you have time

I think Twitter is an envi= ronment in which you need to be actively involved (certainly by watching), = although not all day. Some people are just in the "'verse" fo= r an hour or so early in the evening and their friends know they are there = then. Things of value can be taken on for further reflection and debate in = your own blog or in mailing lists etc. But actively using Twitter would tak= e quite a number of "have you seen xx" messages off the main memb= ers mailing lists, for which quite a few members would be glad.

In the end, you have to prove your worth to other people on Twitter for= them to actively follow you, but that puts you as a valuable member of a c= ommunity, rather than someone to whom others must "listen" like i= t or not. If you are confident you have things to say (as Theo suggests) th= en you should have no fear that Twitter won't give you a suitable audie= nce.

I am sure others can add to the above with uses and abuses, hints and t= ips for Twitter - especially blog posts which add detail or suggested educa= tional uses.

Take care all, enjoy the New Year celebrations and I tr= ust your "next" year will be happy and fulfilling

Neil

2009/12/29 Ray Tolley <rjt@maximise-ict.co.= uk>

Thanks Theo, Flattery gets you everywhere!=A0 Or were you hinting that I should get off the line?

=A0

Yes, I am signed up to Twitter but have not yet really got the hang of it =96 I don=92t even understand if I have to keep Twitter open all day just in case someone shouts =96 or should I get a pop-up each time?=A0 One is advised to start by following a few people.=A0 But that=92s just the issue, I want to follow everybody whatever their interests or bias so that I can get a better understanding of even those wi= th whom I disagree.

=A0

Secondly, if I were to use Twitter, how do I know that I am targeting the people who are really important to me?=A0 I know that there are thousands of lurkers out there, many of whom may readily press the dele= te key as soon as they see my name.=A0 But many others, often unknown to me will respond off-list, and this I really appreciate.

=A0

But thirdly, my world is not about chat, but about getting a better insight from colleagues.=A0 Over the years I have provoked many sometimes heated arguments.=A0 For instance I refer back to my original question on Virtual Learning 2.=A0 I value the erudite responses (and the time taken to respond) by such respected colleagues as Peter.T and Paul.V =96 These responses could hardly be compressed into a Tweet.

