[Advisory] Online Reporting in Schools - A serious rant
Roger Broadie
Roger@BroadieAssociates.co.uk
Wed, 6 Jan 2010 23:08:07 +0000
--Apple-Mail-222-1044246257
Content-Type: text/plain;
charset=WINDOWS-1252;
format=flowed;
delsp=yes
Content-Transfer-Encoding: quoted-printable
This is all a people issue.
People (teachers or pupils or parents) will commit to databases things =20=
that are urgent (behaviour, attendance , significant changes in =20
performance etc) and things that are important (summative assessments =20=
etc) - provided they can do so within the time constraints of their =20
job (i.e. that it is easier to commit this data online than on paper/=20
by word of mouth).
They will also commit to computer systems things that they want to, =20
because of the reward involved. (e.g. children podcasting about their =20=
work, or posting pictures to galleries).
But as there is increasing use of digital environments, it becomes =20
possible to see a picture of learning activity happening digitally, =20
which of course needs to be correlated with what happens face-to-face, =20=
but which is an important element of learning.
In an E.E.P. meeting some years ago, James Blomfield of Intuitive =20
Media told of some analysis carried out on GridClub forums. They had =20
tracked who had contributed when, on what thread of the discussion, =20
and how the threads developed. There were some children who =20
contributed little - but when they did, there was a high possibility =20
that their post caused the current discussion thread to split, =20
generating two or more threads that others were stimulated to =20
contribute to. The interesting question is who these lurkers were, and =20=
what degree of analysis and understanding they (silently) brought to =20
the discussion, that could trigger their colleagues into new levels of =20=
thought and stimulation. And whether they would have done this, had =20
the discussion been face-to-face in class.
And what value should be assigned to this by their teachers, in their =20=
assessor role.
I have once seen a school report that said "???? contributes rarely in =20=
discussion but when he does his comments are of value" - a rare but =20
important noticing of quiet personal learning.
How easy is it to trap this kind of thing in the push and shove of =20
class dynamics, and how much of this could we see in the data that is =20=
accruing on pupils' learning activity, as use of learning platforms =20
grows? If you have ever taken pupils out of school for a week of =20
country-side activities you will know how your understanding of them =20=
changes - as they show what they can do on their own terms. This is =20
the kind of data I wish teachers could see.
Roger.
On 6 Jan 2010, at 17:04, Neil Adam wrote:
> Ray
>
> It worries me that the level of detail you imply will take "forever" =20=
> for people to put into systems. Teachers need to get lives, or they =20=
> will be useless when it comes to working with young people in their =20=
> care. Unless you have standardised lesson plans that you can somehow =20=
> automatically "personalise" without much user input, plus "business =20=
> intelligence" systems that can then trawl and analyse learning =20
> outcomes and progress that such learning plans then derive, the =20
> workload agreement will just evaporate as any kind of credible means =20=
> of treating teachers as people. I don't know if you have a family, =20
> but many teachers have other things to do in the evenings than =20
> update the minutiae of plans and annotate all their kids work just =20
> to please some pushy parents who want to be able to see instantly =20
> what their child did at school *today*.
>
> The problem is that the politicians have said "real time", so they =20
> have opened Pandora's box. People will expect up-to-date info about =20=
> today, not last week, let alone last month. And teachers are not =20
> going to be able to supply it. (Or asa someone said about levels, =20
> they will fudge it such that what parents are told will only bear a =20=
> vague resemblance to what happened in the classroom.)
>
> Now the systems Crispin has been talking about may be able to do so, =20=
> but as he admits, they are quite some way off. Meanwhile parents who =20=
> don't trust teachers are going to be getting down their necks =20
> because they haven't updated their learning plans and assessments :(
>
> Yep, it genuinely worries me
>
> Neil
>
> 2010/1/6 Ray Tolley <rjt@maximise-ict.co.uk>
> Allistair,
>
>
> I like your style and appreciate where you are coming from after my =20=
> own 45 years at the chalkface.
>
>
> However, this on-line reporting =91thing=92 is not about grades or =20
> graphs it is about progress and process. In other words where the =20
> learner has come from, where they are now and where they want to get =20=
> to.
>
>
> Does not my anecdote related previously suggest that the parent/=20
> carer will have a better insight of their child=92s progress through =20=
> seeing the actual evidences of work done and progress made? And for =20=
> that matter not being suddenly surprised at the Parents=92 Meeting?
>
>
> I worked with CMIS in a school some 5-6 years ago and could well see =20=
> the potential for =91anytime annotation=92 of a child=92s progress =
which =20
> could then be accessed as near as anything at any point in time by =20
> (at that time) teachers. This, to me is what =91real-time=92 =
reporting =20
> is about. No pressure on the teacher to meet the massive deadlines =20=
> of end-of-term reports written late at night in a stupor of =20
> tiredness. But rather a progressive compilation of formative =20
> feedback along with the automated and monitored documentation of =20
> collaborative self-assessments as and when completed.
>
>
> As others have said, we are at the brink of something very =20
> exciting. Let=92s all pull together in (approximately) the same =20
> direction!
>
>
> 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'
>
>
> From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org=20
> ] On Behalf Of Alistair Goodwin
> Sent: 06 January 2010 12:24
> To: Crispin Weston; 'advisory'
> Subject: [Advisory] Online Reporting in Schools - A serious rant
>
>
> Hi Crispin et al
>
>
> Apologies for appearing to misinterpret your angle on this (see my =20
> footnote). Your recent email certainly outlines where you stand on =20
> this and I appreciate that. My comments still stand though. The =20
> supermarket analogy is a really useful starting point for discussing =20=
> this and John's and other's comments on what is useful / probably =20
> most desirable to parents is a strong development of this also.
>
>
> I have 2 favourite quotes and a piece of useful advice I was given a =20=
> long time ago on this subject.
>
>
> The first quote is obviously the pig one, pithy or not (lisping or =20
> otherwise :).
>
>
> The second is Einstein's:
>
> "Not everything that can be counted counts, and not everything that =20=
> counts can be counted."
>
> (again, apologies to Einstein if he does not entirely share my view =20=
> here, but I still like it)
>
>
> The piece of advice I was given on making sound assessments of =20
> curriculum levels is this;
>
> "Pick a number between 1 and 5 and chances are you're not that far =20
> out." - Pure genius.
>
>
> To me, teaching is a two way process. I don't teach the same stuff =20
> to the same pupil as anyone else because I would have a rough long-=20
> term plan of what goes on where. Job done.
>
>
> The rest is down to me 'teaching'. I know if I start discussing =20
> something with someone whether they are interested / able to =20
> understand what I'm saying / listening / struggling etc. I make this =20=
> judgement based on human traits I and they have and through a =20
> process of mutual respect. I don't write it down. I just adjust what =20=
> I'm saying as I say it, to accomodate the sense of the person in =20
> front of me and the way in which they are 'taking' my meaning. I can =20=
> still make the same point. We almost all do this constantly and =20
> impercievably. If a pupil in the class has 'done this already at my =20=
> old school, sir' I make damn sure he/she gets a different angle / =20
> perspective on it but that they still appear to be studying =20
> alongside their peers. I may or may not write this down. Depends if =20=
> I want to and if it's useful to me or the pupil at the time. I =20
> certainly don't put it on line. I'm probably at the pub.
>
>
> I believe I am able to do this because I had a good upbringing and =20
> care about where other people are coming from. It's an approach that =20=
> works in mainstream settings, SEN, the curry house, Paddington =20
> Station and Tiananmen square. Somewhere along the line teachers, =20
> friends and colleagues allowed me to develop into somebody who knows =20=
> who he is. If you as a teacher think you can do this better on-line, =20=
> then great. I accept that and am happy about it. I won't be joining =20=
> you.
>
>
> Furthermore, when I was at school I sat a series of exams at =20
> precisely the same time as everyone else in the country whether I =20
> was ready for it or not. The grade I got was personal to me, and =20
> presumably related to whatever I wrote on the paper at the time. I'm =20=
> unclear on how much more 'personalised' that grade could have got. =20
> However, I'm also very clear that that grade in that exam relates to =20=
> little other than my ability to get that grade in that exam. What =20
> about it?
>
>
> To me, assessment looks like a lesson plan. I wouldn't have planned =20=
> the lesson like that if I thought it was at the wrong 'level' or if =20=
> it wasn't clearly the 'next step' in these pupils' learning. You =20
> want to see how good my judgement is, pop your head in the door for =20=
> 10 seconds. You'll soon work it out.
>
>
> Draw a graph / don't draw a graph. It makes absolutley no difference =20=
> to me whatsoever. I never look at them.
>
>
> Just to make my position even more clear, if you think that giving =20
> all pupils on free school meals a laptop is going to sort this =20
> country out, you're an idiot. The divide is not digital. It's human. =20=
> I can see it quite clearly, but only when I'm not staring at this =20
> damn laptop.
>
>
> I am confident that my views here will be seen by some as out of =20
> line and unprofessional. And there's your problem in a nutshell. =20
> More graphs, less emotion. God help us.
>
>
> Isn't it about time that people who like graphs and records and =20
> stuff just go back to administrative roles rather than making the =20
> rest of us feel like our lives aren't valid if they're not =20
> spellchecked and coloured according to category? Who put them in =20
> charge ? That's NEVER going to work. Natural administrators are =20
> never going to happily relinquish control and power. They will =20
> simply introduce new systems on top of new systems increasingly =20
> invalidating anybody else's point of view, humanity, art, music etc =20=
> Hopefully, the new drive provided by the thinkers behind the Primary =20=
> Curriculum review will force these people out of the picture because =20=
> people will again get a chance to see that there is potentially more =20=
> to life on planet earth and that life is just too short to get hung =20=
> up on how much progress you made this week compared to your =20
> 'statistical neighbour'. No one even talks to their REAL neighbours =20=
> anymore. Wake up.
>
>
> Something is wrong and the current level of availability of online =20
> grades is really not likely to be the source of the problem.
>
>
> There is only one purpose to life: To live.
>
> Take a deep breath... and begin.
