[Advisory] Online Reporting in Schools

[Alistair Goodwin]

Absolutely Neil. Rather than being told what I should be better at (which 
concindentally always seems to be exactly what the person telling me is 
actually really into themselves), why not find out what I do and supply me 
with something that actually helps... or indeed leave me alone because I'm 
already doing it. In fact, now I come to think of it, did I actually ask for 
any help ? :-)

Alistair


----- Original Message ----- 
From: "Stanley, Neil" <N.R.Stanley@ljmu.ac.uk>
To: "advisory" <advisory@talk.naace.org>
Sent: Wednesday, January 06, 2010 4:38 PM
Subject: RE: [Advisory] Online Reporting in Schools


> Maybe it's because it is data and not *information* - context isn't
> apparently relevant to or promptly derivable by the individual teacher;
> no ownership.
>
> Paper maps (well Google maps printed out) are relevant to the way I
> operate so are owned by me - wouldn't want a sat-nav so I don't own one.
> Same data on both.
>
> Teachers need to own the information - if they've never collected their
> own in any diligent manner (and experiences in mentoring trainees on
> placement indicates that this has been a problem) then they won't want
> someone else's format. If the system aids the collection, storage and
> analysis and they previously did this then they may accept it.
>
> Neil
>
>
> Neil Stanley MA(Ed) BSc AUS PGCE FHEA MBCS
> w: www.staff.ljmu.ac.uk/edcnstan & www.stanleyweb.co.uk
>
> All we need is the perception of choice - real choice just confuses us.
>
>
> -----Original Message-----
> From: advisory-admin@talk.naace.org
> [mailto:advisory-admin@talk.naace.org] On Behalf Of Crispin Weston
> Sent: 06 January 2010 15:51
> To: 'Williamson, Jon'; 'advisory'
> Subject: RE: [Advisory] Online Reporting in Schools
>
> <<That is often the fault of data providers for providing it as huge
> tables
> of data and graphs with limited interpretation, but also a challenge to
> teachers that they should be making better use of data to improve
> classroom
> teaching. >>
> I suspect that teachers are often made to feel inadequate because they
> cannot use huge chunks of data when in fact the failure is one of user
> interface.
> I reckon the challenge is to software providers to present codified data
> to
> teachers in timely, digestible and easily understandable chunks.
>
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