--

Neil Adam
Be= acon ICT
Twitter: @NeilAdam
ww= w.beaconict.co.uk

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
122= Beacon Road, Broadstairs, Kent CT10 3DQ
Mobile 07720 288540
~~~~~~~~= ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Please note= : =A0This email and any attachments are intended only for those in the addr= ess list above. If it has come to you by mistake, please let me know, delet= e the message and any attachments, and please do not forward the material t= o anyone else.
--0016e6d99daad2a089047bf03dd6-- From fergus@fergus-reynolds.com Thu Dec 31 09:17:56 2009 From: fergus@fergus-reynolds.com (Fergus Reynolds) Date: Thu, 31 Dec 2009 09:17:56 +0000 Subject: [Advisory] Online Reporting in Primary Schools Message-ID: <27E1491F-8968-4EB1-A015-20CF73A37B41@fergus-reynolds.com> Colleagues, Does anybody have any advice, hints or tips on developing online reporting in Primary schools? I am interested in examples of good practice and any suggestions colleagues may have to help avoid pitfalls in getting going. I am also interested in any schools that colleagues could recommend as examples of good practice in this area - especially in the North West of England. Any help, comments, etc appreciated. I am happy to receive responses offline if colleagues prefer that. I would be happy to collate responses if anyone would be interested in receiving that. Thanks in anticipation. Best wishes for a Happy new Year Fergus Reynolds From Tony.Parkin@ssatrust.org.uk Thu Dec 31 10:40:35 2009 From: Tony.Parkin@ssatrust.org.uk (Tony Parkin) Date: Thu, 31 Dec 2009 10:40:35 +0000 Subject: [Advisory] Online Reporting in Primary Schools In-Reply-To: <27E1491F-8968-4EB1-A015-20CF73A37B41@fergus-reynolds.com> References: <27E1491F-8968-4EB1-A015-20CF73A37B41@fergus-reynolds.com> Message-ID: <686A5BE6-1B48-4125-ADF9-F255B5601BFD@mimectl> Fergus Can I suggest that you start by looking at the ICT Register to begin your online reporting search (or indeed any other) - www.ict-register.net ? A quick check, searching by 'online reporting' and limited to Primary schools, gave me over 100 hits of schools giving examples of their own approach to online reporting and volunteering to share. Once you have found some that match your own thinking, and are perhaps geographically preferable, you can of course contact the schools directly if you need further information, or advice? The ICT Register is a free service by schools for schools, provided by SSAT with the help of generous funding support from Becta. So though I must declare a vested interest I don't think Naace members will see this as unacceptable commercial use of an advisory mailing! Happy New Year and good luck with your research, Tony Parkin -------------------------------------------- Tony Parkin Head of ICT Development Specialist Schools & Academies Trust 17th Floor, Millbank Tower 21-24 Millbank London SW1P 4QP Email:tony.parkin@ssatrust.org.uk Tel: +44 20 7802 2306 Mob:+44 07739 436073 Skype: parkintony MSN: a.c.parkin@hotmail.co.uk -------------------------------------------- ________________________________ From: advisory-admin@talk.naace.org [advisory-admin@talk.naace.org] On Behalf Of Fergus Reynolds [fergus@fergus-reynolds.com] Sent: 31 December 2009 09:17 To: advisory@talk.naace.org Subject: [Advisory] Online Reporting in Primary Schools Colleagues, Does anybody have any advice, hints or tips on developing online reporting in Primary schools? I am interested in examples of good practice and any suggestions colleagues may have to help avoid pitfalls in getting going. I am also interested in any schools that colleagues could recommend as examples of good practice in this area - especially in the North West of England. Any help, comments, etc appreciated. I am happy to receive responses offline if colleagues prefer that. I would be happy to collate responses if anyone would be interested in receiving that. Thanks in anticipation. Best wishes for a Happy new Year Fergus Reynolds _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether you need a hard copy. This e-mail and any attachments are confidential and intended solely for the use of the individual or entity to whom it is addressed. If you are not the intended recipient and you have received this e-mail in error then please accept our apologies. In such circumstances any use, dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please contact the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are solely those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. This e-mail does not form part of a legally binding agreement. We have taken precautions to minimise the risk of transmitting software viruses, but we advise that you carry out your own virus checks on any attachments to this message. We cannot accept liability for any loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ From rjt@maximise-ict.co.uk Thu Dec 31 12:41:47 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Thu, 31 Dec 2009 12:41:47 -0000 Subject: FW: [Advisory] Online Reporting in Primary Schools Message-ID: <000901ca8a16$9de25590$d9a700b0$@co.uk> Hi, Fergus, I agree with Tony up to a point, but 'reports' are always about past experience and possibly previous teaching and learning styles. I did a quick phone-round of some of the suppliers but unfortunately they were all on holiday. I have my own ideas on the benefits of on-line reporting and will 'interrogate' leading known suppliers as to how they see on-line reporting moving in the near future. - I will report back shortly - probably next week. Meanwhile, I would suggest that there are three different aspects to this issue: 1. The appropriate access to real-time reporting of progress through activities completed using some form of assessment software like 'SmartAssess'; 2. The reporting written by teachers, that can be reasonably up-to-date, such as provided by SERCO/CMIS/Facility; 3. The formative and possibly informal reporting available through a good e-Portfolio system. I'm sure that there are several other competitive products - but firstly it will depend on your present VLE provider. PS: BETT will be a good source of advice even if coloured by some degree of 'sales pitch'. Best Wishes, Ray Tolley� FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P:� http://raytolley.v2efolioworld.mnscu.edu/ B:� http://www.efoliointheuk.blogspot.com/ W:� http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Fergus Reynolds Sent: 31 December 2009 09:18 To: advisory@talk.naace.org Subject: [Advisory] Online Reporting in Primary Schools Colleagues, Does anybody have any advice, hints or tips on developing online reporting in Primary schools? I am interested in examples of good practice and any suggestions colleagues may have to help avoid pitfalls in getting going. I am also interested in any schools that colleagues could recommend as examples of good practice in this area - especially in the North West of England. Any help, comments, etc appreciated. I am happy to receive responses offline if colleagues prefer that. I would be happy to collate responses if anyone would be interested in receiving that. Thanks in anticipation. Best wishes for a Happy new Year Fergus Reynolds _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From Tony.Parkin@ssatrust.org.uk Thu Dec 31 14:21:42 2009 From: Tony.Parkin@ssatrust.org.uk (Tony Parkin) Date: Thu, 31 Dec 2009 14:21:42 +0000 Subject: [Secondary] FW: [Advisory] Online Reporting in Primary Schools In-Reply-To: <000901ca8a16$9de25590$d9a700b0$@co.uk> References: <000901ca8a16$9de25590$d9a700b0$@co.uk> Message-ID: <2D520FDE0B44734798B7FE6FAA5E298397A4A0EE40@Hermes.sst.lan> Fergus ... and it may be worth a reminder to those schools exploring this journey of the 'expectations' in this area, as currently delineated on the Becta website.....? Ray might even like to ask suppliers in his calls how their offerings measure up against these requirements? "What is online reporting? Online reporting involves using ICT to enable parents to receive and access information about their children�s work, progress, attendance and behaviour when and where they want, using secure, online access. What do I have to do and when? Secondary schools are expected to make the following information available to parents through secure online access by September 2010: * Attendance and behaviour (both positive and challenging) * Progress and attainment * Special needs All primary schools are expected to achieve this by September 2012." It is worth noting that not all these aspects are addressed in some of the solutions being promoted to schools as ideal ways of meeting these aspirations. Also perhaps that 'real-time reporting', though clearly invaluable and undoubtedly welcomed by parents, is NOT part of the specification? Tony -------------------------------------------- Tony Parkin Head of ICT Development Specialist Schools & Academies Trust 17th Floor, Millbank Tower 21-24 Millbank London SW1P 4QP Email:tony.parkin@ssatrust.org.uk Tel: +44 20 7802 2306 Mob:+44 07739 436073 Skype: parkintony MSN: a.c.parkin@hotmail.co.uk -------------------------------------------- ________________________________________ From: secondary-admin@talk.naace.org [secondary-admin@talk.naace.org] On Behalf Of Ray Tolley [rjt@maximise-ict.co.uk] Sent: 31 December 2009 12:41 To: advisory@talk.naace.org; secondary@talk.naace.org Subject: [Secondary] FW: [Advisory] Online Reporting in Primary Schools Hi, Fergus, I agree with Tony up to a point, but 'reports' are always about past experience and possibly previous teaching and learning styles. I did a quick phone-round of some of the suppliers but unfortunately they were all on holiday. I have my own ideas on the benefits of on-line reporting and will 'interrogate' leading known suppliers as to how they see on-line reporting moving in the near future. - I will report back shortly - probably next week. Meanwhile, I would suggest that there are three different aspects to this issue: 1. The appropriate access to real-time reporting of progress through activities completed using some form of assessment software like 'SmartAssess'; 2. The reporting written by teachers, that can be reasonably up-to-date, such as provided by SERCO/CMIS/Facility; 3. The formative and possibly informal reporting available through a good e-Portfolio system. I'm sure that there are several other competitive products - but firstly it will depend on your present VLE provider. PS: BETT will be a good source of advice even if coloured by some degree of 'sales pitch'. Best Wishes, Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Fergus Reynolds Sent: 31 December 2009 09:18 To: advisory@talk.naace.org Subject: [Advisory] Online Reporting in Primary Schools Colleagues, Does anybody have any advice, hints or tips on developing online reporting in Primary schools? I am interested in examples of good practice and any suggestions colleagues may have to help avoid pitfalls in getting going. I am also interested in any schools that colleagues could recommend as examples of good practice in this area - especially in the North West of England. Any help, comments, etc appreciated. I am happy to receive responses offline if colleagues prefer that. I would be happy to collate responses if anyone would be interested in receiving that. Thanks in anticipation. Best wishes for a Happy new Year Fergus Reynolds _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress _______________________________________________ Secondary mailing list Secondary@talk.naace.org http://talk.naace.org/mm/listinfo/secondary To unsubscribe send a message to Secondary-admin@talk.naace.org with the body text: unsubscribe Secondary YourEmailAddress or: send a message to Secondary-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether you need a hard copy. This e-mail and any attachments are confidential and intended solely for the use of the individual or entity to whom it is addressed. If you are not the intended recipient and you have received this e-mail in error then please accept our apologies. In such circumstances any use, dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please contact the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are solely those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. This e-mail does not form part of a legally binding agreement. We have taken precautions to minimise the risk of transmitting software viruses, but we advise that you carry out your own virus checks on any attachments to this message. We cannot accept liability for any loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ From rjt@maximise-ict.co.uk Thu Dec 31 16:11:46 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Thu, 31 Dec 2009 16:11:46 -0000 Subject: [Advisory] videos - Use of ICT in France Message-ID: <001701ca8a33$f38511f0$da8f35d0$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0018_01CA8A33.F38511F0 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Some nice examples, would love to see the equivalent for the UK! http://www.educnet.education.fr/en/videos/ict-uses BW Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_0018_01CA8A33.F38511F0 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable

Some nice examples, would love to see the = equivalent for the UK!

http://www.ed= ucnet.education.fr/en/videos/ict-uses

Ray Tolley FEIDCT, NAACE Fellow, ACQI, = MBILD
ICT Education Consultant
Maximise ICT Ltd
P: ht= tp://raytolley.v2efolioworld.mnscu.edu/

B: ht= tp://www.efoliointheuk.blogspot.com/
W: ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

------=_NextPart_000_0018_01CA8A33.F38511F0-- From meades@gmail.com Thu Dec 31 22:39:37 2009 From: meades@gmail.com (J Meades) Date: Thu, 31 Dec 2009 22:39:37 +0000 Subject: [Secondary] FW: [Advisory] Online Reporting in Primary Schools In-Reply-To: <2D520FDE0B44734798B7FE6FAA5E298397A4A0EE40@Hermes.sst.lan> References: <000901ca8a16$9de25590$d9a700b0$@co.uk> <2D520FDE0B44734798B7FE6FAA5E298397A4A0EE40@Hermes.sst.lan> Message-ID: --00151747beea0c828e047c0dee0e Content-Type: text/plain; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Hi everyone I suspect that many secondary schools may not fully appreciate the possibilities and potential pitfalls associated with providing 'online reporting'. I believe that we have a role to play here in identifying aspirational requirements that schools can have when faced with the offerings of most suppliers who, I suspect, will be providing the basic minimum to 'cover' their perception of online reporting. Whilst there has been consultation, most suppliers will also be bound by their own technical limitations of their products. Whilst Tony mentions below the information required to be available to parents accessing the information online, there are some important aspects which also need to be included and some will be a challenge to some suppliers. On the face of it, the flow of information is only required to flow in one direction - in a sense, it is the same information currently provided by schools in printed format. I would like to see the access extended to include a return flow from parent to teacher, mentor, tutor, et= c - an almost social network supporting the student's learning - a learning network. Reporting online a student's attendance and behaviour is relatively straightforward provided the appropriate internal processes and digital systems are in place. It's possible that schools will be challenged in thos= e areas and will need support. Whilst 'attainment' is important, it is the indication of 'progress' in an understandable format which is vital to the online conversation or any conversation concerning learning - an online conversation offers more opportunities for parental engagement than the very occasional parents evening. This is coupled with learning plans, statement and support of special needs, both of which can be negotiated and reviewed online as the student progresses. I'd like to think that 'real-time' reporting is made up of all those formative assessments and feedback that can be available online as part of the student's ePortfolio or from within an appropriate learning platform. Happy New Year and best wishes, Jeremy Meades Director of ICT Strategy & e-Learning SchoolsICT Limited e: jeremy.meades@schoolsict.net w: http://schoolsict.net 2009/12/31 Tony Parkin > Fergus > > ... and it may be worth a reminder to those schools exploring this journ= ey > of the 'expectations' in this area, as currently delineated on the Becta > website.....? > Ray might even like to ask suppliers in his calls how their offerings > measure up against these requirements? > > "What is online reporting? > > Online reporting involves using ICT to enable parents to receive and acce= ss > information about their children=92s work, progress, attendance and behav= iour > when and where they want, using secure, online access. > > What do I have to do and when? > > Secondary schools are expected to make the following information availabl= e > to parents through secure online access by September 2010: > * Attendance and behaviour (both positive and challenging) > * Progress and attainment > * Special needs > All primary schools are expected to achieve this by September 2012." > > It is worth noting that not all these aspects are addressed in some of th= e > solutions being promoted to schools as ideal ways of meeting these > aspirations. > > Also perhaps that 'real-time reporting', though clearly invaluable and > undoubtedly welcomed by parents, is NOT part of the specification? > > Tony > -------------------------------------------- > Tony Parkin > Head of ICT Development > Specialist Schools & Academies Trust > 17th Floor, Millbank Tower > 21-24 Millbank > London SW1P 4QP > > Email:tony.parkin@ssatrust.org.uk > Tel: +44 20 7802 2306 > Mob:+44 07739 436073 > Skype: parkintony > MSN: a.c.parkin@hotmail.co.uk > -------------------------------------------- > ________________________________________ > From: secondary-admin@talk.naace.org [secondary-admin@talk.naace.org] On > Behalf Of Ray Tolley [rjt@maximise-ict.co.uk] > Sent: 31 December 2009 12:41 > To: advisory@talk.naace.org; secondary@talk.naace.org > Subject: [Secondary] FW: [Advisory] Online Reporting in Primary Schools > > Hi, Fergus, > > I agree with Tony up to a point, but 'reports' are always about past > experience and possibly previous teaching and learning styles. I did a > quick phone-round of some of the suppliers but unfortunately they were al= l > on holiday. > > I have my own ideas on the benefits of on-line reporting and will > 'interrogate' leading known suppliers as to how they see on-line reportin= g > moving in