>
>
>
> Alistair Goodwin
>
> Hants
>
> N.B. The views expressed in this email are mine, not Crispin's... =20
> but I am perfectly happy to share them :-)
>
>
>
> ----- Original Message -----
>
> From: Crispin Weston
>
> To: 'advisory'
>
> Sent: Tuesday, January 05, 2010 6:57 PM
>
> Subject: RE: [Advisory] Online Reporting in Schools
>
>
> Hi all,
>
>
> I seem to have stirred something up here. Thanks to everyone=92s =20
> comments and apologies in advance for a correspondingly long essay =20
> in response.
>
>
> @Mike. I agree.
>
>
> @Alistair: thanks for the bouquet =96 but I think you may have =20
> misunderstood my position and I fear that the bouquet might =20
> metamorphose into a brickbat. My point is that I *agree* with Chris =20=
> Gerry that schools should become more like supermarkets in terms of =20=
> their business intelligence (though not, of course, in terms of the =20=
> service they offer). My criticism of real time reporting is not of =20
> the aspiration but of the failure to put in place some of the =20
> essential prerequisites beforehand.
>
>
> Of course I also agree with the stuff about children being happy, =20
> fulfilled individuals =96 but I am suspicious of what I take to be a =20=
> suggestion that efficiency is the enemy of happiness. People=92s =20
> happiness increases a little when they receive a public service =20
> which is efficient and appropriate to their needs. My happiness =20
> increases when I go into Tesco and find that they have my favourite =20=
> type of Taramosalata in stock and I am (moderately) grateful for the =20=
> computerised logistics systems which ensure that it is. A student =20
> becomes a little happier when he receives teaching which is relevant =20=
> to his needs and is not required to sit in a classroom for years on =20=
> end being taught things that he either doesn=92t understand or already =
=20
> knows, just because the school hasn=92t bothered accurately to assess =20=
> and track what that student=92s learning needs are.
>
>
> To respond to Jeff=92s pithy comment:
>
>
> =93You can't fatten a pig by weighing it!=94
>
>
> I agree that you fatten a pig by feeding it. But you establish how =20
> much and what sort of food to feed it by weighing it. Try telling a =20=
> pig farmer that he should not bother to weigh his pigs and I suspect =20=
> he would tell you that you know nothing about running a pig farm. =20
> Any efficient business is completely dependent on feedback and =20
> analysis of what it is doing. The systems that we have in place for =20=
> doing this in education are generally extraordinarily primitive.
>
>
> I have some sympathy with Alistair=92s comment
>
>
> =93the graphs ? I seriously do not
>
> understand where they fit in=94
>
>
> but the problem here is not the fact that the data is being =20
> collected but that it is not being used efficiently. Nothing is =20
> joined up. There is no benefit in collecting data just for the sake =20=
> of making pretty graphs.
>
>
> So what *is* the point of collecting the data? It seems to me that =20
> one of the primary criteria of efficiency in education (putting =20
> aside motivation for a moment) is the correct pitching of teaching. =20=
> In my experience as a teacher, there is a time when a student is =20
> ready to learn something. Apart from *wanting* to learn it (again, a =20=
> motivational aspect), the student must have mastered the necessary =20
> prerequisites.
>
>
> So the key requirement for an efficient education system is managing =20=
> progression, differentiation and personalisation to ensure that the =20=
> right student gets the right bit of teaching at the right time =96 =20
> just as a farmer gives the right sort of food to the right pig or =20
> puts the right bit of fertilizer on the right bit of the field. And =20=
> in managerial terms for the classroom teacher, that is an extremely =20=
> complex managerial task.
>
>
> We start from an extraordinarily antiquated system in which people =20
> are driven through the syllabus in age-based cohorts, like troops =20
> being driven over the top at the Somme in neat lines. But to get =20
> away from this, we have to have systems capable of tracking =20
> students=92 individual capabilities. This type of tracking of business =
=20
> effectiveness is so ubiquitous and its value so widely accepted that =20=
> I find it very strange that we are even having this discussion as to =20=
> whether we should be doing the same things in education.
>
>
> Of course, in education unlike farming, the student (unlike the pig) =20=
> has an important say in what he/she needs =96 but this is a question =20=
> of where the data comes from and does not undermine the need to =20
> track it. This links back to the motivational aspect: I am more =20
> likely to be motivated if the system is tracking (and responding to) =20=
> my individual needs =96 and even more motivated if it is tracking (and =
=20
> responding to) my individual wants. The whole point of modern =20
> business intelligence systems is that they *do* treat people as =20
> individuals, even though there are large numbers of them in the =20
> system.
>
>
> @Ray: I am not criticising the software systems that are out there =20
> (either for tracking student progress or even for e-portfolio J but =20=
> rather the difficulty of getting data in sufficient quality and =20
> quantity into these systems. I do not see real-time reporting or the =20=
> involvement of parents as a pre-requisite but rather as a follow-on =20=
> benefit from implementing effective internal systems. So the fact =20
> that real-time reporting is a relatively recent government target =20
> does not undermine the fact that, internally, the requirement for =20
> business intelligence has been long-standing.
>
>
> I support the objective of real time reporting. The danger (as with =20=
> so many other systems) is that it will be introduced in response to =20=
> what some Secretary of State dreamed up in the bath, driven through =20=
> by civil servants who are only concerned to tick the right boxes, =20
> fail miserably to do anyone any good and end up with people saying =20
> =93real time reporting doesn=92t work=94. It is very important to =
manage =20
> the introduction of these projects properly and, in the case of real-=20=
> time reporting, this means ensuring that you have a sufficient =20
> supply of data to the reporting component.
>
>
> Hardly any of these components (real-time reporting, e-portfolio, =20
> learning tools, VLEs, MIS) is really viable on its own =96 which is =20=
> why interoperability ought to have been the first thing to be fixed =20=
> and why it has been such a disaster that it wasn=92t.
>
>
> Re. the Moodle video you link to =96 I completely agree with the point =
=20
> that this is making. The data that the parent can see is the data =20
> which is being automatically managed by Moodle from the online =20
> assignments. When it comes to offline assignments, no-one is =20
> realistically going to sit down in the evening and key in the data. =20=
> So the more data is collected automatically (and I think most people =20=
> would agree that at the moment, the type of data being collected by =20=
> Moodle, is fairly rudimentary) the richer the online reporting to =20
> parents can become.
>
>
> @John. I agree that you need to show the right data to the right =20
> people in the right way (see comments on drowning in data below). I =20=
> agree with your analysis of what parents probably want. But the fact =20=
> that this is what you show to parents does not mean that you should =20=
> not be tracking other types of data as well, which may be of =20
> interest to other people, either in raw or processed form. There may =20=
> be aspects of pupil=92s performance and competency which the over-=20
> pressed or stand-in teacher is completely unaware of.
>
>
> @Neil: I agree with many of your concerns but not with your =20
> conclusion. My responses inline.
>
>
> All very well talking bar codes, but learning outcomes are not =20
> "articles" that can be given an EAN and scanned into a system.
>
> I don=92t see why not. Has Johnny handed in a satisfactory piece of =20=
> work demonstrating an understanding of Pythagoras? Yes? Bleep!
>
> Of course I exaggerate a bit and a binary =93bleep=94 does not =
represent =20
> particularly high quality data =96 but other quantitative data like =20=
> scores and grades are all useful. You will get teachers to input =20
> comments wherever possible =96 and make it as easy as possible for =20
> them to do so =96 but teacher comments are (a) expensive and (b) are =20=
> not always uber-reliable either. One of the big gains for businesses =20=
> in using the internet is in getting the customer to do a lot of the =20=
> data entry that clerical staff used to have to do. Which is my =20
> original point: data entry is the killer and should be automated =20
> wherever possible.
>
> While I agree that the definition of some teaching aims and outcomes =20=
> are subjective, so are the buying decisions of many shoppers. But =20
> complex, subjective buying decisions can nevertheless, when =20
> analysed, demonstrate surprising degrees of consistency. Maths =20
> models probability really quite well.
>
> That is the problem with software and (even) performance/competency =20=
> data - much of it has a subjective element that "learning software =20
> (really useful and compelling in its own right)" cannot =20
> automatically assess and post into your data capture system. Then =20
> there's a whole range of "softer" skills that are even harder to =20
> assess in that way, but which are vital to modern life.
>
> So, following from above, I agree about the subjectivity but do not =20=
> see this as a problem so long as the system recognises the fact of =20
> this uncertainty.
>
> I would call any measure of competency a =93competency claim=94, just =
as =20
> a philosopher might talk about a =93truth claim=94. If you start to =
see =20
> a large number of competency claims from different sources showing a =20=
> significant degree of consistency, you can start to talk about that =20=
> student=92s competency with some degree of confidence.
>
> Competency claims will very often be accompanied by the evidence =20
> (e.g. student output on a student e-portfolio) which supports the =20
> claim. Quantitative data can be qualified by comments. So the =20
> subjective element can be reviewed and interpreted and conclusions =20
> moderated. The subjective tendencies of particular assessors can =20
> also be tracked and compensated for.
>
> Also, I am proposing the measurement of competency as an *input* and =20=
> not an *output* of the system. A group of students who are perceived =20=
> to be weak on subtraction are not failed in their end-of-course =20
> exams; but they are given some extra teaching before the =20
> introduction of a unit on long division. If that perception is =20
> misjudged in a few cases, no very great harm has been done and the =20
> decision to make that intervention can be quickly overridden. Making =20=
> interventions based on some kind of business intelligence seems to =20
> me to be preferable, even if the intelligence is not perfect, to =20
> making no interventions at all. People might say that, in the =20
> current environment, intervention is left to the professional =20
> judgement of the teacher =96 but we all know that, 90% of the time, =20=
> hardly anything happens at all. The swill is just shovelled into the =20=
> trough and the pigs are left to fight for it.
>
> And finally, while some =93soft=94 competencies are very subjective, =20=
> others are actually pretty straightforward. How good is someone=92s =20=
> French vocab within a particular domain? Not really that difficult =20
> for a computer-delivered activity to measure with a fair degree of =20
> accuracy. For all the talk of advanced conceptual skills, there is =20
> quite a lot of learning which is pretty humdrum. One massive =20
> efficiency would be to ensure that the skilled graduate teacher (who =20=
> represents a valuable resource) should not be put in front of a =20
> class of students who have not acquired the basic knowledge which =20
> will allow them to access the particular thing that the skilled =20
> graduate teacher has to offer. This is why Chris Gerry=92s approach =20=
> combines business intelligence with flexible grouping and staffing =20
> systems.