the near future. - I will report back shortly - probably next > week. > > Meanwhile, I would suggest that there are three different aspects to this > issue: > > 1. The appropriate access to real-time reporting of progress through > activities completed using some form of assessment software like > 'SmartAssess'; > 2. The reporting written by teachers, that can be reasonably up-to-date, > such as provided by SERCO/CMIS/Facility; > 3. The formative and possibly informal reporting available through a goo= d > e-Portfolio system. > > I'm sure that there are several other competitive products - but firstly = it > will depend on your present VLE provider. > > PS: BETT will be a good source of advice even if coloured by some degree > of > 'sales pitch'. > > Best Wishes, > > Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD > ICT Education Consultant > Maximise ICT Ltd > P: http://raytolley.v2efolioworld.mnscu.edu/ > B: http://www.efoliointheuk.blogspot.com/ > W: http://www.maximise-ict.co.uk/eFolio-01.htm > Winner of the IMS 'Leadership Regional Award 2009' > > -----Original Message----- > From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org= ] > On Behalf Of Fergus Reynolds > Sent: 31 December 2009 09:18 > To: advisory@talk.naace.org > Subject: [Advisory] Online Reporting in Primary Schools > > Colleagues, > > Does anybody have any advice, hints or tips on developing online > reporting in Primary schools? I am interested in examples of good > practice and any suggestions colleagues may have to help avoid > pitfalls in getting going. I am also interested in any schools that > colleagues could recommend as examples of good practice in this area - > especially in the North West of England. Any help, comments, etc > appreciated. > I am happy to receive responses offline if colleagues prefer that. I > would be happy to collate responses if anyone would be interested in > receiving that. Thanks in anticipation. > > Best wishes for a Happy new Year > > Fergus Reynolds > _______________________________________________ > Advisory mailing list Advisory@talk.naace.org > http://talk.naace.org/mm/listinfo/advisory > To unsubscribe send a message to Advisory-admin@talk.naace.org with the > body > text: > > unsubscribe Advisory YourEmailAddress > > or: send a message to Advisory-request@talk.naace.org > with the body text: > > unsubscribe YourPassword YourEmailAddress > > > _______________________________________________ > Secondary mailing list Secondary@talk.naace.org > http://talk.naace.org/mm/listinfo/secondary > To unsubscribe send a message to Secondary-admin@talk.naace.org with the > body text: > > unsubscribe Secondary YourEmailAddress > > or: send a message to Secondary-request@talk.naace.org > with the body text: > > unsubscribe YourPassword YourEmailAddress > > ______________________________________________________________________ > This email has been scanned by the MessageLabs Email Security System. > For more information please visit http://www.messagelabs.com/email > ______________________________________________________________________ > > Please consider your environmental responsibility: > Before printing this e-mail or any other document, ask yourself whether y= ou > need a hard copy. > > This e-mail and any attachments are confidential and intended solely for > the use of the individual or entity to whom > it is addressed. If you are not the intended recipient and you have > received this e-mail in error > then please accept our apologies. In such circumstances any use, > dissemination, forwarding, printing or copying of this > e-mail or its attachments in any form is strictly prohibited. Please > contact the sender by return e-mail and then delete > all the material from your system. Any views or opinions presented are > solely those of the author and do not necessarily > represent those of the Specialist Schools and Academies Trust. This e-ma= il > does not form part of a legally binding agreement. > We have taken precautions to minimise the risk of transmitting software > viruses, but we advise that you > carry out your own virus checks on any attachments to this message. We > cannot accept liability for any > loss or damage caused by software viruses. > ______________________________________________________________________ > > This email has been scanned by the MessageLabs Email Security System. > For more information please visit http://www.messagelabs.com/email > ______________________________________________________________________ > > _______________________________________________ > Secondary mailing list Secondary@talk.naace.org > http://talk.naace.org/mm/listinfo/secondary > To unsubscribe send a message to Secondary-admin@talk.naace.org with the > body text: > > unsubscribe Secondary YourEmailAddress > > or: send a message to Secondary-request@talk.naace.org > with the body text: > > unsubscribe YourPassword YourEmailAddress > --00151747beea0c828e047c0dee0e Content-Type: text/html; charset=windows-1252 Content-Transfer-Encoding: quoted-printable Hi everyone

I suspect that many secondary schools may not fully appr= eciate the possibilities and potential pitfalls associated with providing &= #39;online reporting'. I believe that we have a role to play here in id= entifying aspirational requirements that schools can have when faced with t= he offerings of most suppliers who, I suspect, will be providing the basic = minimum to 'cover' their perception of online reporting. Whilst the= re has been consultation, most suppliers will also be bound by their own te= chnical limitations of their products.

Whilst Tony mentions below the information required to be available to = parents accessing the information online, there are some important aspects = which also need to be included and some will be a challenge to some supplie= rs. On the face of it, the flow of information is only required to flow in = one direction - in a sense, it is the same information currently provided b= y schools in printed format. I would like to see the access extended to inc= lude a return flow from parent to teacher, mentor, tutor, etc - an almost s= ocial network supporting the student's learning - a learning network.
Reporting online a student's attendance and behaviour is relatively= straightforward provided the appropriate internal processes and digital sy= stems are in place. It's possible that schools will be challenged in th= ose areas and will need support.

Whilst 'attainment' is important, it is the indication of '= progress' in an understandable format which is vital to the online conv= ersation or any conversation concerning learning - an online conversation o= ffers more opportunities for parental engagement than the very occasional p= arents evening. This is coupled with learning plans, statement and support = of special needs, both of which can be negotiated and reviewed online as th= e student progresses.

I'd like to think that 'real-time' reporting is made up of = all those formative assessments and feedback that can be available online a= s part of the student's ePortfolio or from within an appropriate learni= ng platform.

Happy New Year and best wishes,

Jeremy Meades
Director of ICT= Strategy & e-Learning
SchoolsICT Limited

e: jeremy.meades@schoolsict.net
w: http://schoolsict.net

2009/12/31 Tony Parkin <Tony.Parkin@ssatrus= t.org.uk>

Fergus

... and =A0it may be worth a reminder to those schools exploring this journ= ey of the 'expectations' in this area, as currently delineated on t= he Becta website.....?
Ray might even like to ask suppliers in his calls how their offerings measu= re up against these requirements?

"What is online reporting?

Online reporting involves using ICT to enable parents to receive and access= information about their children=92s work, progress, attendance and behavi= our when and where they want, using secure, online access.

What do I have to do and when?

Secondary schools are expected to make the following information available = to parents through secure online access by September 2010:
=A0 =A0* Attendance and behaviour (both positive and challenging)
=A0 =A0* Progress and attainment
=A0 =A0* Special needs
All primary schools are expected to achieve this by September 2012."
It is worth noting that not all these aspects are addressed in some of the = solutions being promoted to schools as ideal ways of meeting these aspirati= ons.

Also perhaps that 'real-time reporting', though clearly invaluable = and undoubtedly welcomed by parents, is NOT part of the specification?

Tony
--------------------------------------------

Tony Parkin
Head of ICT Development
Specialist Schools & Academies Trust
17th Floor, Millbank Tower
21-24 Millbank
London SW1P 4QP

Email:tony.parkin@ss= atrust.org.uk
Tel: +44 20 7802 2306
Mob:+44 07739 436073
Skype: parkintony
MSN: a.c.parkin@hotmail.co.uk

--------------------------------------------
________________________________________
From: secondary-admin@tal= k.naace.org [secondar= y-admin@talk.naace.org] On Behalf Of Ray Tolley [rjt@maximise-ict.co.uk]

Sent: 31 December 2009 12:41
To: advisory@talk.naace.org;= secondary@talk.naace.org
Subject: [Secondary] FW: [Advisory] Online Reporting in Primary Schoo= ls

Hi, Fergus,

I agree with Tony up to a point, but 'reports' are always about pas= t
experience and possibly previous teaching and learning styles. =A0I did a quick phone-round of some of the suppliers but unfortunately they were all<= br> on holiday.

I have my own ideas on the benefits of on-line reporting and will
'interrogate' leading known suppliers as to how they see on-line re= porting
moving in the near future. - I will report back shortly - probably next
week.

Meanwhile, I would suggest that there are three different aspects to this issue:

1. =A0The appropriate access to real-time reporting of progress through
activities completed using some form of assessment software like
'SmartAssess';
2. =A0The reporting written by teachers, that can be reasonably up-to-date,=
such as provided by SERCO/CMIS/Facility;
3. =A0The formative and possibly informal reporting available through a goo= d
e-Portfolio system.

I'm sure that there are several other competitive products - but firstl= y it
will depend on your present VLE provider.

PS: =A0BETT will be a good source of advice even if coloured by some degree= of
'sales pitch'.

Best Wishes,

Ray Tolley =A0FEIDCT, NAACE Fellow, ACQI, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: =A0http://raytolley.v2efolioworld.mnscu.edu/
B: =A0= http://www.efoliointheuk.blogspot.com/
W: =A0http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'

-----Original Message-----
From: advisory-admin@talk.= naace.org [mailto:advi= sory-admin@talk.naace.org]
On Behalf Of Fergus Reynolds
Sent: 31 December 2009 09:18
To: advisory@talk.naace.org<= br> Subject: [Advisory] Online Reporting in Primary Schools

Colleagues,

Does anybody have any advice, hints or tips on developing online
reporting in Primary schools? I am interested in examples of good
practice and any suggestions colleagues may have to help avoid
pitfalls in getting going. I am also interested in any schools that
colleagues could recommend as examples of good practice in this area -
especially in the North West of England. Any help, comments, etc
appreciated.
I am happy to receive responses offline if colleagues prefer that. I
would be happy to collate responses if anyone would be interested in
receiving that. =A0Thanks in anticipation.

Best wishes for a Happy new Year

Fergus Reynolds
_______________________________________________
Advisory mailing list Advisory@t= alk.naace.org
ht= tp://talk.naace.org/mm/listinfo/advisory
To unsubscribe send a message to Advisory-admin@talk.naace.org with the body
text:

unsubscribe Advisory YourEmailAddress

or: send a message to Ad= visory-request@talk.naace.org
with the body text:

unsubscribe YourPassword YourEmailAddress

_______________________________________________
Secondary mailing list Secondar= y@talk.naace.org http://talk.naace.org/mm/listinfo/secondary
To unsubscribe send a message to Secondary-admin@talk.naace.org with the body text:

unsubscribe Secondary YourEmailAddress

or: send a message to S= econdary-request@talk.naace.org
with the body text:

unsubscribe YourPassword YourEmailAddress

_____________________________________________= _________________________
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For more information please visit http://www.messagelabs.com/email
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Please consider your environmental responsibility:
Before printing this e-mail or any other document, ask yourself whether you= need a hard copy.

This e-mail and any attachments are confidential and intended solely for th= e use of the individual or entity to whom
it is addressed. =A0If you are not the intended recipient and you have rece= ived this e-mail in error
then please accept our apologies. In such circumstances any use, disseminat= ion, forwarding, printing or copying of this
e-mail or its attachments in any form is strictly prohibited. Please contac= t the sender by return e-mail and then delete
all the material from your system. Any views or opinions presented are sole= ly those of the author and do not necessarily
represent those of the Specialist Schools and Academies Trust. =A0This e-ma= il does not form part of a legally binding agreement.
We have taken precautions to minimise the risk of transmitting software vir= uses, but we advise that you
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--00151747beea0c828e047c0dee0e-- From rjt@maximise-ict.co.uk Thu Dec 31 22:39:59 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Thu, 31 Dec 2009 22:39:59 -0000 Subject: [Advisory] E-learning and Distance Education Resources Message-ID: <003701ca8a6a$2f4de140$8de9a3c0$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0038_01CA8A6A.2F4DE140 Content-Type: text/plain; charset="utf-8" Content-Transfer-Encoding: quoted-printable Tony Bates has some very pertinent observations, particularly his notes = on e-books and e-learning, but still not sure about cloud computing: E-learning and Distance Education Resources=20 = =20 =09 _____ =20 = Great expectations for e-learning in 2010=20 Posted: 30 Dec 2009 03:22 PM PST = =C2=A9 2007 Index Funds Advisors, Inc. =C2=A9 2007 Index Funds Advisors, Inc. In the Globe and Mail on December 19, Leah McLaren wrote: =E2=80=98We are living in an Era of Perpetual Advice =E2=80=93 and = almost none of it is any good=E2=80=A6.the truth is, if you had a monkey = throwing darts, you=E2=80=99d have a better chance of predicting the = future.=E2=80=99 OK =E2=80=93 so you can=E2=80=99t say you weren=E2=80=99t warned! = Nevertheless, here are my predictions for 2010. 1. Follow the money.=20 In many countries, 2010 will be a difficult year financially. = Governments are going to have to take control of their large deficits, = and their options are limited: cut expenditure, increase taxes, borrow = more money. But you won=E2=80=99t be able to borrow more money to pay = off the old because it will be too expensive, and who is going into an = election with a promise of more taxes? With a majority of the electorate = becoming seniors (well, almost), you can=E2=80=99t cut health budgets. = So we=E2=80=99ll have to cut the universities (after the civil service = and the wages of elected officials, of course). See, that decision = wasn=E2=80=99t so difficult after all, was it? The USA and Britain in particular face some very difficult financial = decisions over the next few years (and I believe 2011 will be worse than = 2010 for public sector cuts, so it won=E2=80=99t be a question of trying = to ride out things until the situation improves =E2=80=93 it could be a = long and increasingly bumpy ride). The big unknown is how governments and public post-secondary = institutions will respond to lower revenues. Here are some = possibilities: =C2=A7 more of the same: larger classes, more adjuncts, higher tuition = fees, poorer service. (Well, at least it=E2=80=99s a strategy that has = been well tried and tested.) =C2=A7 cut enrolments: well, that can=E2=80=99t be done quickly = =E2=80=93 students are already enrolled and will need at least four = years to work through the system =E2=80=93 and most governments in = economically advanced countries still recognise that they need an = educated workforce. Even more importantly, students and their parents = are voters. =C2=A7 greater differentiation between institutions, with a few rich = research universities maintaining current levels of funding, with the = rest being even more severely cut. (A solution proposed by the = =E2=80=98elite=E2=80=99 Canadian research universities =E2=80=93 = equivalent of throwing women and children off the life raft so the = strong can survive.) =C2=A7 a multi-tiered and increasingly differentiated faculty: a very = few research-only professors, slightly more teaching-only professors, = and many more adjunct faculty, but with poorer pay =C2=A7 closing of educational support units, cancelling or not renewing = licenses for LMSs, and reducing IT support staff, to enable the = institution to focus on =E2=80=98core=E2=80=99 activities (such as = college football in the USA). =C2=A7 or will at least some governments or institutions look at new = models for post-secondary education that focus less on expensive = buildings and more on virtual learning? I suspect we will see all these (and some other) developments in 2010, = but every challenge is also an opportunity, and the increasingly dire = state of public financing does offer a real opportunity to re-think = current teaching and learning environments in ways that will not only = help control costs but also produce the learning needed in the 21st = century. So, especially if you are not working in a privileged first-tier = research university, brush off your revolutionary plans for e-learning = (no, NOT clickers) and have them ready for your sorely pressed = administration in 2010. It would also help if you could show how this = could save some money as well, but that might be another challenge. 2. E-publishing =C2=A9 = Forex e-books =C2=A9 Forex e-books Well, e-publishing has been around for some time, and the Kindle was = Amazon=E2=80=99s biggest selling item in 2009. Thus I predict that 2010 = will see e-publishing overtaking traditional printing for academic = textbooks. The simple reason is cost. Students are paying more for = printed text books than for tuition fees in many programs, whereas = increasingly, through online publishing, e-textbooks can be downloaded = free or at much lower cost. Within e-publishing there are two separate trends. With open textbook = publishing, books go through a similar review process as print = textbooks, but the business model is completely different, since open = textbooks can be downloaded without cost. For instance, from = Flatworld We preserve the best of the old =E2=80=93 books by leading experts, = rigorously reviewed and developed to the highest standards. Then we flip = it all on its head. Our books are free online. We offer convenient, low-cost choices for = students =E2=80=93 softcovers for under $30, audio books and chapters, = self-print options, and more. Our books are open for instructors to = modify and make their own (for their own course =E2=80=93 not for = anybody else=E2=80=99s). Our books are the hub of a social learning = network where students learn from the book and each other. Traditional book publishers are also moving to e-publication. For = instance, Jossey-Bass sold more electronic copies than print copies of = =E2=80=98 = = Effective Teaching with Technology in Higher Education=E2=80=98 in 2009 = (despite the electronic option not being very clear on the ordering web = site). However, most publishers charge the same for downloading as for = print copies. I suspect this business model will change, with electronic = copies becoming cheaper (but still not free) from traditional = publishers, who will have to respond to the competition from open = textbooks. Nevertheless, there will still be a market for traditional = publishers of textbooks (even though these will increasingly be = electronic versions) because most authors want some financial reward for = the considerable effort required in writing a best-selling textbook, and = professional editorial help (I know of what I speak). I use the term e-publishing, not e-books, deliberately. I don=E2=80=99t = see a long-term future for e-books, at least for study purposes. Despite = its high sales to the general public, the Kindle does not provide the = kind of interface that makes it appealing to students =E2=80=93 nor does = the Sony Reader: Complaining about usability, device issues and poor value for money, = students who routinely get their movies and music online are still = consistently opting for thick, clunky old-school books when given a = choice. = Johnson, 2009 The problem is that e-books are stand-alone devices that do not directly = integrate with the other tools students are using, particularly a = desktop or laptop computer. The interface of e-books is not really well = designed for study purposes. Thus watch particularly for online book distributors such as = Kobo, and devices that use open standards, = that will allow books to be purchased (probably at around $10 a copy) = from any supplier and also traded, further depressing the cost. More = importantly, Kobo and other open standard online distributors do not = require you to purchase a specific device to read them =E2=80=93 you can = read them online from a standard computer or mobile phone, or download = them for reading on your own computer. This is why, at least for study = purposes, Kobo and other open standard publishing will eventually win = out over Kindle and the Sony Reader. 3. The year of mobile learning? =C2=A9 = Devicepedia.com =C2=A9 Devicepedia.com Could 2010 be the year when mobile learning ceases to be mainly promise = and becomes an actual reality? Or perhaps it would be fairer to say will = mobile learning move from being a fringe or supplementary activity and = become the primary delivery medium? If it does, I suspect it will not be in the USA, Canada, Australia or = Europe, but in South Africa, an Asian country such as India, or possibly = Brazil. Why? Because their need to move to mobile learning is greater. = In these countries, many more people have a mobile phone than = ground-based Internet access or a computer. This development is also = less likely to be for post-secondary educational purposes, but to enable = students to obtain high school qualifications or for lifelong learning = and company training (bigger markets, greater need). Nor will the application be =E2=80=98pure=E2=80=99 mobile learning, but = more likely a hybrid of mobile learning combined with occasional access = to a computer and terrestrial Internet (mainly to keep down roaming = charges), possibly at local Internet caf=C3=A9s or conventional = educational institutions outside =E2=80=98normal=E2=80=99 teaching = hours.. I still think though that this is more likely to happen on a large scale = in 2011 or 2012, when there will be hand held devices with bigger or = expandable screens, and more importantly a better virtual learning = environment (educational apps and interactive materials designed for = mobile learning.) 4. Convergence through cloud computing Maybe not in 2010, but perhaps in 2011, we will see the ultimate, all = purpose device that will combine a big enough screen/fine enough = resolution (maybe in a foldable format), an intuitive user interface, = full mobile access, a full range of applications, and still be small = enough to carry in your pocket or purse (essential for getting through = security at airports, as well). I=E2=80=99m sure Steve Jobs already has = this under way. The device will be able to do this through using cloud = computing, where most applications and data will be stored. The interface is likely to be the biggest challenge. Whatever happened = to voice recognition? This was heralded in 1999 as the big breakthrough = in interfacing with computers, but it has proved to be one technology = too difficult to master (if you quote telephone companies=E2=80=99 = automatic answering service as an example of where voice recognition has = been applied, you=E2=80=99ve just proved my point). The qwerty keyboard = is a clumsy device, as are mouses and pull-down menus. The iPhone in = particular has introduced some nice haptic interfaces, but we still need = at least one more breakthrough to make small, mobile devices really = useful for study purposes. (We also need to change our vision for = teaching and learning too, to accommodate more rich media, both for = instruction and for assessment purposes, thus reducing our dependence on = a qwerty keyboard for text). 5. Brazil: the international leader in e-learning in 2010? Copacabana = beach, Rio de Janeiro Copacabana beach, Rio de Janeiro Several years ago, the Federal Government in Brazil issued an edict that = all federal government IT software purchases should be open source. One = result of this was the development of a private industry sector = specialising in the development of high quality online learning = materials for Brazil=E2=80=99s enormous school system (see for instance = WebAula). The government is also requiring = a fully graduate teaching force, and e-learning is a critical factor in = its in-service teacher training. Every school in the country is to have = a computer lab and Internet access by 2010. Similarly there is a = fast-growing business sector producing e-learning for corporate and = company training. It was one of the first countries to establish an open = content program, through the Escola = do Futuro at the Universidad de Sao Paulo in 1995, which aimed to make = all the classic Portuguese-language publications available free online = to schools, and which now has a wide range of e-learning projects. These are just a few of the many steps being taken in Brazil with = respect to e-learning. (We would know a lot more about e-learning in = Brazil if we spoke Portuguese.) With its GDP growing at an anticipated = 8% or more in 2010, and hence resources for continued investment in = e-learning, Brazil is on track to becoming the world leader in its use = of e-learning. Another country to watch is India, with a vast and growing e-learning = industry, the ability and resources to innovate in applications of = e-learning, and English as a major language. Increasingly we will see = the development of online learning materials, courses and quality open = content being outsourced to Indian companies.This may have a negative = impact on educational technology support units in our universities and = colleges. (The best defence will be to focus on the application of = educational theory and pedagogy to the design of quality e-learning, = where compared to IT development and support, India is less = competitive). China, on the other hand, although it has an equally vast number of = e-learning applications, is considerably hamstrung by centralised = control over content and a rigid, behaviourist teaching method. Its = restrictions on Internet use also hamper the development of the = necessary skills and resources needed to develop and grow = knowledge-based industries. 6. Something no-one has ever thought of Well, that=E2=80=99s the nature of new technology, isn=E2=80=99t it? = There will almost certainly be something =E2=80=98new=E2=80=99 and = dynamic in technology in 2010 that we don=E2=80=99t know about yet,which = will be jumped on as the latest =E2=80=99saviour=E2=80=99 of education. = The issue though is whether it will turn out to be really useful, lead = to better learning, or impact on our institutions, or whether it will = just drift through academe and disappear as quickly as it came. Conclusions It should be another interesting year for e-learning. I=E2=80=99d be = interested in what you think will be significant e-learning developments = in 2010. In the meantime, I wish you every success with your endeavours, may your = faculty be innovative, your administration supportive and your students = brilliant. Happy 2010! =20 =20 You are subscribed to email updates from Tony Bates = =20 To stop receiving these emails, you may unsubscribe = now. Email delivery powered by Google Google Inc., 20 West Kinzie, Chicago IL USA 60610 =20 ------=_NextPart_000_0038_01CA8A6A.2F4DE140 Content-Type: text/html; charset="utf-8" Content-Transfer-Encoding: quoted-printable Tony Bates

Tony Bates has some = very pertinent observations, particularly his notes on e-books and = e-learning, but still not sure about cloud computing:

E-learning and Distance Education Resources

Great expectations for e-learning in = 2010

Posted: 30 Dec = 2009 03:22 PM PST

=C2=A9= 2007 Index Funds Advisors, Inc.

In the Globe and Mail on December 19, Leah McLaren wrote:

=E2=80=98We are = living in an Era of Perpetual Advice =E2=80=93 and almost none of it is any = good=E2=80=A6.the truth is, if you had a monkey throwing darts, you=E2=80=99d have a better chance of = predicting the future.=E2=80=99

OK =E2=80=93 so you = can=E2=80=99t say you weren=E2=80=99t warned! Nevertheless, here are my predictions for = 2010.

1. Follow the = money.

In many countries, 2010 = will be a difficult year financially. Governments are going to have to take = control of their large deficits, and their options are limited: cut = expenditure, increase taxes, borrow more money. But you won=E2=80=99t be able to = borrow more money to pay off the old because it will be too expensive, and who is going = into an election with a promise of more taxes? With a majority of the = electorate becoming seniors (well, almost), you can=E2=80=99t cut health budgets. = So we=E2=80=99ll have to cut the universities (after the civil service and the wages of = elected officials, of course). See, that decision wasn=E2=80=99t so difficult = after all, was it?

The USA and Britain in particular face some very difficult financial decisions over the next = few years (and I believe 2011 will be worse than 2010 for public sector = cuts, so it won=E2=80=99t be a question of trying to ride out things until the = situation improves =E2=80=93 it could be a long and increasingly bumpy = ride).

The big unknown is how governments and public post-secondary institutions will respond to = lower revenues. Here are some possibilities:

=C2=A7 more of the same: larger classes, more adjuncts, higher = tuition fees, poorer service. (Well, at least it=E2=80=99s a strategy that has = been well tried and tested.)

=C2=A7 cut enrolments: well, that can=E2=80=99t be done quickly = =E2=80=93 students are already enrolled and will need at least four years to work through the = system =E2=80=93 and most governments in economically advanced countries = still recognise that they need an educated workforce. Even more importantly, students = and their parents are voters.

=C2=A7 greater differentiation between institutions, with a few = rich research universities maintaining current levels of funding, with the = rest being even more severely cut. (A solution proposed by the = =E2=80=98elite=E2=80=99 Canadian research universities =E2=80=93 equivalent of throwing women and = children off the life raft so the strong can survive.)

=C2=A7 a multi-tiered and increasingly differentiated = faculty: a very few research-only professors, slightly more teaching-only = professors, and many more adjunct faculty, but with poorer = pay

=C2=A7 closing of educational support units, cancelling or not = renewing licenses for LMSs, and reducing IT support staff, to enable the = institution to focus on =E2=80=98core=E2=80=99 activities (such as college = football in the USA).

=C2=A7 or will at least some governments or institutions look at = new models for post-secondary education that focus less on expensive = buildings and more on virtual learning?

I suspect we will see = all these (and some other) developments in 2010, but every challenge is also an opportunity, and the increasingly dire state of public financing does = offer a real opportunity to re-think current teaching and learning = environments in ways that will not only help control costs but also produce the = learning needed in the 21st century.

So, especially if you = are not working in a privileged first-tier research university, brush off your revolutionary plans for e-learning (no, NOT clickers) and have them = ready for your sorely pressed administration in 2010. It would also help if you = could show how this could save some money as well, but that might be another challenge.

2. = E-publishing

<= span style=3D'color:#000099;text-decoration:none'>

=C2=A9= Forex e-books

Well, e-publishing has = been around for some time, and the Kindle was Amazon=E2=80=99s biggest = selling item in 2009. Thus I predict that 2010 will see e-publishing overtaking = traditional printing for academic textbooks. The simple reason is cost. Students = are paying more for printed text books than for tuition fees in many = programs, whereas increasingly, through online publishing, e-textbooks can be downloaded free or at much lower cost.

Within e-publishing = there are two separate trends. With open textbook publishing, books go through a similar review process as print textbooks, but the business model is completely different, since open textbooks can be downloaded without = cost. For instance, from Flatworld

We preserve the = best of the old =E2=80=93 books by leading experts, rigorously reviewed and = developed to the highest standards. Then we flip it all on its head.

Our books are free = online. We offer convenient, low-cost choices for students =E2=80=93 = softcovers for under $30, audio books and chapters, self-print options, and more. Our books = are open for instructors to modify and make their own (for their own = course =E2=80=93 not for anybody else=E2=80=99s). Our books are the hub of a social = learning network where students learn from the book and each other.

Traditional book = publishers are also moving to e-publication. For instance, Jossey-Bass sold more = electronic copies than print copies of =E2=80=98Effective Teaching with = Technology in Higher Education=E2=80=98 in 2009 (despite the = electronic option not being very clear on the ordering web site). However, most = publishers charge the same for downloading as for print copies. I suspect this = business model will change, with electronic copies becoming cheaper (but still = not free) from traditional publishers, who will have to respond to the competition from open textbooks. Nevertheless, there will still be a = market for traditional publishers of textbooks (even though these will = increasingly be electronic versions) because most authors want some financial = reward for the considerable effort required in writing a best-selling textbook, = and professional editorial help (I know of what I = speak).

I use the term = e-publishing, not e-books, deliberately. I don=E2=80=99t see a long-term future for = e-books, at least for study purposes. Despite its high sales to the general = public, the Kindle does not provide the kind of interface that makes it appealing = to students =E2=80=93 nor does the Sony Reader:

Complaining about usability, device issues and poor value for money, students who = routinely get their movies and music online are still consistently opting for thick, = clunky old-school books when given a choice. Johnson, = 2009

The problem is that = e-books are stand-alone devices that do not directly integrate with the other = tools students are using, particularly a desktop or laptop computer. The = interface of e-books is not really well designed for study = purposes.

Thus watch particularly = for online book distributors such as Kobo, and = devices that use open standards, that will allow books to be purchased = (probably at around $10 a copy) from any supplier and also traded, further = depressing the cost. More importantly, Kobo and other open standard online = distributors do not require you to purchase a specific device to read them =E2=80=93 = you can read them online from a standard computer or mobile phone, or download them = for reading on your own computer. This is why, at least for study = purposes, Kobo and other open standard publishing will eventually win out over Kindle = and the Sony Reader.

3. The year of = mobile learning?

=C2=A9= Devicepedia.com

Could 2010 be the year = when mobile learning ceases to be mainly promise and becomes an actual = reality? Or perhaps it would be fairer to say will mobile learning move from being = a fringe or supplementary activity and become the primary delivery = medium?

If it does, I suspect it = will not be in the USA, Canada, Australia or Europe, but in South Africa, = an Asian country such as India, or possibly Brazil. Why? Because their need to = move to mobile learning is greater. In these countries, many more people have = a mobile phone than ground-based Internet access or a computer. This development is also less likely to be for post-secondary educational purposes, but to enable students to obtain high school qualifications = or for lifelong learning and company training (bigger markets, greater = need).