>
> The Government (quite reasonably) wants to reduce teacher workload =20
> through automation, but there comes a point at which we have to ask =20=
> "what can be reasonably" automated. As it is, the reductionist =20
> approach is creating more and more problems with SATs (let alone =20
> workload involved) as it becomes harder and harder to align the =20
> capability that pupils display year-on-year. That of course begs the =20=
> whole norm vs criterion-referenced exam debate.
>
> I think I agree with what you are saying here. I have never thought =20=
> that a paragraph of bureaucratic text (which is what criterion =20
> referencing gave us) is sufficient to define a competency. Everyone =20=
> understands the paragraph differently, which has given governments =20
> the opportunity to manipulate results data for their own purposes. I =20=
> would see a competency definition as a =93live=94 thing, which lived =20=
> through a continuous process of moderation, discussion and revision. =20=
> Which what good teachers do anyway.
>
> At the moment people are (because the current system is more =20
> reductionist, criterion-based) teaching to the test and "standards" =20=
> are going up. But is that actually educating children better? Do =20
> they get to the next stage of education and into work actually more =20=
> capable (as against "competent")? I think not.
>
> I don=92t see any problem with teaching to the test if it is a good =20=
> test. The traditional academic essay, well examined, provided a real =20=
> test of original and creative thought and I do not think that I am =20
> alone in remembering that I learnt more when revising for my major =20
> exams than in years of cruising along in classrooms. OK =96 the =20
> academic essay is not appropriate to many students and many types of =20=
> examination =96 but I think that a properly reconstituted examination =20=
> system should be able to come up with tests which do not reward =20
> mechanistic teaching or merely the regurgitation of rote learning.
>
> So, are we chasing our tails by thinking we really can produce =20
> software-assessed learning tasks?
>
> I think there is a bit of a false dichotomy here between computer =20
> and teacher. Some tasks (see above) can be computer assessed very =20
> easily =96 others cannot. But in the latter case, the job of the =20
> teacher can be made very much easier by being assisted by =20
> appropriate computer systems. The fact that I am writing this on the =20=
> computer does not dehumanize my thoughts, (whether you agree with =20
> the views or not).
>
> or does the VLE-emperor have no clothes after all?
>
> I think in many respects the VLE-emperor as currently implemented is =20=
> a pretty skimpy dresser. But that leaves a vacant imperial throne =20
> which I think you will see being occupied by more capable systems =20
> which will bring the long delayed digital revolution to schools. Any =20=
> good software system requires some kind of infrastructure-content =20
> set up. What sits in the vacated VLE throne will be the =20
> infrastructure bits (plural) of the system.
>
> I tend to believe it is rather naked and is going to remain so until =20=
> the much vaunted but yet-way-into-the-future true artificial =20
> intelligence is delivered.
>
> I do not think that there will ever be a magical (and rather spooky) =20=
> total AI solution =96 rather *sufficient* intelligence for any =20
> particular task, with the ultimate intelligence always coming back =20
> to the human teacher. This is all about supporting, not replacing, =20
> the human teacher who (in supermarket terms) will always be the =20
> store manager. People who have read too much Asimov and Orwell get =20
> very worked up about dehumanising robots without noticing that they =20=
> are using them all the time and that the robots are fantastically =20
> useful.
>
> I believe we should be doing more to get resources and tools to =20
> learners to learn and to teachers to help them teach, but not get so =20=
> hung up chasing a data-driven dream.
>
> I do not think that resources-and-tools on the one hand and data on =20=
> the other are separable. To take Microsoft Word as an example: it =20
> produces documents (i.e. data). It simplifies the task by saving =20
> style sheets (more data). Every time it launches it reads my =20
> preferences (more data) from an initialisation file. When I am half =20=
> way through writing a document, I can save state (data again). And =20
> in a formal teaching context, when a teacher asks the class to do =20
> something, doesn=92t the teacher expect to see what the students have =20=
> done, if anything?
>
> One of the major problems with learning resources and tools at the =20
> moment (and which we are trying to address through the BECTA/ISB =20
> Content Packaging project) is the fact that so much learning content =20=
> is =93static=94 and not data aware =96 it does not contextualise, =20
> personalise, adapt and report.
>
> Much of this data does not cross the human=92s retina =96 it works in =20=
> the background. People drown not because the sea is big but because =20=
> they can=92t swim. People =93drown in data=94 not because there is too =
=20
> much data but because it is not understandable or because it is not =20=
> useful or they are show the wrong sort or in the wrong way. John =20
> Wasteney says that parents do not want to see attendance records but =20=
> they do like to receive a text message when their child hasn=92t =20
> turned up to school. Quite agree. But that is a point about the =20
> presentation of data, not about whether data is a good thing in =20
> itself.
>
> One of the characteristics of modern technology is how user =20
> interfaces have become very much simpler to use. Good software will =20=
> collect the data, make sense of the data, and present to the teacher =20=
> only what the teacher finds useful. Substitute parent/student/head =20
> teacher/special needs adviser etc for teacher as required.
>
> In summary, my position is that data is the life-blood of any modern =20=
> business and education is a very large, very complex, very expensive =20=
> business.
>
> Some data is very straightforward and objective. Some is more =20
> subjective and nuanced. So create systems which run the right horse =20=
> on the right course. Codify and measure where you can (because =20
> codification allows automation), use free text where you need nuance =20=
> and interpretation. I can=92t see the problem.
>
> Ultimately, it doesn=92t seem to me to be very reasonable that =20
> teachers should benefit from the efficiency gains offered by other =20
> services and at the same time, when it comes to offering the same =20
> level of efficiency in the service that they are responsible for =20
> providing, claim that they inhabit some sort of Arcadian grove where =20=
> the writ of modern business management techniques does not run.
>
> I guess that should be accompanied by sounds of more stirring!
>
> Crispin.
>
>
>
> 2010/1/5 Crispin Weston <crispin.weston@alphalearning.co.uk>
>
> It has always struck me that the real-time reporting agenda has a =20
> massive
> missing piece: where is the data that you are meant to be reporting =20=
> on?
> I thought Chris Gerry (an innovative Head Teacher from Kent) made an
> excellent presentation at the NAACE autumn conference, pointing out =20=
> that
> while Tesco analyses data on virtually every aspect of shoppers' =20
> purchasing
> preferences, schools are, in terms of business intelligence, still =20
> in a sort
> of Dickensian Dark Age of paper-based ledgers. Most schools have =20
> very little
> useful performance or competency data in their systems. There's a big
> emphasis on attendance, I suspect, because it is about the only useful
> real-time data that schools have.
> The feet of clay of any business intelligence system is data input - =20=
> and
> manual input is never the answer. The revolution for the =20
> supermarkets lay in
> the bar-code reader. The revolution for schools will be when learning
> software (really useful and compelling in its own right) can report =20=
> student
> performance and competence straight into central systems, which must =20=
> also of
> course be able to make sense of that data.
> I think that until this kind of interoperable data flow is sorted =20
> out, most
> of the energy in real time reporting programme will go on covering =20
> up the
> fact that schools will simply be unable to deliver what has been =20
> promised by
> the government.
> Crispin.
>
>
> > -----Original Message-----
> > From: advisory-admin@talk.naace.org [mailto:advisory-
> > admin@talk.naace.org] On Behalf Of Colin J Revell
> > Sent: 31 December 2009 18:05
> > To: advisory@talk.naace.org; secondary@talk.naace.org
> > Subject: [Advisory] 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.
> > 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
> >
> > _______________________________________________
> > 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 =20=
> the body text:
>
> unsubscribe Advisory YourEmailAddress
>
> or: send a message to Advisory-request@talk.naace.org
> with the body text:
>
> unsubscribe YourPassword YourEmailAddress
>
>
>
>
> --=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 =20
> those in the address list above. If it has come to you by mistake, =20
> please let me know, delete the message and any attachments, and =20
> please do not forward the material to anyone else.
>
>
>
>
> --=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 =20
> those in the address list above. If it has come to you by mistake, =20
> please let me know, delete the message and any attachments, and =20
> please do not forward the material to anyone else.