Nor will the application = be =E2=80=98pure=E2=80=99 mobile learning, but more likely a hybrid of = mobile learning combined with occasional access to a computer and terrestrial Internet (mainly = to keep down roaming charges), possibly at local Internet caf=C3=A9s or = conventional educational institutions outside =E2=80=98normal=E2=80=99 teaching = hours..

I still think though = that this is more likely to happen on a large scale in 2011 or 2012, when there = will be hand held devices with bigger or expandable screens, and more = importantly a better virtual learning environment (educational apps and interactive materials designed for mobile learning.)

4. Convergence = through cloud computing

Maybe not in 2010, but = perhaps in 2011, we will see the ultimate, all purpose device that will = combine a big enough screen/fine enough resolution (maybe in a foldable format), = an intuitive user interface, full mobile access, a full range of = applications, and still be small enough to carry in your pocket or purse (essential = for getting through security at airports, as well). I=E2=80=99m sure Steve = Jobs already has this under way. The device will be able to do this through using = cloud computing, where most applications and data will be = stored.

The interface is likely = to be the biggest challenge. Whatever happened to voice recognition? This = was heralded in 1999 as the big breakthrough in interfacing with = computers, but it has proved to be one technology too difficult to master (if you = quote telephone companies=E2=80=99 automatic answering service as an example = of where voice recognition has been applied, you=E2=80=99ve just proved my point). = The qwerty keyboard is a clumsy device, as are mouses and pull-down menus. The = iPhone in particular has introduced some nice haptic interfaces, but we still = need at least one more breakthrough to make small, mobile devices really = useful for study purposes. (We also need to change our vision for teaching and = learning too, to accommodate more rich media, both for instruction and for = assessment purposes, thus reducing our dependence on a qwerty keyboard for = text).

5. Brazil: the international leader in e-learning in 2010?

Copa= cabana beach, Rio de Janeiro

Several years ago, the = Federal Government in Brazil issued an edict that all federal government IT = software purchases should be open source. One result of this was the = development of a private industry sector specialising in the development of high = quality online learning materials for Brazil=E2=80=99s enormous school system = (see for instance WebAula). The government is also requiring a fully graduate teaching force, and e-learning is a = critical factor in its in-service teacher training. Every school in the country = is to have a computer lab and Internet access by 2010. Similarly there is a fast-growing business sector producing e-learning for corporate and = company training. It was one of the first countries to establish an open = content program, through the Escola do = Futuro at the Universidad de Sao Paulo in 1995, which aimed to make all the = classic Portuguese-language publications available free online to schools, and = which now has a wide range of e-learning projects.

These are just a few of = the many steps being taken in Brazil with respect to e-learning. (We would = know a lot more about e-learning in Brazil if we spoke Portuguese.) With its = GDP growing at an anticipated 8% or more in 2010, and hence resources for continued investment in e-learning, Brazil is on track to becoming the = world leader in its use of e-learning.

Another country to watch = is India, with a vast and growing e-learning industry, the ability and = resources to innovate in applications of e-learning, and English as a major = language. Increasingly we will see the development of online learning materials, courses and quality open content being outsourced to Indian = companies.This may have a negative impact on educational technology support units in = our universities and colleges. (The best defence will be to focus on the application of educational theory and pedagogy to the design of = quality e-learning, where compared to IT development and support, India is = less competitive).

China, on the other = hand, although it has an equally vast number of e-learning applications, is considerably hamstrung by centralised control over content and a = rigid, behaviourist teaching method. Its restrictions on Internet use also = hamper the development of the necessary skills and resources needed to = develop and grow knowledge-based industries.

6. Something no-one = has ever thought of

Well, that=E2=80=99s the = nature of new technology, isn=E2=80=99t it? There will almost certainly be something = =E2=80=98new=E2=80=99 and dynamic in technology in 2010 that we don=E2=80=99t know about = yet,which will be jumped on as the latest =E2=80=99saviour=E2=80=99 of education. The = issue though is whether it will turn out to be really useful, lead to better learning, or = impact on our institutions, or whether it will just drift through academe and = disappear as quickly as it came.

Conclusions

It should be another interesting year for e-learning. I=E2=80=99d be interested in what you = think will be significant e-learning developments in 2010.

In the meantime, I wish = you every success with your endeavours, may your faculty be innovative, = your administration supportive and your students brilliant. Happy = 2010!

You are subscribed = to email updates from Tony Bates = To stop receiving these emails, you may unsubscribe now.	Email delivery powered by Google
Google Inc., 20 = West Kinzie, Chicago IL USA 60610

------=_NextPart_000_0038_01CA8A6A.2F4DE140-- From rjt@maximise-ict.co.uk Thu Dec 31 23:18:14 2009 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Thu, 31 Dec 2009 23:18:14 -0000 Subject: [Advisory] RE: [Secondary] RE: Online Reporting in Schools In-Reply-To: <000a01ca8a46$9d898660$d89c9320$@org.uk> References: <000901ca8a16$9de25590$d9a700b0$@co.uk> <2D520FDE0B44734798B7FE6FAA5E298397A4A0EE40@Hermes.sst.lan> <000a01ca8a46$9d898660$d89c9320$@org.uk> Message-ID: <004801ca8a6f$873634c0$95a29e40$@co.uk> Colin, was that a Freudian slip, 'wandering' instead of wondering? There are plenty of hints, even as far back as 2006 in the 'Functional Requirements' eg: Requirement 21 Access off-site (Mandatory) "The intention is to enable anytime anywhere access and to include all types of users including teachers, pupils and parents. Requirement 29 Portfolios (Mandatory) "This kind of functionality is sometimes provided as part of an e-portfolio. But �e-portfolio� has various definitions and there are several functions that can be provided, possibly via links to a range of web services. Portfolios could include goal setting, identifying interests and learning plans." Requirement 31 Tracking (Mandatory) "This shall include reporting whether a learner has completed a particular resource or could include more complex scores or assessment data. Tracking information should be used to provide feedback to learners." Admittedly, some of the other requirements in the document appear quite dated some 4 years later on and many further hints can be gleaned (with a bit of hard work) from later edicts. I suspect that organisations on Becta's preferred list have been thinking about on-line reporting for some years now. I expect many of the big suppliers will have all the answers concerning their interpretations of on-line reporting at BETT. You say that you are 'in the process of rolling out secure on-line access to parents'. I'm intrigued by this because some VLEs have been capable of doing this for several years. I would be genuinely interested to know what information parents will have access to in your system. Does this include progress (possibly weekly)? Does it include real time personal comments by individual subject teachers? Does it include the recording of (informal) formative feedback from tutors, mentors and peers? Is this a DIY system that you have developed or are you working in conjunction with a VLE supplier? Kindest Regards Ray Tolley� FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P:� http://raytolley.v2efolioworld.mnscu.edu/ B:� http://www.efoliointheuk.blogspot.com/ W:� http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' -----Original Message----- From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of Colin J Revell Sent: 31 December 2009 18:25 To: secondary@talk.naace.org Subject: [Secondary] RE: Online Reporting in Schools Some thought for comment; Being as I am in the process of rolling out secure online access to parents I find it interesting that there is very little "official" information about this that I have come across. If you search online for real time reporting to parents or similar, you mainly get references to the letter that Ed Balls released at BETT in Jan 2008. Where is the official guidance of exactly what has to be done, by whom and by when - as far as I can see there is more rumour than substance and I am wandering, in my more cynical moments, how much of the momentum for this change is coming from the MIS providers? Colin -----Original Message----- From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of Tony Parkin Sent: 31 December 2009 14:22 To: advisory@talk.naace.org; secondary@talk.naace.org Cc: Ray Tolley Subject: RE: [Secondary] FW: [Advisory] Online Reporting in Primary Schools Fergus ... and it may be worth a reminder to those schools exploring this journey of the 'expectations' in this area, as currently delineated on the Becta website.....? Ray might even like to ask suppliers in his calls how their offerings measure up against these requirements? "What is online reporting? Online reporting involves using ICT to enable parents to receive and access information about their children's work, progress, attendance and behaviour when and where they want, using secure, online access. What do I have to do and when? Secondary schools are expected to make the following information available to parents through secure online access by September 2010: * Attendance and behaviour (both positive and challenging) * Progress and attainment * Special needs All primary schools are expected to achieve this by September 2012." It is worth noting that not all these aspects are addressed in some of the solutions being promoted to schools as ideal ways of meeting these aspirations. Also perhaps that 'real-time reporting', though clearly invaluable and undoubtedly welcomed by parents, is NOT part of the specification? Tony -------------------------------------------- Tony Parkin Head of ICT Development Specialist Schools & Academies Trust 17th Floor, Millbank Tower 21-24 Millbank London SW1P 4QP Email:tony.parkin@ssatrust.org.uk Tel: +44 20 7802 2306 Mob:+44 07739 436073 Skype: parkintony MSN: a.c.parkin@hotmail.co.uk -------------------------------------------- ________________________________________ From: secondary-admin@talk.naace.org [secondary-admin@talk.naace.org] On Behalf Of Ray Tolley [rjt@maximise-ict.co.uk] Sent: 31 December 2009 12:41 To: advisory@talk.naace.org; secondary@talk.naace.org Subject: [Secondary] FW: [Advisory] Online Reporting in Primary Schools Hi, Fergus, I agree with Tony up to a point, but 'reports' are always about past experience and possibly previous teaching and learning styles. I did a quick phone-round of some of the suppliers but unfortunately they were all on holiday. I have my own ideas on the benefits of on-line reporting and will 'interrogate' leading known suppliers as to how they see on-line reporting moving in the near future. - I will report back shortly - probably next week. Meanwhile, I would suggest that there are three different aspects to this issue: 1. The appropriate access to real-time reporting of progress through activities completed using some form of assessment software like 'SmartAssess'; 2. The reporting written by teachers, that can be reasonably up-to-date, such as provided by SERCO/CMIS/Facility; 3. The formative and possibly informal reporting available through a good e-Portfolio system. I'm sure that there are several other competitive products - but firstly it will depend on your present VLE provider. PS: BETT will be a good source of advice even if coloured by some degree of 'sales pitch'. Best Wishes, Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Fergus Reynolds Sent: 31 December 2009 09:18 To: advisory@talk.naace.org Subject: [Advisory] Online Reporting in Primary Schools Colleagues, Does anybody have any advice, hints or tips on developing online reporting in Primary schools? I am interested in examples of good practice and any suggestions colleagues may have to help avoid pitfalls in getting going. I am also interested in any schools that colleagues could recommend as examples of good practice in this area - especially in the North West of England. Any help, comments, etc appreciated. I am happy to receive responses offline if colleagues prefer that. I would be happy to collate responses if anyone would be interested in receiving that. Thanks in anticipation. Best wishes for a Happy new Year Fergus Reynolds _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress _______________________________________________ Secondary mailing list Secondary@talk.naace.org http://talk.naace.org/mm/listinfo/secondary To unsubscribe send a message to Secondary-admin@talk.naace.org with the body text: unsubscribe Secondary YourEmailAddress or: send a message to Secondary-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether you need a hard copy. This e-mail and any attachments are confidential and intended solely for the use of the individual or entity to whom it is addressed. If you are not the intended recipient and you have received this e-mail in error then please accept our apologies. In such circumstances any use, dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please contact the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are solely those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. This e-mail does not form part of a legally binding agreement. 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For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ _______________________________________________ Secondary mailing list Secondary@talk.naace.org http://talk.naace.org/mm/listinfo/secondary To unsubscribe send a message to Secondary-admin@talk.naace.org with the body text: unsubscribe Secondary YourEmailAddress or: send a message to Secondary-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress _______________________________________________ Secondary mailing list Secondary@talk.naace.org http://talk.naace.org/mm/listinfo/secondary To unsubscribe send a message to Secondary-admin@talk.naace.org with the body text: unsubscribe Secondary YourEmailAddress or: send a message to Secondary-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From rjt@maximise-ict.co.uk Fri Jan 1 10:57:55 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Fri, 1 Jan 2010 10:57:55 -0000 Subject: [Advisory] Social Media Counter Message-ID: <000001ca8ad1$45a946c0$d0fbd440$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0001_01CA8AD1.45A946C0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit An amazing tool for all educators and advisors in ICT: http://elearning4bradford.edublogs.org/ BW Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_0001_01CA8AD1.45A946C0 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

An amazing tool for all educators and advisors in = ICT:

http://elearning4bradfor= d.edublogs.org/

Ray Tolley FEIDCT, NAACE Fellow, ACQI, = MBILD
ICT Education Consultant
Maximise ICT Ltd
P: ht= tp://raytolley.v2efolioworld.mnscu.edu/

B: ht= tp://www.efoliointheuk.blogspot.com/
W: ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