--Apple-Mail-222-1044246257
Content-Type: text/html;
charset=WINDOWS-1252
Content-Transfer-Encoding: quoted-printable
<html><body style=3D"word-wrap: break-word; -webkit-nbsp-mode: space; =
-webkit-line-break: after-white-space; "><div><br></div><div>This is all =
a people issue.</div><div><br></div><div>People (teachers or pupils or =
parents) will commit to databases things that are urgent (behaviour, =
attendance , significant changes in performance etc) and things that are =
important (summative assessments etc) - provided they can do so within =
the time constraints of their job (i.e. that it is easier to commit this =
data online than on paper/by word of =
mouth).</div><div><br></div><div>They will also commit to computer =
systems things that they want to, because of the reward involved. (e.g. =
children podcasting about their work, or posting pictures to =
galleries).</div><div><br></div><div><br></div><div>But as there is =
increasing use of digital environments, it becomes possible to see a =
picture of learning activity happening digitally, which of course needs =
to be correlated with what happens face-to-face, but which is an =
important element of learning.</div><div><br></div><div>In an E.E.P. =
meeting some years ago, James Blomfield of Intuitive Media told of some =
analysis carried out on GridClub forums. They had tracked who had =
contributed when, on what thread of the discussion, and how the threads =
developed. There were some children who contributed little - but when =
they did, there was a high possibility that their post caused the =
current discussion thread to split, generating two or more threads that =
others were stimulated to contribute to. The interesting question is who =
these lurkers were, and what degree of analysis and understanding they =
(silently) brought to the discussion, that could trigger their =
colleagues into new levels of thought and stimulation. And whether they =
would have done this, had the discussion been face-to-face in =
class.</div><div><br></div><div>And what value should be assigned to =
this by their teachers, in their assessor =
role.</div><div><br></div><div>I have once seen a school report that =
said "???? contributes rarely in discussion but when he does his =
comments are of value" - a rare but important noticing of quiet personal =
learning.</div><div><br></div><div><br></div><div>How easy is it to trap =
this kind of thing in the push and shove of class dynamics, and how much =
of this could we see in the data that is accruing on pupils' learning =
activity, as use of learning platforms grows? If you have ever taken =
pupils out of school for a week of country-side activities you will know =
how your understanding of them changes - as they show what they =
can do on their own terms. This is the kind of data I wish teachers =
could =
see.</div><div><br></div><div>Roger.</div><div><br></div><div><br></div><d=
iv><br></div><div><br></div><br><div><div>On 6 Jan 2010, at 17:04, Neil =
Adam wrote:</div><br class=3D"Apple-interchange-newline"><blockquote =
type=3D"cite">Ray<br><br>It worries me that the level of detail you =
imply will take "forever" for people to put into systems. Teachers need =
to get lives, or they will be useless when it comes to working with =
young people in their care. Unless you have standardised lesson plans =
that you can somehow automatically "personalise" without much user =
input, plus "business intelligence" systems that can then trawl and =
analyse learning outcomes and progress that such learning plans then =
derive, the workload agreement will just evaporate as any kind of =
credible means of treating teachers as people. I don't know if you have =
a family, but many teachers have other things to do in the evenings than =
update the minutiae of plans and annotate all their kids work just to =
please some pushy parents who want to be able to see instantly what =
their child did at school *today*.<br> <br>The problem is that the =
politicians have said "real time", so they have opened Pandora's box. =
People will expect up-to-date info about today, not last week, let alone =
last month. And teachers are not going to be able to supply it. (Or asa =
someone said about levels, they will fudge it such that what parents are =
told will only bear a vague resemblance to what happened in the =
classroom.)<br> <br>Now the systems Crispin has been talking about may =
be able to do so, but as he admits, they are quite some way off. =
Meanwhile parents who don't trust teachers are going to be getting down =
their necks because they haven't updated their learning plans and =
assessments :(<br> <br>Yep, it genuinely worries =
me<br><br>Neil<br><br><div class=3D"gmail_quote">2010/1/6 Ray Tolley =
<span dir=3D"ltr"><<a =
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</a>></spa=
n><br><blockquote class=3D"gmail_quote" style=3D"border-left: 1px solid =
rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;"> <div =
bgcolor=3D"white" link=3D"blue" vlink=3D"blue" lang=3D"EN-GB"> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">Allistair,</span></p><div><span style=3D"font-size: 11pt; color: =
rgb(31, 73, 125);"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 11pt; color: rgb(31, 73, 125);">I like your style =
and appreciate where you are coming from after my own 45 years at the =
chalkface.</span></p><div><span style=3D"font-size: 11pt; color: rgb(31, =
73, 125);"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">However, this on-line reporting =91thing=92 is not about grades =
or graphs it is about progress and process. In other words where =
the learner has come from, where they are now and where they want to get =
to.</span></p><div><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">Does not my anecdote related previously suggest that the =
parent/carer will have a better insight of their child=92s progress =
through seeing the actual evidences of work done and progress made? =
And for that matter not being suddenly surprised at the Parents=92 =
Meeting?</span></p><div><span style=3D"font-size: 11pt; color: rgb(31, =
73, 125);"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">I worked with CMIS in a school some 5-6 years ago and could well =
see the potential for =91anytime annotation=92 of a child=92s progress =
which could then be accessed as near as anything at any point in time by =
(at that time) teachers. This, to me is what =91real-time=92 =
reporting is about. No pressure on the teacher to meet the massive =
deadlines of end-of-term reports written late at night in a stupor of =
tiredness. But rather a progressive compilation of formative =
feedback along with the automated and monitored documentation of =
collaborative self-assessments as and when =
completed.</span></p><div><span style=3D"font-size: 11pt; color: rgb(31, =
73, 125);"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">As others have said, we are at the brink of something very =
exciting. Let=92s all pull together in (approximately) the same =
direction!</span></p><div><span style=3D"font-size: 11pt; color: rgb(31, =
73, 125);"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, =
125);">BW</span></p><div><span style=3D"font-size: 11pt; color: rgb(31, =
73, 125);"> </span><br class=3D"webkit-block-placeholder"></div> =
<div><p class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: =
rgb(31, 73, 125);">Ray Tolley </span><span style=3D"font-size: =
8pt; color: rgb(31, 73, 125);">FEIDCT, NAACE Fellow, ACQI, =
MBILD</span><span style=3D"font-size: 10pt; color: rgb(31, 73, =
125);"><br> ICT Education Consultant<br> Maximise ICT Ltd<br> P: =
</span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);"><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=3D"_blank"><span=
style=3D"font-size: =
10pt;">http://raytolley.v2efolioworld.mnscu.edu/</span></a></span><span =
style=3D"font-size: 10pt; color: rgb(31, 73, 125);"></span></p><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: rgb(31, 73, =
125);">B: </span><span style=3D"font-size: 11pt; color: rgb(31, =
73, 125);"><a href=3D"http://www.efoliointheuk.blogspot.com/" =
target=3D"_blank"><span style=3D"font-size: =
10pt;">http://www.efoliointheuk.blogspot.com/</span></a></span><span =
style=3D"font-size: 10pt; color: rgb(31, 73, 125);"><br> W: =
</span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);"><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" =
target=3D"_blank"><span style=3D"font-size: =
10pt;">http://www.maximise-ict.co.uk/eFolio-01.htm</span></a></span><span =
style=3D"font-size: 10pt; color: rgb(31, 73, 125);"><br> </span><span =
style=3D"font-size: 10pt; color: rgb(192, 0, 0);">Winner of the IMS =
'Leadership Regional Award 2009'</span><span style=3D"font-size: 11pt; =
color: rgb(31, 73, 125);"></span></p> </div><div><span style=3D"font-size:=
11pt; color: rgb(31, 73, 125);"> </span><br =
class=3D"webkit-block-placeholder"></div> <div> <div =
style=3D"border-style: solid none none; border-color: rgb(181, 196, 223) =
-moz-use-text-color -moz-use-text-color; border-width: 1pt medium =
medium; padding: 3pt 0cm 0cm;"><p class=3D"MsoNormal"><b><span =
style=3D"font-size: 10pt;" lang=3D"EN-US">From:</span></b><span =
style=3D"font-size: 10pt;" lang=3D"EN-US"> <a =
href=3D"mailto:advisory-admin@talk.naace.org" =
target=3D"_blank">advisory-admin@talk.naace.org</a> [mailto:<a =
href=3D"mailto:advisory-admin@talk.naace.org" =
target=3D"_blank">advisory-admin@talk.naace.org</a>] <b>On Behalf Of =
</b>Alistair Goodwin<br> <b>Sent:</b> 06 January 2010 12:24<br> =
<b>To:</b> Crispin Weston; 'advisory'<br> <b>Subject:</b> [Advisory] =
Online Reporting in Schools - A serious rant</span></p> </div> =
</div><div> <br class=3D"webkit-block-placeholder"></div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">Hi Crispin et =
al</span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">Apologies for =
appearing to misinterpret your angle on this (see my footnote). Your =
recent email certainly outlines where you stand on this and I appreciate =
that. My comments still stand though. The supermarket analogy is a =
really useful starting point for discussing this and John's and other's =
comments on what is useful / probably most desirable to parents is a =
strong development of this also.</span></p> </div> =
<div><div> <br class=3D"webkit-block-placeholder"></div> </div> =
<div><p class=3D"MsoNormal"><span style=3D"font-size: 10pt;">I have 2 =
favourite quotes and a piece of useful advice I was given a long time =
ago on this subject.</span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">The first quote is =
obviously the pig one, pithy or not (lisping or otherwise :).</span></p> =
</div> <div><div> <br class=3D"webkit-block-placeholder"></div> =
</div> <div><p class=3D"MsoNormal"><span style=3D"font-size: 10pt;">The =
second is Einstein's:</span></p> </div> <div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt;">"Not everything that can be counted counts, =
and not everything that counts can be counted."</span></p><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">(again, apologies =
to Einstein if he does not entirely share my view here, but I still like =
it)</span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">The piece of advice =
I was given on making sound assessments of curriculum levels is =
this;</span></p> </div> <div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt;">"Pick a number between 1 and 5 and chances =
are you're not that far out." - Pure genius.</span></p> </div> =
<div><div> <br class=3D"webkit-block-placeholder"></div> </div> =
<div><p class=3D"MsoNormal"><span style=3D"font-size: 10pt;">To me, =
teaching is a two way process. I don't teach the same stuff to the same =
pupil as anyone else because I would have a rough long-term plan of what =
goes on where. Job done.</span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">The rest is down to =
me 'teaching'. I know if I start discussing something with someone =
whether they are interested / able to understand what I'm saying / =