------=_NextPart_000_0001_01CA8AD1.45A946C0-- From rjt@maximise-ict.co.uk Fri Jan 1 11:19:01 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Fri, 1 Jan 2010 11:19:01 -0000 Subject: [Advisory] RE: [Secondary] RE: Online Reporting in Schools In-Reply-To: <000901ca8ad0$cc54a350$64fde9f0$@org.uk> References: <000901ca8a16$9de25590$d9a700b0$@co.uk> <2D520FDE0B44734798B7FE6FAA5E298397A4A0EE40@Hermes.sst.lan> <000a01ca8a46$9d898660$d89c9320$@org.uk> <004801ca8a6f$873634c0$95a29e40$@co.uk> <000901ca8ad0$cc54a350$64fde9f0$@org.uk> Message-ID: <000801ca8ad4$38785330$a968f990$@co.uk> Colin, A really helpful reply, much appreciated. My real frustration is that you and your team have had to put in a lot of hard work (I know, I was doing a comparable job a few years ago) and probably thousands of individuals up and down the land are similarly doing the same sort of pathfinder work in isolation. We really need a new social group of 'Pathfinders' who can share each other's expertise and ideas. Perhaps Naace is an ideal platform for such a venture? Certainly we need something more user-friendly and immediate than Becta! As much as a 'Geek Club' might provide some technical solutions it is down to individual institutions' educational vision and strategies to drive the work forward. Best Wishes, Ray Tolley� FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P:� http://raytolley.v2efolioworld.mnscu.edu/ B:� http://www.efoliointheuk.blogspot.com/ W:� http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' -----Original Message----- From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of Colin J Revell Sent: 01 January 2010 10:55 To: advisory@talk.naace.org; secondary@talk.naace.org Subject: RE: [Secondary] RE: Online Reporting in Schools Ray, We have had various offerings becoming available over the last few years, some of them include; VLE - (we don't yet use this very efficiently but we are getting there) This gives access to lesson material, e-portfolio etc from any location and has been very useful for helping absent students keep up with their studies. EMAIL - Available to all staff and students from any location via web mail TEXT - We now regularly text information and reminders to parents - this has been especially useful in reducing absenteeism REMOTE ACCESS - All staff and students can log onto the schools network and make use of all of the facilities SIMS - Whilst this is nothing special in itself, we do make good use of the facilities e.g. electronic registration RESOUCE BOOKING - I have written a set of web pages that allow staff to book rooms, minibuses and other facilities online - again this can be done from home HELPDESK - we now use SPICE as a helpdesk - all staff and students can use this to report and track ICT faults and requests. The current development is using SIMS LEARNING GATEWAY to give access to sections of the SIMS system to Parents & Students i.e. frequent progress checks (about every 6 weeks), attendance information (real time), positive and negative behavioural information (real time) and soon we will be able to issue all reports online using SLG. This system also allows staff to write reports on any internet enabled machine and we are looking at using smart phones to take registers on trips etc. The goal is that, apart from reports, all other information will be real time. For example - if I put a child into detention for not completing homework, the parent should have enough information, in real time, from the system to understand what has happened and why. Similarly, if I award some sort of commendation this too should be on the system immediately. We are only just giving out the first parental logons, but we are aiming to have full school wide access by the start of next academic year. Several of the systems we now have in place need to become far more fully embedded in the school for their full potential to be realised - this is where I see the main challenge. The only other thing I need is a more intelligent spell checker on my email client! Colin -----Original Message----- From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of Ray Tolley Sent: 31 December 2009 23:18 To: advisory@talk.naace.org; secondary@talk.naace.org Subject: RE: [Secondary] RE: Online Reporting in Schools Colin, was that a Freudian slip, 'wandering' instead of wondering? There are plenty of hints, even as far back as 2006 in the 'Functional Requirements' eg: Requirement 21 Access off-site (Mandatory) "The intention is to enable anytime anywhere access and to include all types of users including teachers, pupils and parents. Requirement 29 Portfolios (Mandatory) "This kind of functionality is sometimes provided as part of an e-portfolio. But �e-portfolio� has various definitions and there are several functions that can be provided, possibly via links to a range of web services. Portfolios could include goal setting, identifying interests and learning plans." Requirement 31 Tracking (Mandatory) "This shall include reporting whether a learner has completed a particular resource or could include more complex scores or assessment data. Tracking information should be used to provide feedback to learners." Admittedly, some of the other requirements in the document appear quite dated some 4 years later on and many further hints can be gleaned (with a bit of hard work) from later edicts. I suspect that organisations on Becta's preferred list have been thinking about on-line reporting for some years now. I expect many of the big suppliers will have all the answers concerning their interpretations of on-line reporting at BETT. You say that you are 'in the process of rolling out secure on-line access to parents'. I'm intrigued by this because some VLEs have been capable of doing this for several years. I would be genuinely interested to know what information parents will have access to in your system. Does this include progress (possibly weekly)? Does it include real time personal comments by individual subject teachers? Does it include the recording of (informal) formative feedback from tutors, mentors and peers? Is this a DIY system that you have developed or are you working in conjunction with a VLE supplier? Kindest Regards Ray Tolley� FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P:� http://raytolley.v2efolioworld.mnscu.edu/ B:� http://www.efoliointheuk.blogspot.com/ W:� http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' _______________________________________________ Secondary mailing list Secondary@talk.naace.org http://talk.naace.org/mm/listinfo/secondary To unsubscribe send a message to Secondary-admin@talk.naace.org with the body text: unsubscribe Secondary YourEmailAddress or: send a message to Secondary-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From Terry Freedman" References: <000001ca8ad1$45a946c0$d0fbd440$@co.uk> Message-ID: This is a multi-part message in MIME format. ------=_NextPart_000_016B_01CA8AD6.C3947000 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Thanks, Ray I came across it myself in October. It looks amazing, but I wonder how = useful it really is? http://www.ictineducation.org/home-page/2009/10/28/interesting-embeddable= -widget-i-discovered-on-wesley.html Happy new year! Best wishes Terry ----- Original Message -----=20 From: Ray Tolley=20 To: advisory@talk.naace.org ; secondary@talk.naace.org=20 Sent: Friday, January 01, 2010 10:57 AM Subject: [Advisory] Social Media Counter An amazing tool for all educators and advisors in ICT: =20 http://elearning4bradford.edublogs.org/ =20 BW =20 Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' =20 Terry Freedman, Independent Educational Technology Consultant=20 Website: http://www.ictineducation.org -------------------------------------------------------------------------= ------- The contents of this email and any attachments may contain software = viruses that could damage your own computer systems.=20 Whilst Terry Freedman Ltd has taken every precaution to minimise this = risk, we cannot accept liability for any damage that you may sustain as = a result of software viruses. This email is confidential and intended = for the recipient only. If you have received this email in error, please = inform us immediately and then delete it. Unless it specifically states = otherwise, this email does not form part of a contract. ------=_NextPart_000_016B_01CA8AD6.C3947000 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable

Thanks, Ray

I came across it myself in October. It = looks=20 amazing, but I wonder how useful it really is?

http://www.ictineducation.or= g/home-page/2009/10/28/interesting-embeddable-widget-i-discovered-on-wesl= ey.html

Happy new year!

Best wishes

Terry

----- Original Message -----

From:=20 Ray=20 Tolley

To: advisory@talk.naace.org ; = secondary@talk.naace.org =

Sent: Friday, January 01, 2010 = 10:57=20 AM

Subject: [Advisory] Social = Media=20 Counter

An amazing tool for all educators and advisors in = ICT:

http://elearning4bradfor= d.edublogs.org/

Ray=20 Tolley FEIDCT,=20 NAACE Fellow, ACQI, MBILD
ICT=20 Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/

B: =20 http://www.efoliointheuk.blogspot.com/
W: =20 http://www.maximise-ict.co.uk/eFolio-01.htm
Winner=20 of the IMS 'Leadership Regional Award 2009'

Terry Freedman, Independent Educational Technology Consultant

Website: http://www.ictineducation.org=

The contents of this email and any attachments may contain software = viruses=20 that could damage your own computer systems.

Whilst Terry Freedman Ltd has taken every precaution to minimise this = risk,=20 we cannot accept liability for any damage that you may sustain as a = result of=20 software viruses. This email is confidential and intended for the = recipient=20 only. If you have received this email in error, please inform us = immediately and=20 then delete it. Unless it specifically states otherwise, this email does = not=20 form part of a contract.

------=_NextPart_000_016B_01CA8AD6.C3947000-- From rjt@maximise-ict.co.uk Sat Jan 2 15:07:37 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Sat, 2 Jan 2010 15:07:37 -0000 Subject: [Advisory] A new year - but old mantras Message-ID: <000001ca8bbd$52275670$f6760350$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0001_01CA8BBD.52275670 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit The 'New Year' is a time when we invariably look forward to new initiatives, a fresh start or a promise to follow New Year's Resolutions. However, recent proclamations appear to be promising 'more of the same' - is this really all we can expect? Our friendly Welsh essayist, Graham Attwell, is in fighting spirit for his socio-political vision when he states: "If Open Education is to mean anything, it has to address the question of social divisions including class, gender and race. I am unconvinced this can be done from inside the existing educational institutions, although of course it will need the support of those working in those organisations. Instead I think we need to use the power of the Internet to provide opportunities for education and learning outside the present system and to embed those learning activities in wider communities than the present institutions address." See: http://www.pontydysgu.org/2010/01/a-radical-definition-of-open-education/ Tony Bates flags up another essay on college costs in an article by Michael Bassis, Again, another eloquent essay in which subtle misrepresentations are embedded in otherwise constructive thinking: "Let's return to the case of online learning. This design began as an inexpensive way to deliver the standard curriculum. While it did provide increased access to many students, it was widely regarded as inferior to traditional degrees delivered by faculty in the classroom. But online learning is proving to be a classic example of a disruptive technology." See: http://www.businessweek.com/bschools/content/dec2009/bs20091221_519869.htm . I don't know from which planet Michael Bassis originates or how old he is, but surely, some 30 years ago we were already exploring how Learning Platforms could support 'anytime access' and how this steadily evolved into some of the exciting VLE deliveries at local, national and international scales. Nothing to do with 'inexpensive' and certainly not 'disruptive'. Alongside developments in educational thinking, of recognising 10 Multiple Intelligences, of discovering the benefits of collaborative learning even with the 4 walls of a conventional classroom, of the acceptance of an increasing diversity within our classrooms and a recognition of the implications of increased family mobility it is no surprise that online learning has come of age. The relevant technologies are certainly NOT 'disruptive' but rather 'supportive' of educational thinking. Again, sadly, Jon Mott and David Wiley in an extensive article fail to recognise the root cause of the problem in their paper: http://ineducation.ca/article/open-learning-cms-and-open-learning-network they state: "Alternatively labeled learning management systems (LMSs), learning content management systems (LCMSs), and virtual learning environments (VLEs), such software has generally been focused primarily on helping teachers increase the efficiency of the administrative tasks of instruction (e.g., distribute documents, make assignments, give quizzes, initiate discussion boards, assign students to working groups, etc.). This instructor-centrism comes despite the best intentions and efforts of system designers, early adopters, and instructional support staff who sought to use these systems to transform the dominant learning modality of higher education from traditional, classroom-based instruction to online and hybrid courses. In practice, the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs." In my opinion all three writers have failed to appreciate the root cause: it is not a failure of the technologies but, rather, a failure of some educators to move with the times, to take on board new teaching and learning styles and to appreciate how modern technologies can dramatically assist these strategies. As a practising technologist for over 50 years, I would suggest that just jumping to yet another isolate technology as the solution to all our problems will solve nothing. As this new year dawns, let's stop laughing at those tutors who still use the IWB as if it were no more than an OHP, let's stop taking inward gasps of dismay when we see students actually printing out their essays for marking, let's stop procuring content for a CMS on a 'take-it-or-leave-it' basis but rather, ask the Senior Leadership Teams why these things are still happening. Let's ban the familiar setting of homework as 'finish off your classwork notes', let's ban the use of pre-scripted activities that have no sense of personalisation or topicality, let's remove all 'pigeon-holes' or 'duckets' from our staff-rooms and begin to establish liberated teaching & learning norms which equally apply to all sectors of education. 'Transformative change' is not so much about the use of contemporary technology but rather about the mindset of the instructors - or even the assessment Boards. Instead of the powerful voice of HE maintaining the didactic traditions of pre-Victorian England, perhaps it is the time to re-vitalise all sections of academia not by introducing low-cost technologies so much as enforcing rigorous Schemes of Work which recognise improved efficiencies of teaching & learning and the support that contemporary technologies can offer. Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_0001_01CA8BBD.52275670 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

The ‘New Year’ is a time when we invariably = look forward to new initiatives, a fresh start or a promise to follow New Year’s Resolutions. However, recent proclamations appear to = be promising ‘more of the same’ – is this really all we = can expect?

Our friendly Welsh essayist, Graham Attwell, is in = fighting spirit for his socio-political vision when he = states:

“If Open Education is to mean anything, it has to = address the question of social divisions including class, gender and race. I am unconvinced this can be done from inside the existing educational = institutions, although of course it will need the support of those working in those organisations. Instead I think we need to use the power of the Internet = to provide opportunities for education and learning outside the present = system and to embed those learning activities in wider communities than the present institutions address.” See: =

http://www.pontydysgu.org/20= 10/01/a-radical-definition-of-open-education/

Tony Bates flags up another essay on college costs in an = article by Michael Bassis,

Again, another eloquent essay in which subtle = misrepresentations are embedded in otherwise constructive thinking:

“Let's return to the case of online learning. This = design began as an inexpensive way to deliver the standard curriculum. While it = did provide increased access to many students, it was widely regarded as = inferior to traditional degrees delivered by faculty in the classroom. But online learning is proving to be a classic example of a disruptive = technology.”

See: http://www.businessweek.com/= bschools/content/dec2009/bs20091221_519869.htm .

I don’t know from which planet Michael Bassis = originates or how old he is, but surely, some 30 years ago we were already = exploring how Learning Platforms could support ‘anytime access’ and how = this steadily evolved into some of the exciting VLE deliveries at local, = national and international scales. Nothing to do with = ‘inexpensive’ and certainly not ‘disruptive’.

Alongside developments in educational thinking, of = recognising 10 Multiple Intelligences, of discovering the benefits of collaborative learning even with the 4 walls of a conventional classroom, of the = acceptance of an increasing diversity within our classrooms and a recognition of = the implications of increased family mobility it is no surprise that online learning has come of age. The relevant technologies are certainly = NOT ‘disruptive’ but rather ‘supportive’ of = educational thinking.

Again, sadly, Jon Mott and David Wiley in an extensive = article fail to recognise the root cause of the problem in their = paper:

http://ineducation.ca/articl= e/open-learning-cms-and-open-learning-network they state:

“Alternatively labeled learning management systems = (LMSs), learning content management systems (LCMSs), and virtual learning = environments (VLEs), such software has generally been focused primarily on helping = teachers increase the efficiency of the administrative tasks of instruction = (e.g., distribute documents, make assignments, give quizzes, initiate = discussion boards, assign students to working groups, etc.). This = instructor-centrism comes despite the best intentions and efforts of system designers, early adopters, and instructional support staff who sought to use these = systems to transform the dominant learning modality of higher education from = traditional, classroom-based instruction to online and hybrid courses. In practice, = the vast majority of instructors who adopted the CMS largely ignored Bloom's = challenge to make an "educational contribution of the greatest = magnitude," instead focusing on increasing the administrative efficiency of their jobs.”

In my opinion all three writers have failed to appreciate = the root cause: it is not a failure of the technologies but, rather, a = failure of some educators to move with the times, to take on board new teaching and learning styles and to appreciate how modern technologies can = dramatically assist these strategies. As a practising technologist for over 50 = years, I would suggest that just jumping to yet another isolate technology as = the solution to all our problems will solve nothing.

As this new year dawns, let’s stop laughing at = those tutors who still use the IWB as if it were no more than an OHP, = let’s stop taking inward gasps of dismay when we see students actually = printing out their essays for marking, let’s stop procuring content for a = CMS on a ‘take-it-or-leave-it’ basis but rather, ask the = Senior Leadership Teams why these things are still happening. Let’s = ban the familiar setting of homework as ‘finish off your classwork notes’, let’s ban the use of pre-scripted activities = that have no sense of personalisation or topicality, let’s remove all ‘pigeon-holes’ or ‘duckets’ from our staff-rooms = and begin to establish liberated teaching & learning norms which equally = apply to all sectors of education.

'Transformative change' is not so much about the use of contemporary technology but rather about the mindset of the instructors = – or even the assessment Boards.

Instead of the powerful voice of HE maintaining the = didactic traditions of pre-Victorian England, perhaps it is the time to = re-vitalise all sections of academia not by introducing low-cost technologies so much as enforcing rigorous Schemes of Work which recognise improved efficiencies = of teaching & learning and the support that contemporary technologies = can offer.

Ray Tolley FEIDCT, NAACE Fellow, ACQI, = MBILD
ICT Education Consultant
Maximise ICT Ltd
P: ht= tp://raytolley.v2efolioworld.mnscu.edu/

B: ht= tp://www.efoliointheuk.blogspot.com/
W: ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

------=_NextPart_000_0001_01CA8BBD.52275670-- From ian.lynch@theingots.org Sat Jan 2 15:32:45 2010 From: ian.lynch@theingots.org (Ian) Date: Sat, 02 Jan 2010 15:32:45 +0000 Subject: [Advisory] 2010 Debate Message-ID: <1262446365.2225.3431.camel@Zaphod> "Key Stages are statutory structures but they are an anachronism in a world of personalised learning because they make the assumption that most people will be broadly at the same point at the same time and clearly this is not the case. This can limit high attainers who could easily achieve QCF Level 3 attainment by age 16 and can also demoralise those with special needs." Discuss -- Ian Ofqual Accredited IT Qualifications A new approach to assessment for learning www.theINGOTs.org - 01827 305940 You have received this email from the following company: The Learning Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 8AQ. Reg No: 05560797, Registered in England and Wales. From rjt@maximise-ict.co.uk Sat Jan 2 17:43:02 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Sat, 2 Jan 2010 17:43:02 -0000 Subject: [Advisory] 2010 Debate In-Reply-To: <1262446365.2225.3431.camel@Zaphod> References: <1262446365.2225.3431.camel@Zaphod> Message-ID: <000b01ca8bd3$0857c2d0$19074870$@co.uk> Yes, I thought that there was a move for taking tests 'as and when ready'. What has happened to this movement? Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Ian Sent: 02 January 2010 15:33 To: advisory@talk.naace.org Subject: [Advisory] 2010 Debate "Key Stages are statutory structures but they are an anachronism in a world of personalised learning because they make the assumption that most people will be broadly at the same point at the same time and clearly this is not the case. This can limit high attainers who could easily achieve QCF Level 3 attainment by age 16 and can also demoralise those with special needs." Discuss -- Ian Ofqual Accredited IT Qualifications A new approach to assessment for learning www.theINGOTs.org - 01827 305940 You have received this email from the following company: The Learning Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 8AQ. Reg No: 05560797, Registered in England and Wales. _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From P.Twining@open.ac.uk Sun Jan 3 09:59:43 2010 From: P.Twining@open.ac.uk (P.Twining) Date: Sun, 3 Jan 2010 09:59:43 +0000 Subject: [Advisory] Teaching with tablets In-Reply-To: References: Message-ID: --_000_A969C9F865F27B428A8E60E39D3CED1522F6E61A81KIELDERCMS1op_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable I still have about 40 hard copies of the main Tablet PC Evaluation report h= ttp://publications.becta.org.uk/display.cfm?resID=3D25914 If you would like a hard copy then email me with your snail mail details. It will probably be after BETT before I send out copies - on a first come f= irst served basis. PeterT From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] = On Behalf Of BobharrisonSET@aol.com Sent: 30 December 2009 10:49 To: rjt@maximise-ict.co.uk; advisory@talk.naace.org; secondary@talk.naace.o= rg Subject: Re: [Advisory] Teaching with tablets Happy New Year to all....tablets have been around for some time and Peter T= wining did some work in 2005. I know the tablet technology has moved on but the pedagogical implications = are the same. http://publications.becta.org.uk/display.cfm?resID=3D25889 http://publications.becta.org.uk/display.cfm?resID=3D25914 Best Wishes, Bob Harrison, Education Adviser, Toshiba Information Systems(UK) Ltd Consultant ,BECTA and National College for School Leadership Support for Education and Training 16 Meadowgate, URMSTON, Manchester M419LB 01617498987 07957856117 bob@setuk.co.uk www.setuk.co.uk www.twitter.com/bobharrison " While this study has looked closely at the impact of ICT on how pupils le= arn and how this might be enhanced....it has not addressed the impact of wh= at they learn or where learning takes place and whether the schools of the = future will be the physical entities we have today" The Impact of ICT in sc= hools-a landscape review-Becta 2007 "Using technology to improve education is not rocket science...it is much,m= uch harder than that" Diana Laurillard, Opening Up Education 2009 "An intensified activity in this area will lead educational institutions to= realize that they are embedded in a globalised and constantly evolving kno= wledge society, and that, as a consequence, they will have to redefine thei= r role within society and within the learning process." Joint Research Centre Institute for Prospective Technological Studies 2009 ________________________________ The Open University is incorporated by Royal Charter (RC 000391), an exempt= charity in England & Wales and a charity registered in Scotland (SC 038302= ). --_000_A969C9F865F27B428A8E60E39D3CED1522F6E61A81KIELDERCMS1op_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

I still have about 40 hard copies of the main Tablet PC Eval= uation report http= ://publications.becta.org.uk/display.cfm?resID=3D25914

If you would like a hard copy then email me with your snail = mail details.
It will probably be after BETT before I send out copies – on a first = come first served basis.

PeterT

From: advisory-admin@talk= .naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of BobharrisonSET@aol.com
Sent: 30 December 2009 10:49
To: rjt@maximise-ict.co.uk; advisory@talk.naace.org; secondary@talk.= naace.org
Subject: Re: [Advisory] Teaching with tablets

Happy New Year to all....tablets have been around for some tim= e and Peter Twining did some work in 2005.

I know the tablet technology has moved on but the pedagogical = implications are the same.

http://publications.becta.org.uk/display.cfm?resID=3D25889

http://publications.becta.org.uk/display.cfm?resID=3D25914

Best Wishes,

Bob Harrison,
Education Adviser, Toshiba Information Systems(UK) Ltd
Consultant ,BECTA and National College for School Leadership
Support for Education and Training
16 Meadowgate,
URMSTON,
Manchester
M419LB
01617498987
07957856117
bob@setuk.co.uk
www.setuk.co.uk
www.twitter.com/bobharrison<= /a>

" While this study has looked closely at the impact of ICT on how pupi= ls learn and how this might be enhanced....it has not addressed the impact = of what they learn or where learning takes place and whether the schools of= the future will be the physical entities we have today" The Impact of ICT in schools-a landscape review-Becta = 2007

"Using technology to improve education is not rocket science...it is m= uch,much harder than that" Diana Laurillard, Opening Up Education 2009=

"An intensified activity in this area will lead educational institutio= ns to realize that they are embedded in a globalised and constantly evolvin= g knowledge society, and that, as a consequence, they will have to redefine= their role within society and within the learning process."
Joint Research Centre
Institute for Prospective Technological Studies 2009

The Open University is incorporated by Royal Charter (RC 000391), an exempt= charity in England & Wales and a charity registered in Scotland (SC 03= 8302).
--_000_A969C9F865F27B428A8E60E39D3CED1522F6E61A81KIELDERCMS1op_-- From rjt@maximise-ict.co.uk Sun Jan 3 12:34:31 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Sun, 3 Jan 2010 12:34:31 -0000 Subject: [Advisory] Creating a Podcast Message-ID: <003301ca8c71$19787c00$4c697400$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0034_01CA8C71.19787C00 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit I pounced upon the following with eager interest, but my own experiences were sadly confirmed: http://dajan.wordpress.com/2010/01/02/h808-core-activity-8-11-creating-a-pod cast/ And yet I see some very pleasing productions on SlideShare etc. Without using expensive equipment is there any sure-fire way of producing Voice-over SlideShares or even simple podcasts which download and play without interrupts? What are the secrets? - Or must I buy yet another book that fails to deliver? BW Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_0034_01CA8C71.19787C00 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

I pounced upon the following with eager interest, = but my own experiences were sadly confirmed:

http://dajan.wordpress.com/2010/01/02/h808-core-activit= y-8-11-creating-a-podcast/

And yet I see some very pleasing productions on = SlideShare etc. Without using expensive equipment is there any sure-fire way = of producing Voice-over SlideShares or even simple podcasts which download = and play without interrupts? What are the secrets? - Or = must I buy yet another book that fails to deliver?

Ray Tolley FEIDCT, NAACE Fellow, ACQI, = MBILD
ICT Education Consultant
Maximise ICT Ltd
P: ht= tp://raytolley.v2efolioworld.mnscu.edu/

B: ht= tp://www.efoliointheuk.blogspot.com/
W: ht= tp://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award = 2009'

------=_NextPart_000_0034_01CA8C71.19787C00-- From nik.peachey@btinternet.com Sun Jan 3 12:49:28 2010 From: nik.peachey@btinternet.com (Nik Peachey) Date: Sun, 3 Jan 2010 12:49:28 +0000 (GMT) Subject: [Advisory] Creating a Podcast Message-ID: <890816.78810.qm@web86406.mail.ird.yahoo.com> It depends on what kind of podacasts you want to create. Longer magazine type shows or just short exerpts? What's your aim and with whom do you want to use them? This is ahndy tool that can make online audio interactive: http://www.voxopop.com/ The threaded voice conversations can them be downloaded via i-Tunes tec. Best Nik Peachey | Learning Technology Consultant, Writer, Trainer Teacher Development: http://nikpeachey.blogspot.com/ News and Tips: http://quickshout.blogspot.com/ Student Activities: http://daily-english-activities.blogspot.com/ On Social media: http://bloggingandsocialmedia.blogspot.com/ On Twitter: http://twitter.com/NikPeachey From paulvalev@yahoo.co.uk Sun Jan 3 17:35:57 2010 From: paulvalev@yahoo.co.uk (Paul Vale Vale) Date: Sun, 3 Jan 2010 17:35:57 +0000 (GMT) Subject: [Advisory] Creating a Podcast In-Reply-To: <890816.78810.qm@web86406.mail.ird.yahoo.com> References: <890816.78810.qm@web86406.mail.ird.yahoo.com> Message-ID: <296824.28473.qm@web27506.mail.ukl.yahoo.com> --0-1058657026-1262540157=:28473 Content-Type: text/plain; charset=utf-8 Content-Transfer-Encoding: quoted-printable Hi Nik and Ray - and Happy New Year!=0A=0AI was totally in the dark regardi= ng podcasting until I accompanied a class to South Manchester City Learning= Centre and spent the afternoon watching children create their own podcasts= very easily!=0A=0AThe teacher in charge of the class at SMCLC, Phia Le Rou= x, then wrote an article for Sharing Success that talked through what a pod= cast is and how to set one up:=0A=0Ahttp://www.naace.co.uk/457=0A=0APhia al= so discussed with me how she had toyed with the idea of using PCs (as the F= rench student did) - before opting for using Macs (as the CLC already had a= suite of them) and how straight forward using GarageBand was.=0A=0AThe ver= y first awakening for me was the definition and where the term podcast come= s from and - although very logical - had never realised 'podcast' is the co= mbination of the words ipod and broadcast! It reminded me very much at that= time of how the definition of the term 'web 2.0' technologies came about!= =0A=0AMy second discovery was how easy it is to create a podcast which in e= ffect can be very simple ie. one and/or more of a combination of text, spok= en words, pictures, video, music - posted onto a web-site for others to sha= re.=0A=0AIt really does go back to what Nik was saying though - because it = does depend on what purpose the podcast is to serve. Youngsters and adult a= like delight in being able to post their video clips onto YouTube etc - whi= ch are made very accessible by the introduction of the ipod, iphone etc.=0A= =0AThe class I was working with wanted 'somewhere' to post their finished '= podcasts' to share. At that time, coincidentally, I was leading an Oracle p= roject, using www.thinkquest.com where the children were creating their own= interactive web-pages and were able to upload their work onto their web-pa= ges, along with other multi-media and interactive material. So although the= re was a clear purpose to the project - podcasts were a really brilliant fu= n way to produce a range of materials share their work.=0A=0AAlthough grea= t fun - much depended on children having access to several and/or a suite f= ull of Macs that had GarageBand.=0A=0AThe way some schools are using their = VLEs also lend themselves very well to setting up 'safe and restricted' are= as specifically for posting a range of podcasts and other multi-media mater= ial. My understanding is that as long as the VLE has the facility to upload= video etc - PCs can be used without the need for GarageBand.=0A=0ASome gre= at examples can be seen at schools (using the Frog VLE) where the staff at = Halifax High School used technical to support to help set up an area called= 'OurTube' where staff oversaw students who were responsible for posting a = range of material from school performances to dance, drama, news and interv= iews. At Crossley Heath Language College the D&T teacher used the idea of c= reating podcasts he created himself (and then videoed students as he though= t they were better and sometimes more listenable than him!) which were vide= o tutorial instructions as to how to create models for their D&T coursework= . Students would either watch the videos at home and/or download them onto = their MP3 players to listen and re-listen to as they were working on their = 'models'. =0A=0ARegards,=0A=0A=0APaul=0A=0A=0A=0A=0A=0A=0A=0A______________= __________________=0AFrom: Nik Peachey =0ATo: a= dvisory@talk.naace.org=0ASent: Sun, 3 January, 2010 12:49:28=0ASubject: Re:= [Advisory] Creating a Podcast=0A=0AIt depends on what kind of podacasts yo= u want to create. Longer magazine type shows or just short exerpts?=0AWhat= 's your aim and with whom do you want to use them?=0A=0AThis is ahndy tool = that can make online audio interactive:=0A=0Ahttp://www.voxopop.com/=0A=0AT= he threaded voice conversations can them be downloaded via i-Tunes tec.=0A= =0A=0ABest=0A=0ANik Peachey | Learning Technology Consultant, Writer, Train= er=0ATeacher Development: http://nikpeachey.blogspot.com/=0ANews and Tips: = http://quickshout.blogspot.com/=0AStudent Activities: http://daily-english-= activities.blogspot.com/=0AOn Social media: http://bloggingandsocialmedia.b= logspot.com/=0AOn Twitter: http://twitter.com/NikPeachey=0A=0A_____________= __________________________________=0AAdvisory mailing list Advisory@talk.na= ace.org http://talk.naace.org/mm/listinfo/advisory=0ATo unsubscribe send a = message to Advisory-admin@talk.naace.org with the body text:=0A=0Aunsubscri= be Advisory YourEmailAddress=0A=0Aor: send a message to Advisory-request@ta= lk.naace.org=0Awith the body text:=0A=0Aunsubscribe YourPassword YourEmailA= ddress=0A=0A=0A=0A --0-1058657026-1262540157=:28473 Content-Type: text/html; charset=utf-8 Content-Transfer-Encoding: quoted-printable

Hi Nik and Ray - and Happy New Year!

I w= as totally in the dark regarding podcasting until I accompanied a class to = South Manchester City Learning Centre and spent the afternoon watching chil= dren create their own podcasts very easily!

The te= acher in charge of the class at SMCLC, Phia Le Roux, then wrote an article = for Sharing Success that talked through what a podcast is and how to set on= e up:

http://www.naace.co.uk/457

Phia also discussed with me how she had toyed with the idea of using= PCs (as the French student did) - before opting for using Macs (as the CLC= already had a suite of them) and how straight forward using GarageBand was.

The very first awakening for me was the defi= nition and where the term podcast comes from and - although very logical - = had never realised 'podcast' is the combination of the words ipod and broad= cast! It reminded me very much at that time of how the definition of the te= rm 'web 2.0' technologies came about!

My second di= scovery was how easy it is to create a podcast which in effect can be very = simple ie. one and/or more of a combination of text, spoken words, pictures= , video, music - posted onto a web-site for others to share.

It really does go back to what Nik was saying though - because i= t does depend on what purpose the podcast is to serve. Youngsters and adult= alike delight in being able to post their video clips onto YouTube etc - w= hich are made very accessible by the introduction of the ipod, iphone etc.<= /div>

The class I was working with wanted 'somewhere' to post their finished 'podcasts' to share. At that time, coin= cidentally, I was leading an Oracle project, using www.thinkquest.com where the children w= ere creating their own interactive web-pages and were able to upload their = work onto their web-pages, along with other multi-media and interactive mat= erial. So although there was a clear purpose to the project - podcasts were= a really brilliant fun way to produce a range of materials share the= ir work.

Although great fun - much depended= on children having access to several and/or a suite full of Macs that had = GarageBand.

The way some schools are using their V= LEs also lend themselves very well to setting up 'safe and restricted' area= s specifically for posting a range of podcasts and other multi-media materi= al. My understanding is that as long as the VLE has the facility to upload video etc - PCs can be used without the need for GarageBand.

<= div>

Some great examples can be seen at schools (using the Fr= og VLE) where the staff at Halifax High School used technical to support to= help set up an area called 'OurTube' where staff oversaw students who were= responsible for posting a range of material from school performances to da= nce, drama, news and interviews. At Crossley Heath Language College the D&a= mp;T teacher used the idea of creating podcasts he created himself (and the= n videoed students as he thought they were better and sometimes more listen= able than him!) which were video tutorial instructions as to how to create = models for their D&T coursework. Students would either watch the videos= at home and/or download them onto their MP3 players to listen and re-liste= n to as they were working on their 'models'.

Regards,

Paul

From: Nik Peachey <nik.peachey@btinternet.c= om>
To: advisory@tal= k.naace.org
Sent: Sun, = 3 January, 2010 12:49:28
Subject:<= /span> Re: [Advisory] Creating a Podcast

It depends on wh= at kind of podacasts you want to create. Longer magazine type shows o= r just short exerpts?
What's your aim and with whom do you want to use t= hem?