listening / struggling etc. I make this judgement based on human traits =
I and they have and through a process of mutual respect. I don't write =
it down. I just adjust what I'm saying as I say it, to accomodate the =
sense of the person in front of me and the way in which they are =
'taking' my meaning. I can still make the same point. We almost all do =
this constantly and impercievably. If a pupil in the class has 'done =
this already at my old school, sir' I make damn sure he/she gets a =
different angle / perspective on it but that they still appear to =
be studying alongside their peers. I may or may not write this down. =
Depends if I want to and if it's useful to me or the pupil at the time. =
I certainly don't put it on line. I'm probably at the pub.</span></p> =
</div> <div><div> <br class=3D"webkit-block-placeholder"></div> =
</div> <div><p class=3D"MsoNormal"><span style=3D"font-size: 10pt;">I =
believe I am able to do this because I had a good upbringing and care =
about where other people are coming from. It's an approach that works in =
mainstream settings, SEN, the curry house, Paddington Station and =
Tiananmen square. Somewhere along the line teachers, friends and =
colleagues allowed me to develop into somebody who knows who he is. If =
you as a teacher think you can do this better on-line, then great. I =
accept that and am happy about it. I won't be joining =
you.</span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">Furthermore, when I =
was at school I sat a series of exams at precisely the same time as =
everyone else in the country whether I was ready for it or not. The =
grade I got was personal to me, and presumably related to whatever I =
wrote on the paper at the time. I'm unclear on how much more =
'personalised' that grade could have got. However, I'm also very clear =
that that grade in that exam relates to little other than my ability to =
get that grade in that exam. What about it?</span></p> </div> =
<div><div> <br class=3D"webkit-block-placeholder"></div> </div> =
<div><p class=3D"MsoNormal"><span style=3D"font-size: 10pt;">To me, =
assessment looks like a lesson plan. I wouldn't have planned the lesson =
like that if I thought it was at the wrong 'level' or if it wasn't =
clearly the 'next step' in these pupils' learning. You want to see how =
good my judgement is, pop your head in the door for 10 seconds. You'll =
soon work it out.</span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">Draw a graph / =
don't draw a graph. It makes absolutley no difference to me whatsoever. =
I never look at them.</span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">Just to make my =
position even more clear, if you think that giving all pupils on free =
school meals a laptop is going to sort this country out, you're an =
idiot. The divide is not digital. It's human. I can see it quite =
clearly, but only when I'm not staring at this damn laptop.</span></p> =
</div> <div><div> <br class=3D"webkit-block-placeholder"></div> =
</div> <div><p class=3D"MsoNormal"><span style=3D"font-size: 10pt;">I am =
confident that my views here will be seen by some as out of =
line and unprofessional. And there's your problem in a nutshell. More =
graphs, less emotion. God help us.</span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">Isn't it about time =
that people who like graphs and records and stuff just go back to =
administrative roles rather than making the rest of us feel like our =
lives aren't valid if they're not spellchecked and coloured according to =
category? Who put them in charge ? That's NEVER going to work. =
Natural administrators are never going to happily relinquish control and =
power. They will simply introduce new systems on top of new systems =
increasingly invalidating anybody else's point of view, humanity, art, =
music etc Hopefully, the new drive provided by the thinkers behind the =
Primary Curriculum review will force these people out of the picture =
because people will again get a chance to see that there is potentially =
more to life on planet earth and that life is just too short to get hung =
up on how much progress you made this week compared to your 'statistical =
neighbour'. No one even talks to their REAL neighbours anymore. =
Wake up. </span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">Something is wrong =
and the current level of availability of online grades is really not =
likely to be the source of the problem.</span></p> </div> =
<div><div> <br class=3D"webkit-block-placeholder"></div> </div> =
<div><p class=3D"MsoNormal"><span style=3D"font-size: 10pt;">There is =
only one purpose to life: To live.</span></p> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">Take a deep =
breath... and begin.</span></p> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><div> <br =
class=3D"webkit-block-placeholder"></div> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">Alistair =
Goodwin</span></p> </div> <div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt;">Hants</span></p> </div> <div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt;">N.B. The views =
expressed in this email are mine, not Crispin's... but I am =
perfectly happy to share them :-)</span></p> </div> =
<div><div> <br class=3D"webkit-block-placeholder"></div> </div> =
<div><div> <br class=3D"webkit-block-placeholder"></div> </div> =
<blockquote style=3D"border-style: none none none solid; border-color: =
-moz-use-text-color -moz-use-text-color -moz-use-text-color black; =
border-width: medium medium medium 1.5pt; margin: 5pt 0cm 5pt 3.75pt; =
padding: 0cm 0cm 0cm 4pt;"> <div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt;">----- Original Message ----- </span></p> =
</div> <div><p class=3D"MsoNormal" style=3D"background: rgb(228, 228, =
228) none repeat scroll 0% 0%; -moz-background-clip: border; =
-moz-background-origin: padding; -moz-background-inline-policy: =
continuous;"><b><span style=3D"font-size: 10pt;">From:</span></b><span =
style=3D"font-size: 10pt;"> <a =
href=3D"mailto:crispin.weston@alphalearning.co.uk" =
title=3D"crispin.weston@alphalearning.co.uk" target=3D"_blank">Crispin =
Weston</a> </span></p> </div> <div><p class=3D"MsoNormal"><b><span =
style=3D"font-size: 10pt;">To:</span></b><span style=3D"font-size: =
10pt;"> <a href=3D"mailto:advisory@talk.naace.org" =
title=3D"advisory@talk.naace.org" target=3D"_blank">'advisory'</a> =
</span></p> </div> <div><p class=3D"MsoNormal"><b><span =
style=3D"font-size: 10pt;">Sent:</span></b><span style=3D"font-size: =
10pt;"> Tuesday, January 05, 2010 6:57 PM</span></p> </div> <div><p =
class=3D"MsoNormal"><b><span style=3D"font-size: =
10pt;">Subject:</span></b><span style=3D"font-size: 10pt;"> RE: =
[Advisory] Online Reporting in Schools</span></p> </div> =
<div><div> <br class=3D"webkit-block-placeholder"></div> </div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">Hi =
all,</span></p><div><span style=3D"font-size: 10pt; color: =
navy;"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">I seem =
to have stirred something up here. Thanks to everyone=92s comments and =
apologies in advance for a correspondingly long essay in =
response.</span></p><div><span style=3D"font-size: 10pt; color: =
navy;"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">@Mike. =
I agree.</span></p><div><span style=3D"font-size: 10pt; color: =
navy;"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: =
navy;">@Alistair: thanks for the bouquet =96 but I think you may have =
misunderstood my position and I fear that the bouquet might metamorphose =
into a brickbat. My point is that I *<b>agree</b>* with Chris =
Gerry that schools should become more like supermarkets in terms of =
their business intelligence (though not, of course, in terms of the =
service they offer). My criticism of real time reporting is not of the =
aspiration but of the failure to put in place some of the essential =
prerequisites beforehand.</span></p><div><span style=3D"font-size: 10pt; =
color: navy;"> </span><br class=3D"webkit-block-placeholder"></div><p=
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">Of =
course I also agree with the stuff about children being happy, fulfilled =
individuals =96 but I am suspicious of what I take to be a suggestion =
that efficiency is the enemy of happiness. People=92s happiness =
increases a little when they receive a public service which is efficient =
and appropriate to their needs. My happiness increases when I go into =
Tesco and find that they have my favourite type of Taramosalata in stock =
and I am (moderately) grateful for the computerised logistics systems =
which ensure that it is. A student becomes a little happier when he =
receives teaching which is relevant to his needs and is not required to =
sit in a classroom for years on end being taught things that he either =
doesn=92t understand or already knows, just because the school hasn=92t =
bothered accurately to assess and track what that student=92s learning =
needs are.</span></p><div><span style=3D"font-size: 10pt; color: =
navy;"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">To =
respond to Jeff=92s pithy comment:</span></p><div><span =
style=3D"font-size: 10pt; color: navy;"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; color: navy;">=93</span><span =
style=3D"font-size: 10pt; font-family: "Courier New";">You =
can't fatten a pig by weighing it!=94</span></p><div><span =
style=3D"font-size: 10pt; color: navy;"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; color: navy;">I agree that you fatten a pig by =
feeding it. But you establish how much and what sort of food to feed it =
by weighing it. Try telling a pig farmer that he should not bother to =
weigh his pigs and I suspect he would tell you that you know nothing =
about running a pig farm. Any efficient business is completely dependent =
on feedback and analysis of what it is doing. The systems that we have =
in place for doing this in education are generally extraordinarily =
primitive.</span></p><div><span style=3D"font-size: 10pt; color: =
navy;"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">I have =
some sympathy with Alistair=92s comment </span></p><div><span =
style=3D"font-size: 10pt; color: navy;"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; color: navy;">=93</span><span =
style=3D"font-size: 10pt; font-family: "Courier New";">the =
graphs ? I seriously do not </span></p><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; font-family: "Courier =
New";">understand where they fit in=94</span></p><div><span =
style=3D"font-size: 10pt; color: navy;"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; color: navy;">but the problem here is not the =
fact that the data is being collected but that it is not being used =
efficiently. Nothing is joined up. There is no benefit in collecting =
data just for the sake of making pretty graphs. </span></p><div><span =
style=3D"font-size: 10pt; color: navy;"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; color: navy;">So what *<b>is</b>* the point of =
collecting the data? It seems to me that one of the primary criteria of =
efficiency in education (putting aside motivation for a moment) is the =
correct pitching of teaching. In my experience as a teacher, there is a =
time when a student is ready to learn something. Apart from =
*<b>wanting</b>* to learn it (again, a motivational aspect), the student =
must have mastered the necessary prerequisites. </span></p><div><span =
style=3D"font-size: 10pt; color: navy;"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; color: navy;">So the key requirement for an =
efficient education system is managing progression, differentiation and =
personalisation to ensure that the right student gets the right bit of =
teaching at the right time =96 just as a farmer gives the right sort of =
food to the right pig or puts the right bit of fertilizer on the right =
bit of the field. And in managerial terms for the classroom teacher, =
that is an extremely complex managerial task.</span></p><div><span =