This is ahndy tool that can make online audio interactive:
<= br>http://www.voxopop.com/=

The threaded voice conversations can them be downloaded via i-T= unes tec.

Best

Nik Peachey | Learning Technology Consulta= nt, Writer, Trainer
Teacher Development: http://nikpeachey.blogspot.com/
News = and Tips: htt= p://quickshout.blogspot.com/
Student Activities: http://daily-engli= sh-activities.blogspot.com/
On Social media: http://bloggingandsocial= media.blogspot.com/
On Twitter: http://twitter.com/NikPeachey

__________= _____________________________________
Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/adviso= ry
To unsubscribe send a message to Advisory-= admin@talk.naace.org with the body text:

unsubscribe Advisory Yo= urEmailAddress

or: send a message to Advi= sory-request@talk.naace.org
with the body text:

unsubscribe Y= ourPassword YourEmailAddress

<= /div>=0A=0A=0A=0A

=0A=0A=0A=0A --0-1058657026-1262540157=:28473-- From rjt@maximise-ict.co.uk Sun Jan 3 20:24:48 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Sun, 3 Jan 2010 20:24:48 -0000 Subject: [Advisory] 2010 Debate In-Reply-To: References: <1262446365.2225.3431.camel@Zaphod> <000b01ca8bd3$0857c2d0$19074870$@co.uk> Message-ID: <005301ca8cb2$cc320d20$64962760$@co.uk> Ian wrote: "Is the expectation at KS3 in IT for high attainers unrealistically high? Or is level 2 in the National Qualifications Framework/QCF too low?" For many years I have regularly had a small handful of pupils at Levels 7/8 at KS3 so I feel that given the right circumstances, the right kids (and the right teachers) the levels at KS3 are right. So, my response is that the levels for NQF/QCF are seriously too low (although they might have been a reasonable starting point 5 years ago!) In one school that I worked in for 7 years (as Director of Technology) I expected ALL staff to be competent up to Level 2 by the end of their first year of teaching and all HoDs should be working towards Level 3. I also had a few staff working towards Level 4 and one (a technician) went on to gain his Teaching Diploma through the OU. I feel that it is high time that Headteachers made NVQ qualifications in ICT mandatory, as illustrated above, and some recognition given in staff CPD. Also the work of the ICT-Mark or study through EPICT should be as much a part of any teacher's armoury as the ability to spell or speak articulately. BW Ray Tolley� FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P:� http://raytolley.v2efolioworld.mnscu.edu/ B:� http://www.efoliointheuk.blogspot.com/ W:� http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' -----Original Message----- From: Ian Lynch [mailto:ianrlynch@googlemail.com] Sent: 03 January 2010 19:59 To: Ray Tolley Subject: Re: [Advisory] 2010 Debate It's still there. We support on demand testing and there is an intention to do so stated by quite a few Awarding Organisations for Functional Skills. It's largely down to the support systems and traditions associated with examining. To be credible, any personalised learning strategy has to have associated personalised assessment. However, I think the issue is wider than that. In ICT, the March 2009 OFSTED report highlighted considerable marking of time for high attainers in KS4. The demands at level 8 and exceptional performance in KS3 are very much greater than for level 2 in the national occupational standards and A*-C is level 2 and firmly targeted at the top half of KS4. This begs a couple of questions. Is the expectation at KS3 in IT for high attainers unrealistically high? Or is level 2 in the National Qualifications Framework/QCF too low? One of the problems is interpretation of language, What does complex mean as in complex problems? Simply multi-faceted or intellectually demanding? Solving a complex problem is a bit of a meaningless statement because complex to one learner could be straightforward to another. So here is a solution. When a learner is a solid level 5 in KS3 let them start doing level 2 course work as long as it covers the POS and leads to an accredited qualification. Of course that is possible now but fairly rare and hardly encouraged. On Sat, Jan 2, 2010 at 5:43 PM, Ray Tolley wrote: > Yes, I thought that there was a move for taking tests 'as and when ready'. �What has happened to this movement? > > Ray Tolley �FEIDCT, NAACE Fellow, ACQI, MBILD > ICT Education Consultant > Maximise ICT Ltd > P: �http://raytolley.v2efolioworld.mnscu.edu/ > B: �http://www.efoliointheuk.blogspot.com/ > W: �http://www.maximise-ict.co.uk/eFolio-01.htm > Winner of the IMS 'Leadership Regional Award 2009' > > -----Original Message----- > From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Ian > Sent: 02 January 2010 15:33 > To: advisory@talk.naace.org > Subject: [Advisory] 2010 Debate > > "Key Stages are statutory structures but they are an anachronism in a > world of personalised learning because they make the assumption that > most people will be broadly at the same point at the same time and > clearly this is not the case. This can limit high attainers who could > easily achieve QCF Level 3 attainment by age 16 and can also demoralise > those with special needs." > > Discuss > > -- > Ian > Ofqual Accredited IT Qualifications > A new approach to assessment for learning > www.theINGOTs.org - 01827 305940 > > You have received this email from the following company: The Learning > Machine Limited, Reg Office, 36 Ashby Road, Tamworth, Staffordshire, B79 > 8AQ. Reg No: 05560797, Registered in England and Wales. > > _______________________________________________ > Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory > To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: > > unsubscribe Advisory YourEmailAddress > > or: send a message to Advisory-request@talk.naace.org > with the body text: > > unsubscribe YourPassword YourEmailAddress > > > _______________________________________________ > Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory > To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: > > unsubscribe Advisory YourEmailAddress > > or: send a message to Advisory-request@talk.naace.org > with the body text: > > unsubscribe YourPassword YourEmailAddress > From Colin@revell.org.uk Thu Dec 31 18:04:44 2009 From: Colin@revell.org.uk (Colin J Revell) Date: Thu, 31 Dec 2009 18:04:44 -0000 Subject: [Advisory] Online Reporting in Schools In-Reply-To: <2D520FDE0B44734798B7FE6FAA5E298397A4A0EE40@Hermes.sst.lan> References: <000901ca8a16$9de25590$d9a700b0$@co.uk> <2D520FDE0B44734798B7FE6FAA5E298397A4A0EE40@Hermes.sst.lan> Message-ID: <000301ca8a43$bcaa4dc0$35fee940$@org.uk> Some thought for comment; Being as I am in the process of rolling out secure online access to parents I find it interesting that there is very little "official" information about this that I have come across. If you search online for real time reporting to parents or similar, you mainly get references to the letter that Ed Balls released at BETT in Jan 2008. Where is the official guidance of exactly what has to be done, by whom and by when - as far as I can see there is more rumour than substance and I am wandering, in my more cynical moments, how much of the momentum for this change is coming from the MIS providers? Colin -----Original Message----- From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of Tony Parkin Sent: 31 December 2009 14:22 To: advisory@talk.naace.org; secondary@talk.naace.org Cc: Ray Tolley Subject: RE: [Secondary] FW: [Advisory] Online Reporting in Primary Schools Fergus ... and it may be worth a reminder to those schools exploring this journey of the 'expectations' in this area, as currently delineated on the Becta website.....? Ray might even like to ask suppliers in his calls how their offerings measure up against these requirements? "What is online reporting? Online reporting involves using ICT to enable parents to receive and access information about their children's work, progress, attendance and behaviour when and where they want, using secure, online access. What do I have to do and when? Secondary schools are expected to make the following information available to parents through secure online access by September 2010: * Attendance and behaviour (both positive and challenging) * Progress and attainment * Special needs All primary schools are expected to achieve this by September 2012." It is worth noting that not all these aspects are addressed in some of the solutions being promoted to schools as ideal ways of meeting these aspirations. Also perhaps that 'real-time reporting', though clearly invaluable and undoubtedly welcomed by parents, is NOT part of the specification? Tony -------------------------------------------- Tony Parkin Head of ICT Development Specialist Schools & Academies Trust 17th Floor, Millbank Tower 21-24 Millbank London SW1P 4QP Email:tony.parkin@ssatrust.org.uk Tel: +44 20 7802 2306 Mob:+44 07739 436073 Skype: parkintony MSN: a.c.parkin@hotmail.co.uk -------------------------------------------- ________________________________________ From: secondary-admin@talk.naace.org [secondary-admin@talk.naace.org] On Behalf Of Ray Tolley [rjt@maximise-ict.co.uk] Sent: 31 December 2009 12:41 To: advisory@talk.naace.org; secondary@talk.naace.org Subject: [Secondary] FW: [Advisory] Online Reporting in Primary Schools Hi, Fergus, I agree with Tony up to a point, but 'reports' are always about past experience and possibly previous teaching and learning styles. I did a quick phone-round of some of the suppliers but unfortunately they were all on holiday. I have my own ideas on the benefits of on-line reporting and will 'interrogate' leading known suppliers as to how they see on-line reporting moving in the near future. - I will report back shortly - probably next week. Meanwhile, I would suggest that there are three different aspects to this issue: 1. The appropriate access to real-time reporting of progress through activities completed using some form of assessment software like 'SmartAssess'; 2. The reporting written by teachers, that can be reasonably up-to-date, such as provided by SERCO/CMIS/Facility; 3. The formative and possibly informal reporting available through a good e-Portfolio system. I'm sure that there are several other competitive products - but firstly it will depend on your present VLE provider. PS: BETT will be a good source of advice even if coloured by some degree of 'sales pitch'. Best Wishes, Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: http://raytolley.v2efolioworld.mnscu.edu/ B: http://www.efoliointheuk.blogspot.com/ W: http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009' -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Fergus Reynolds Sent: 31 December 2009 09:18 To: advisory@talk.naace.org Subject: [Advisory] Online Reporting in Primary Schools Colleagues, Does anybody have any advice, hints or tips on developing online reporting in Primary schools? I am interested in examples of good practice and any suggestions colleagues may have to help avoid pitfalls in getting going. I am also interested in any schools that colleagues could recommend as examples of good practice in this area - especially in the North West of England. Any help, comments, etc appreciated. I am happy to receive responses offline if colleagues prefer that. I would be happy to collate responses if anyone would be interested in receiving that. Thanks in anticipation. Best wishes for a Happy new Year Fergus Reynolds _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress _______________________________________________ Secondary mailing list Secondary@talk.naace.org http://talk.naace.org/mm/listinfo/secondary To unsubscribe send a message to Secondary-admin@talk.naace.org with the body text: unsubscribe Secondary YourEmailAddress or: send a message to Secondary-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ Please consider your environmental responsibility: Before printing this e-mail or any other document, ask yourself whether you need a hard copy. This e-mail and any attachments are confidential and intended solely for the use of the individual or entity to whom it is addressed. If you are not the intended recipient and you have received this e-mail in error then please accept our apologies. In such circumstances any use, dissemination, forwarding, printing or copying of this e-mail or its attachments in any form is strictly prohibited. Please contact the sender by return e-mail and then delete all the material from your system. Any views or opinions presented are solely those of the author and do not necessarily represent those of the Specialist Schools and Academies Trust. This e-mail does not form part of a legally binding agreement. We have taken precautions to minimise the risk of transmitting software viruses, but we advise that you carry out your own virus checks on any attachments to this message. We cannot accept liability for any loss or damage caused by software viruses. ______________________________________________________________________ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email ______________________________________________________________________ _______________________________________________ Secondary mailing list Secondary@talk.naace.org http://talk.naace.org/mm/listinfo/secondary To unsubscribe send a message to Secondary-admin@talk.naace.org with the body text: unsubscribe Secondary YourEmailAddress or: send a message to Secondary-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From Colin@revell.org.uk Fri Jan 1 10:54:30 2010 From: Colin@revell.org.uk (Colin J Revell) Date: Fri, 1 Jan 2010 10:54:30 -0000 Subject: [Advisory] RE: [Secondary] RE: Online Reporting in Schools In-Reply-To: <004801ca8a6f$873634c0$95a29e40$@co.uk> References: <000901ca8a16$9de25590$d9a700b0$@co.uk> <2D520FDE0B44734798B7FE6FAA5E298397A4A0EE40@Hermes.sst.lan> <000a01ca8a46$9d898660$d89c9320$@org.uk> <004801ca8a6f$873634c0$95a29e40$@co.uk> Message-ID: <000901ca8ad0$cc54a350$64fde9f0$@org.uk> Ray, We have had various offerings becoming available over the last few years, some of them include; VLE - (we don't yet use this very efficiently but we are getting there) This gives access to lesson material, e-portfolio etc from any location and has been very useful for helping absent students keep up with their studies. EMAIL - Available to all staff and students from any location via web mail TEXT - We now regularly text information and reminders to parents - this has been especially useful in reducing absenteeism REMOTE ACCESS - All staff and students can log onto the schools network and make use of all of the facilities SIMS - Whilst this is nothing special in itself, we do make good use of the facilities e.g. electronic registration RESOUCE BOOKING - I have written a set of web pages that allow staff to book rooms, minibuses and other facilities online - again this can be done from home HELPDESK - we now use SPICE as a helpdesk - all staff and students can use this to report and track ICT faults and requests. The current development is using SIMS LEARNING GATEWAY to give access to sections of the SIMS system to Parents & Students i.e. frequent progress checks (about every 6 weeks), attendance information (real time), positive and negative behavioural information (real time) and soon we will be able to issue all reports online using SLG. This system also allows staff to write reports on any internet enabled machine and we are looking at using smart phones to take registers on trips etc. The goal is that, apart from reports, all other information will be real time. For example - if I put a child into detention for not completing homework, the parent should have enough information, in real time, from the system to understand what has happened and why. Similarly, if I award some sort of commendation this too should be on the system immediately. We are only just giving out the first parental logons, but we are aiming to have full school wide access by the start of next academic year. Several of the systems we now have in place need to become far more fully embedded in the school for their full potential to be realised - this is where I see the main challenge. The only other thing I need is a more intelligent spell checker on my email client! Colin -----Original Message----- From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org] On Behalf Of Ray Tolley Sent: 31 December 2009 23:18 To: advisory@talk.naace.org; secondary@talk.naace.org Subject: RE: [Secondary] RE: Online Reporting in Schools Colin, was that a Freudian slip, 'wandering' instead of wondering? There are plenty of hints, even as far back as 2006 in the 'Functional Requirements' eg: Requirement 21 Access off-site (Mandatory) "The intention is to enable anytime anywhere access and to include all types of users including teachers, pupils and parents. Requirement 29 Portfolios (Mandatory) "This kind of functionality is sometimes provided as part of an e-portfolio. But �e-portfolio� has various definitions and there are several functions that can be provided, possibly via links to a range of web services. Portfolios could include goal setting, identifying interests and learning plans." Requirement 31 Tracking (Mandatory) "This shall include reporting whether a learner has completed a particular resource or could include more complex scores or assessment data. Tracking information should be used to provide feedback to learners." Admittedly, some of the other requirements in the document appear quite dated some 4 years later on and many further hints can be gleaned (with a bit of hard work) from later edicts. I suspect that organisations on Becta's preferred list have been thinking about on-line reporting for some years now. I expect many of the big suppliers will have all the answers concerning their interpretations of on-line reporting at BETT. You say that you are 'in the process of rolling out secure on-line access to parents'. I'm intrigued by this because some VLEs have been capable of doing this for several years. I would be genuinely interested to know what information parents will have access to in your system. Does this include progress (possibly weekly)? Does it include real time personal comments by individual subject teachers? Does it include the recording of (informal) formative feedback from tutors, mentors and peers? Is this a DIY system that you have developed or are you working in conjunction with a VLE supplier? Kindest Regards Ray Tolley� FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P:� http://raytolley.v2efolioworld.mnscu.edu/ B:� http://www.efoliointheuk.blogspot.com/ W:� http://www.maximise-ict.co.uk/eFolio-01.htm Winner of the IMS 'Leadership Regional Award 2009'