style=3D"font-size: 10pt; color: navy;"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; color: navy;">We start from an extraordinarily =
antiquated system in which people are driven through the syllabus in =
age-based cohorts, like troops being driven over the top at the Somme in =
neat lines. But to get away from this, we have to have systems capable =
of tracking students=92 individual capabilities. This type of tracking =
of business effectiveness is so ubiquitous and its value so widely =
accepted that I find it very strange that we are even having this =
discussion as to whether we should be doing the same things in =
education.</span></p><div><span style=3D"font-size: 10pt; color: =
navy;"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">Of =
course, in education unlike farming, the student (unlike the pig) has an =
important say in what he/she needs =96 but this is a question of where =
the data comes from and does not undermine the need to track it. This =
links back to the motivational aspect: I am more likely to be motivated =
if the system is tracking (and responding to) my individual needs =96 =
and even more motivated if it is tracking (and responding to) my =
individual wants. The whole point of modern business intelligence =
systems is that they *<b>do</b>* treat people as individuals, even =
though there are large numbers of them in the =
system.</span></p><div><span style=3D"font-size: 10pt; color: =
navy;"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">@Ray: =
I am not criticising the software systems that are out there (either for =
tracking student progress or even for e-portfolio </span><span =
style=3D"font-size: 10pt; font-family: Wingdings; color: =
navy;">J</span><span style=3D"font-size: 10pt; color: navy;"> but rather =
the difficulty of getting data in sufficient quality and quantity into =
these systems. I do not see real-time reporting or the involvement of =
parents as a pre-requisite but rather as a follow-on benefit from =
implementing effective internal systems. So the fact that real-time =
reporting is a relatively recent government target does not undermine =
the fact that, internally, the requirement for business intelligence has =
been long-standing.</span></p><div><span style=3D"font-size: 10pt; =
color: navy;"> </span><br class=3D"webkit-block-placeholder"></div><p=
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">I =
support the objective of real time reporting. The danger (as with so =
many other systems) is that it will be introduced in response to what =
some Secretary of State dreamed up in the bath, driven through by civil =
servants who are only concerned to tick the right boxes, fail miserably =
to do anyone any good and end up with people saying =93real time =
reporting doesn=92t work=94. It is very important to manage the =
introduction of these projects properly and, in the case of real-time =
reporting, this means ensuring that you have a sufficient supply of data =
to the reporting component.</span></p><div><span style=3D"font-size: =
10pt; color: navy;"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; color: navy;">Hardly any of these components =
(real-time reporting, e-portfolio, learning tools, VLEs, MIS) is really =
viable on its own =96 which is why interoperability ought to have been =
the first thing to be fixed and why it has been such a disaster that it =
wasn=92t. </span></p><div><span style=3D"font-size: 10pt; color: =
navy;"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">Re. =
the Moodle video you link to =96 I completely agree with the point that =
this is making. The data that the parent can see is the data which is =
being automatically managed by Moodle from the online assignments. When =
it comes to offline assignments, no-one is realistically going to sit =
down in the evening and key in the data. So the more data is collected =
automatically (and I think most people would agree that at the moment, =
the type of data being collected by Moodle, is fairly rudimentary) the =
richer the online reporting to parents can become. </span></p><div><span =
style=3D"font-size: 10pt; color: navy;"> </span><br =
class=3D"webkit-block-placeholder"></div><p class=3D"MsoNormal"><span =
style=3D"font-size: 10pt; color: navy;">@John. I agree that you need to =
show the right data to the right people in the right way (see comments =
on drowning in data below). I agree with your analysis of what parents =
probably want. But the fact that this is what you show to parents does =
not mean that you should not be tracking other types of data as well, =
which may be of interest to other people, either in raw or processed =
form. There may be aspects of pupil=92s performance and competency which =
the over-pressed or stand-in teacher is completely unaware =
of.</span></p><div><span style=3D"font-size: 10pt; color: =
navy;"> </span><br class=3D"webkit-block-placeholder"></div><p =
class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: navy;">@Neil: =
I agree with many of your concerns but not with your conclusion. My =
responses inline.</span></p> <div style=3D"border-style: none none none =
solid; border-color: -moz-use-text-color -moz-use-text-color =
-moz-use-text-color blue; border-width: medium medium medium 1.5pt; =
padding: 0cm 0cm 0cm 4pt;"><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;"><br> All very well talking bar codes, but learning outcomes are =
not "articles" that can be given an EAN and scanned into a system. <span =
style=3D"color: navy;"></span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;"><span style=3D"font-size: 10pt; color: =
navy;">I don=92t see why not. Has Johnny handed in a satisfactory piece =
of work demonstrating an understanding of Pythagoras? Yes? Bleep! =
</span></p><p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span =
style=3D"font-size: 10pt; color: navy;">Of course I exaggerate a bit and =
a binary =93bleep=94 does not represent particularly high quality data =96=
but other quantitative data like scores and grades are all useful. You =
will get teachers to input comments wherever possible =96 and make it as =
easy as possible for them to do so =96 but teacher comments are (a) =
expensive and (b) are not always uber-reliable either. One of the big =
gains for businesses in using the internet is in getting the customer to =
do a lot of the data entry that clerical staff used to have to do. Which =
is my original point: data entry is the killer and should be automated =
wherever possible.</span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;"><span style=3D"font-size: 10pt; color: =
navy;">While I agree that the definition of some teaching aims and =
outcomes are subjective, so are the buying decisions of many shoppers. =
But complex, subjective buying decisions can nevertheless, when =
analysed, demonstrate surprising degrees of consistency. Maths models =
probability really quite well.</span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;">That is the problem with software and =
(even) performance/competency data - much of it has a subjective element =
that "learning<span style=3D"color: navy;"> </span>software (really =
useful and compelling in its own right)" cannot automatically assess and =
post into your data capture system. Then there's a whole range of =
"softer" skills that are even harder to assess in that way, but which =
are vital to modern life.<span style=3D"color: navy;"></span></p><p =
class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span =
style=3D"font-size: 10pt; color: navy;">So, following from above, I =
agree about the subjectivity but do not see this as a problem so long as =
the system recognises the fact of this uncertainty.</span></p><p =
class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span =
style=3D"font-size: 10pt; color: navy;">I would call any measure of =
competency a =93competency claim=94, just as a philosopher might talk =
about a =93truth claim=94. If you start to see a large number of =
competency claims from different sources showing a significant degree of =
consistency, you can start to talk about that student=92s competency =
with some degree of confidence.</span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;"><span style=3D"font-size: 10pt; color: =
navy;">Competency claims will very often be accompanied by the evidence =
(e.g. student output on a student e-portfolio) which supports the claim. =
Quantitative data can be qualified by comments. So the subjective =
element can be reviewed and interpreted and conclusions moderated. The =
subjective tendencies of particular assessors can also be tracked and =
compensated for.</span></p><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;"><span style=3D"font-size: 10pt; color: navy;">Also, I am =
proposing the measurement of competency as an *<b>input</b>* and not an =
*<b>output</b>* of the system. A group of students who are perceived to =
be weak on subtraction are not failed in their end-of-course exams; but =
they are given some extra teaching before the introduction of a unit on =
long division. If that perception is misjudged in a few cases, no very =
great harm has been done and the decision to make that intervention can =
be quickly overridden. Making interventions based on some kind of =
business intelligence seems to me to be preferable, even if the =
intelligence is not perfect, to making no interventions at all. People =
might say that, in the current environment, intervention is left to the =
professional judgement of the teacher =96 but we all know that, 90% of =
the time, hardly anything happens at all. The swill is just shovelled =
into the trough and the pigs are left to fight for it.</span></p><p =
class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span =
style=3D"font-size: 10pt; color: navy;">And finally, while some =93soft=94=
competencies are very subjective, others are actually pretty =
straightforward. How good is someone=92s French vocab within a =
particular domain? Not really that difficult for a computer-delivered =
activity to measure with a fair degree of accuracy. For all the talk of =
advanced conceptual skills, there is quite a lot of learning which is =
pretty humdrum. One massive efficiency would be to ensure that the =
skilled graduate teacher (who represents a valuable resource) should not =
be put in front of a class of students who have not acquired the basic =
knowledge which will allow them to access the particular thing that the =
skilled graduate teacher has to offer. This is why Chris Gerry=92s =
approach combines business intelligence with flexible grouping and =
staffing systems.</span></p><p class=3D"MsoNormal" style=3D"margin-bottom:=
12pt;">The Government (quite reasonably) wants to reduce teacher =
workload through automation, but there comes a point at which we have to =
ask "what can be reasonably" automated. As it is, the reductionist =
approach is creating more and more problems with SATs (let alone =
workload involved) as it becomes harder and harder to align the =
capability that pupils display year-on-year. That of course begs the =
whole norm vs criterion-referenced exam debate. <span style=3D"color: =
navy;"></span></p><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;"><span style=3D"font-size: 10pt; color: navy;">I think I agree =
with what you are saying here. I have never thought that a paragraph of =
bureaucratic text (which is what criterion referencing gave us) is =
sufficient to define a competency. Everyone understands the paragraph =
differently, which has given governments the opportunity to manipulate =
results data for their own purposes. I would see a competency definition =
as a =93live=94 thing, which lived through a continuous process of =
moderation, discussion and revision. Which what good teachers do =
anyway.</span></p><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;">At the moment people are (because the current system is more =
reductionist, criterion-based) teaching to the test and "standards" are =
going up. But is that actually educating children better? Do they get to =
the next stage of education and into work actually more capable (as =
against "competent")? I think not.<span style=3D"color: =
navy;"></span></p><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;"><span style=3D"font-size: 10pt; color: navy;">I don=92t see any =
problem with teaching to the test if it is a good test. The traditional =
academic essay, well examined, provided a real test of original and =
creative thought and I do not think that I am alone in remembering that =
I learnt more when revising for my major exams than in years of cruising =
along in classrooms. OK =96 the academic essay is not appropriate to =
many students and many types of examination =96 but I think that a =
properly reconstituted examination system should be able to come up with =
tests which do not reward mechanistic teaching or merely the =
regurgitation of rote learning.</span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;">So, are we chasing our tails by thinking =
we really can produce software-assessed learning tasks? <span =
style=3D"color: navy;"></span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;"><span style=3D"font-size: 10pt; color: =
navy;">I think there is a bit of a false dichotomy here between computer =
and teacher. Some tasks (see above) can be computer assessed very easily =
=96 others cannot. But in the latter case, the job of the teacher can be =
made very much easier by being assisted by appropriate computer systems. =
The fact that I am writing this on the computer does not dehumanize my =
thoughts, (whether you agree with the views or not).</span></p><p =
class=3D"MsoNormal" style=3D"margin-bottom: 12pt;">or does the =
VLE-emperor have no clothes after all? <span style=3D"color: =
navy;"></span></p><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;"><span style=3D"font-size: 10pt; color: navy;">I think in many =
respects the VLE-emperor as currently implemented is a pretty skimpy =
dresser. But that leaves a vacant imperial throne which I think you will =
see being occupied by more capable systems which will bring the long =
delayed digital revolution to schools. Any good software system requires =
some kind of infrastructure-content set up. What sits in the vacated VLE =
throne will be the infrastructure bits (plural) of the system. =
</span></p><p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;">I tend =
to believe it is rather naked and is going to remain so until the much =
vaunted but yet-way-into-the-future true artificial intelligence is =
delivered.<span style=3D"color: navy;"></span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;"><span style=3D"font-size: 10pt; color: =
navy;">I do not think that there will ever be a magical (and rather =
spooky) total AI solution =96 rather *<b>sufficient</b>* intelligence =
for any particular task, with the ultimate intelligence always coming =
back to the human teacher. This is all about supporting, not replacing, =
the human teacher who (in supermarket terms) will always be the store =
manager. People who have read too much Asimov and Orwell get very worked =
up about dehumanising robots without noticing that they are using them =
all the time and that the robots are fantastically useful.</span></p><p =
class=3D"MsoNormal" style=3D"margin-bottom: 12pt;">I believe we should =
be doing more to get resources and tools to learners to learn and to =
teachers to help them teach, but not get so hung up chasing a =
data-driven dream.<span style=3D"color: navy;"></span></p><p =
class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span =
style=3D"font-size: 10pt; color: navy;">I do not think that =
resources-and-tools on the one hand and data on the other are separable. =
To take Microsoft Word as an example: it produces documents (i.e. data). =
It simplifies the task by saving style sheets (more data). Every time it =
launches it reads my preferences (more data) from an initialisation =
file. When I am half way through writing a document, I can save state =
(data again). And in a formal teaching context, when a teacher asks the =
class to do something, doesn=92t the teacher expect to see what the =
students have done, if anything?</span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;"><span style=3D"font-size: 10pt; color: =
navy;">One of the major problems with learning resources and tools at =
the moment (and which we are trying to address through the BECTA/ISB =
Content Packaging project) is the fact that so much learning content is =
=93static=94 and not data aware =96 it does not contextualise, =
personalise, adapt and report.</span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;"><span style=3D"font-size: 10pt; color: =
navy;">Much of this data does not cross the human=92s retina =96 it =
works in the background. People drown not because the sea is big but =
because they can=92t swim. People =93drown in data=94 not because there =
is too much data but because it is not understandable or because it is =
not useful or they are show the wrong sort or in the wrong way. John =
Wasteney says that parents do not want to see attendance records but =
they do like to receive a text message when their child hasn=92t turned =
up to school. Quite agree. But that is a point about the presentation of =
data, not about whether data is a good thing in itself.</span></p><p =
class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span =
style=3D"font-size: 10pt; color: navy;">One of the characteristics of =
modern technology is how user interfaces have become very much simpler =
to use. Good software will collect the data, make sense of the data, and =
present to the teacher only what the teacher finds useful. Substitute =
parent/student/head teacher/special needs adviser etc for teacher as =
required.</span></p><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;"><span style=3D"font-size: 10pt; color: navy;">In summary, my =
position is that data is the life-blood of any modern business and =
education is a very large, very complex, very expensive business. =
</span></p><p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;"><span =
style=3D"font-size: 10pt; color: navy;">Some data is very =
straightforward and objective. Some is more subjective and nuanced. So =
create systems which run the right horse on the right course. Codify and =
measure where you can (because codification allows automation), use free =
text where you need nuance and interpretation. I can=92t see the =
problem.</span></p><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;"><span style=3D"font-size: 10pt; color: navy;">Ultimately, it =
doesn=92t seem to me to be very reasonable that teachers should benefit =
from the efficiency gains offered by other services and at the same =
time, when it comes to offering the same level of efficiency in the =
service that they are responsible for providing, claim that they inhabit =
some sort of Arcadian grove where the writ of modern business management =
techniques does not run.</span></p><p class=3D"MsoNormal" =
style=3D"margin-bottom: 12pt;"><span style=3D"font-size: 10pt; color: =
navy;">I guess that should be accompanied by sounds of more =
stirring!</span></p><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;"><span style=3D"font-size: 10pt; color: =
navy;">Crispin.</span></p><p class=3D"MsoNormal" style=3D"margin-bottom: =
12pt;"><br> <br> </p> <div><p class=3D"MsoNormal">2010/1/5 Crispin =
Weston <<a href=3D"mailto:crispin.weston@alphalearning.co.uk" =
target=3D"_blank">crispin.weston@alphalearning.co.uk</a>></p><p =
class=3D"MsoNormal">It has always struck me that the real-time reporting =
agenda has a massive<br> missing piece: where is the data that you are =
meant to be reporting on?<br> I thought Chris Gerry (an innovative Head =
Teacher from Kent) made an<br> excellent presentation at the NAACE =
autumn conference, pointing out that<br> while Tesco analyses data on =
virtually every aspect of shoppers' purchasing<br> preferences, schools =
are, in terms of business intelligence, still in a sort<br> of =
Dickensian Dark Age of paper-based ledgers. Most schools have very =
little<br> useful performance or competency data in their systems. =
There's a big<br> emphasis on attendance, I suspect, because it is about =
the only useful<br> real-time data that schools have.<br> The feet of =
clay of any business intelligence system is data input - and<br> manual =
input is never the answer. The revolution for the supermarkets lay =
in<br> the bar-code reader. The revolution for schools will be when =
learning<br> software (really useful and compelling in its own right) =
can report student<br> performance and competence straight into central =
systems, which must also of<br> course be able to make sense of that =
data.<br> I think that until this kind of interoperable data flow is =
sorted out, most<br> of the energy in real time reporting programme will =
go on covering up the<br> fact that schools will simply be unable to =
deliver what has been promised by<br> the government.<br> Crispin.<br> =
<br> <br> > -----Original Message-----<br> > From: <a =
href=3D"mailto:advisory-admin@talk.naace.org" =
target=3D"_blank">advisory-admin@talk.naace.org</a> [mailto:<a =
href=3D"mailto:advisory-" target=3D"_blank">advisory-</a><br> > <a =
href=3D"mailto:admin@talk.naace.org" =
target=3D"_blank">admin@talk.naace.org</a>] On Behalf Of Colin J =
Revell<br> > Sent: 31 December 2009 18:05<br> > To: <a =
href=3D"mailto:advisory@talk.naace.org" =
target=3D"_blank">advisory@talk.naace.org</a>; <a =
href=3D"mailto:secondary@talk.naace.org" =
target=3D"_blank">secondary@talk.naace.org</a><br> > Subject: =
[Advisory] Online Reporting in Schools<br> ><br> > Some thought =
for comment;<br> ><br> > Being as I am in the process of rolling =
out secure online access to<br> > parents<br> > I find it =
interesting that there is very little "official"<br> > information =
about<br> > this that I have come across. If you search online for =
real time<br> > reporting<br> > to parents or similar, you mainly =
get references to the letter that<br> > Ed Balls<br> > released at =
BETT in Jan 2008.<br> ><br> > Where is the official guidance of =
exactly what has to be done, by<br> > whom and<br> > by when - as =
far as I can see there is more rumour than substance<br> > and I =
am<br> > wandering, in my more cynical moments, how much of the =
momentum for<br> > this<br> > change is coming from the MIS =
providers?<br> ><br> > Colin<br> ><br> > -----Original =
Message-----<br> > From: <a =
href=3D"mailto:secondary-admin@talk.naace.org" =
target=3D"_blank">secondary-admin@talk.naace.org</a> [mailto:<a =
href=3D"mailto:secondary-" target=3D"_blank">secondary-</a><br> > <a =
href=3D"mailto:admin@talk.naace.org" =
target=3D"_blank">admin@talk.naace.org</a>]<br> > On Behalf Of Tony =
Parkin<br> > Sent: 31 December 2009 14:22<br> > To: <a =
href=3D"mailto:advisory@talk.naace.org" =
target=3D"_blank">advisory@talk.naace.org</a>; <a =
href=3D"mailto:secondary@talk.naace.org" =
target=3D"_blank">secondary@talk.naace.org</a><br> > Cc: Ray =
Tolley<br> > Subject: RE: [Secondary] FW: [Advisory] Online Reporting =
in Primary<br> > Schools<br> ><br> > Fergus<br> ><br> > =
... and it may be worth a reminder to those schools exploring =
this<br> > journey<br> > of the 'expectations' in this area, as =
currently delineated on the<br> > Becta<br> > website.....?<br> =
> Ray might even like to ask suppliers in his calls how their<br> =
> offerings<br> > measure up against these requirements?<br> =
><br> > "What is online reporting?<br> ><br> > Online =
reporting involves using ICT to enable parents to receive and<br> > =
access<br> > information about their children's work, progress, =
attendance and<br> > behaviour<br> > when and where they want, =
using secure, online access.<br> ><br> > What do I have to do and =
when?<br> ><br> > Secondary schools are expected to make the =
following information<br> > available<br> > to parents through =
secure online access by September 2010:<br> > * =
Attendance and behaviour (both positive and challenging)<br> > =
* Progress and attainment<br> > * Special =
needs<br> > All primary schools are expected to achieve this by =
September 2012."<br> ><br> > It is worth noting that not all these =
aspects are addressed in some<br> > of the<br> > solutions being =
promoted to schools as ideal ways of meeting these<br> > =
aspirations.<br> ><br> > Also perhaps that 'real-time reporting', =
though clearly invaluable<br> > and<br> > undoubtedly welcomed by =
parents, is NOT part of the specification?<br> ><br> > Tony<br> =
> --------------------------------------------<br> > Tony =
Parkin<br> > Head of ICT Development<br> > Specialist Schools =
& Academies Trust<br> > 17th Floor, Millbank Tower<br> > 21-24 =
Millbank<br> > London SW1P 4QP<br> ><br> > <a =
href=3D"mailto:Email%3Atony.parkin@ssatrust.org.uk" =
target=3D"_blank">Email:tony.parkin@ssatrust.org.uk</a><br> > Tel: =
+44 20 7802 2306<br> > Mob:+44 07739 436073<br> > Skype: =
parkintony<br> > MSN: <a href=3D"mailto:a.c.parkin@hotmail.co.uk" =
target=3D"_blank">a.c.parkin@hotmail.co.uk</a><br> > =
--------------------------------------------<br> > =
________________________________________<br> > From: <a =
href=3D"mailto:secondary-admin@talk.naace.org" =
target=3D"_blank">secondary-admin@talk.naace.org</a> [secondary-<br> =
> <a href=3D"mailto:admin@talk.naace.org" =
target=3D"_blank">admin@talk.naace.org</a>] On<br> > Behalf Of Ray =
Tolley [<a href=3D"mailto:rjt@maximise-ict.co.uk" =
target=3D"_blank">rjt@maximise-ict.co.uk</a>]<br> > Sent: 31 December =
2009 12:41<br> > To: <a href=3D"mailto:advisory@talk.naace.org" =
target=3D"_blank">advisory@talk.naace.org</a>; <a =
href=3D"mailto:secondary@talk.naace.org" =
target=3D"_blank">secondary@talk.naace.org</a><br> > Subject: =
[Secondary] FW: [Advisory] Online Reporting in Primary<br> > =
Schools<br> ><br> > Hi, Fergus,<br> ><br> > I agree with =
Tony up to a point, but 'reports' are always about past<br> > =
experience and possibly previous teaching and learning styles. =
I<br> > did a<br> > quick phone-round of some of the =
suppliers but unfortunately they<br> > were all<br> > on =
holiday.<br> ><br> > I have my own ideas on the benefits of =
on-line reporting and will<br> > 'interrogate' leading known =
suppliers as to how they see on-line<br> > reporting<br> > moving =
in the near future. - I will report back shortly - probably<br> > =
next<br> > week.<br> ><br> > Meanwhile, I would suggest that =
there are three different aspects to<br> > this<br> > issue:<br> =
><br> > 1. The appropriate access to real-time reporting of =
progress<br> > through<br> > activities completed using some form =
of assessment software like<br> > 'SmartAssess';<br> > 2. =
The reporting written by teachers, that can be reasonably =
up-to-<br> > date,<br> > such as provided by =
SERCO/CMIS/Facility;<br> > 3. The formative and possibly =
informal reporting available through<br> > a good<br> > =
e-Portfolio system.<br> ><br> > I'm sure that there are several =
other competitive products - but<br> > firstly it<br> > will =
depend on your present VLE provider.<br> ><br> > PS: BETT =
will be a good source of advice even if coloured by some<br> > degree =
of<br> > 'sales pitch'.<br> ><br> > Best Wishes,<br> ><br> =
> Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD<br> > ICT =
Education Consultant<br> > Maximise ICT Ltd<br> > P: <a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/" =
target=3D"_blank">http://raytolley.v2efolioworld.mnscu.edu/</a><br> > =
B: <a href=3D"http://www.efoliointheuk.blogspot.com/" =
target=3D"_blank">http://www.efoliointheuk.blogspot.com/</a><br> > W: =
<a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" =
target=3D"_blank">http://www.maximise-ict.co.uk/eFolio-01.htm</a><br> =
> Winner of the IMS 'Leadership Regional Award 2009'<br> ><br> =
> -----Original Message-----<br> > From: <a =
href=3D"mailto:advisory-admin@talk.naace.org" =
target=3D"_blank">advisory-admin@talk.naace.org</a> [mailto:<a =
href=3D"mailto:advisory-" target=3D"_blank">advisory-</a><br> > <a =
href=3D"mailto:admin@talk.naace.org" =
target=3D"_blank">admin@talk.naace.org</a>]<br> > On Behalf Of Fergus =
Reynolds<br> > Sent: 31 December 2009 09:18<br> > To: <a =
href=3D"mailto:advisory@talk.naace.org" =
target=3D"_blank">advisory@talk.naace.org</a><br> > Subject: =
[Advisory] Online Reporting in Primary Schools<br> ><br> > =
Colleagues,<br> ><br> > Does anybody have any advice, hints or =
tips on developing online<br> > reporting in Primary schools? I am =
interested in examples of good<br> > practice and any suggestions =
colleagues may have to help avoid<br> > pitfalls in getting going. I =
am also interested in any schools that<br> > colleagues could =
recommend as examples of good practice in this area<br> > -<br> > =
especially in the North West of England. Any help, comments, etc<br> =
> appreciated.<br> > I am happy to receive responses offline if =
colleagues prefer that. I<br> > would be happy to collate responses =
if anyone would be interested in<br> > receiving that. Thanks =
in anticipation.<br> ><br> > Best wishes for a Happy new Year<br> =
><br> > Fergus Reynolds<br> > =
_______________________________________________<br> > Advisory =
mailing list <a href=3D"mailto:Advisory@talk.naace.org" =
target=3D"_blank">Advisory@talk.naace.org</a><br> > <a =
href=3D"http://talk.naace.org/mm/listinfo/advisory" =
target=3D"_blank">http://talk.naace.org/mm/listinfo/advisory</a><br> =
> To unsubscribe send a message to <a =
href=3D"mailto:Advisory-admin@talk.naace.org" =
target=3D"_blank">Advisory-admin@talk.naace.org</a> with<br> > the =
body<br> > text:<br> ><br> > unsubscribe Advisory =
YourEmailAddress<br> ><br> > or: send a message to <a =
href=3D"mailto:Advisory-request@talk.naace.org" =
target=3D"_blank">Advisory-request@talk.naace.org</a><br> > with the =
body text:<br> ><br> > unsubscribe YourPassword =
YourEmailAddress<br> ><br> ><br> > =
_______________________________________________<br> > Secondary =
mailing list <a href=3D"mailto:Secondary@talk.naace.org" =
target=3D"_blank">Secondary@talk.naace.org</a><br> > <a =
href=3D"http://talk.naace.org/mm/listinfo/secondary" =
target=3D"_blank">http://talk.naace.org/mm/listinfo/secondary</a><br> =
> To unsubscribe send a message to <a =
href=3D"mailto:Secondary-admin@talk.naace.org" =
target=3D"_blank">Secondary-admin@talk.naace.org</a> with<br> > =
the<br> > body text:<br> ><br> > unsubscribe Secondary =
YourEmailAddress<br> ><br> > or: send a message to <a =
href=3D"mailto:Secondary-request@talk.naace.org" =
target=3D"_blank">Secondary-request@talk.naace.org</a><br> > with the =
body text:<br> ><br> > unsubscribe YourPassword =
YourEmailAddress<br> ><br> > =
____________________________________________________________________<br> =
> __<br> > This email has been scanned by the MessageLabs Email =
Security<br> > System.<br> > For more information please visit <a =
href=3D"http://www.messagelabs.com/email" =
target=3D"_blank">http://www.messagelabs.com/email</a><br> > =
____________________________________________________________________<br> =
> __<br> ><br> > Please consider your environmental =
responsibility:<br> > Before printing this e-mail or any other =
document, ask yourself<br> > whether you<br> > need a hard =
copy.<br> ><br> > This e-mail and any attachments are confidential =
and intended solely<br> > for the<br> > use of the individual or =
entity to whom<br> > it is addressed. If you are not the =
intended recipient and you have</p> <div><p class=3D"MsoNormal">> =
received this e-mail in error</p> </div><p class=3D"MsoNormal">> then =
please accept our apologies. In such circumstances any use,<br> > =
dissemination, forwarding, printing or copying of this<br> > e-mail =
or its attachments in any form is strictly prohibited. Please<br> > =
contact<br> > the sender by return e-mail and then delete<br> > =
all the material from your system. Any views or opinions presented<br> =
> are<br> > solely those of the author and do not necessarily<br> =
> represent those of the Specialist Schools and Academies Trust. =
This<br> > e-mail<br> > does not form part of a legally =
binding agreement.<br> > We have taken precautions to minimise the =
risk of transmitting<br> > software<br> > viruses, but we advise =
that you<br> > carry out your own virus checks on any attachments to =
this message.<br> > We<br> > cannot accept liability for any<br> =
> loss or damage caused by software viruses.<br> > =
____________________________________________________________________<br> =
> __<br> ><br> > This email has been scanned by the MessageLabs =
Email Security<br> > System.<br> > For more information please =
visit <a href=3D"http://www.messagelabs.com/email" =
target=3D"_blank">http://www.messagelabs.com/email</a><br> > =
____________________________________________________________________<br> =
> __<br> ><br> > =
_______________________________________________<br> > Secondary =
mailing list <a href=3D"mailto:Secondary@talk.naace.org" =
target=3D"_blank">Secondary@talk.naace.org</a><br> > <a =
href=3D"http://talk.naace.org/mm/listinfo/secondary" =
target=3D"_blank">http://talk.naace.org/mm/listinfo/secondary</a><br> =
> To unsubscribe send a message to <a =
href=3D"mailto:Secondary-admin@talk.naace.org" =
target=3D"_blank">Secondary-admin@talk.naace.org</a> with<br> > =
the<br> > body text:<br> ><br> > unsubscribe Secondary =
YourEmailAddress<br> ><br> > or: send a message to <a =
href=3D"mailto:Secondary-request@talk.naace.org" =
target=3D"_blank">Secondary-request@talk.naace.org</a><br> > with the =
body text:<br> ><br> > unsubscribe YourPassword =
YourEmailAddress<br> ><br> > =
_______________________________________________<br> > Advisory =
mailing list <a href=3D"mailto:Advisory@talk.naace.org" =
target=3D"_blank">Advisory@talk.naace.org</a><br> > <a =
href=3D"http://talk.naace.org/mm/listinfo/advisory" =
target=3D"_blank">http://talk.naace.org/mm/listinfo/advisory</a><br> =
> To unsubscribe send a message to <a =
href=3D"mailto:Advisory-admin@talk.naace.org" =
target=3D"_blank">Advisory-admin@talk.naace.org</a> with<br> > the =
body text:<br> ><br> > unsubscribe Advisory YourEmailAddress<br> =
><br> > or: send a message to <a =
href=3D"mailto:Advisory-request@talk.naace.org" =
target=3D"_blank">Advisory-request@talk.naace.org</a><br> > with the =
body text:<br> ><br> > unsubscribe YourPassword =
YourEmailAddress<br> <br> =
_______________________________________________<br> Advisory mailing =
list <a href=3D"mailto:Advisory@talk.naace.org" =
target=3D"_blank">Advisory@talk.naace.org</a> <a =
href=3D"http://talk.naace.org/mm/listinfo/advisory" =
target=3D"_blank">http://talk.naace.org/mm/listinfo/advisory</a><br> To =
unsubscribe send a message to <a =
href=3D"mailto:Advisory-admin@talk.naace.org" =
target=3D"_blank">Advisory-admin@talk.naace.org</a> with the body =
text:<br> <br> unsubscribe Advisory YourEmailAddress<br> <br> or: send a =
message to <a href=3D"mailto:Advisory-request@talk.naace.org" =
target=3D"_blank">Advisory-request@talk.naace.org</a><br> with the body =
text:<br> <br> unsubscribe YourPassword YourEmailAddress</p> </div><p =
class=3D"MsoNormal"><br> <br clear=3D"all"> <br> -- <br> <br> Neil =
Adam<br> Beacon ICT<br> Twitter: @NeilAdam<br> <a =
href=3D"http://www.beaconict.co.uk" =
target=3D"_blank">www.beaconict.co.uk</a> <br> <br> =
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<br> 122 =
Beacon Road, Broadstairs, Kent CT10 3DQ<br> Mobile 07720 288540<br> =
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<br> =
<br> 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.</p> </div> </blockquote> =
</div> </div> </blockquote></div><br><br clear=3D"all"><br>-- =
<br><br>Neil Adam<br>Beacon ICT<br>Twitter: @NeilAdam<br><a =
href=3D"http://www.beaconict.co.uk">www.beaconict.co.uk</a> =
<br><br>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<b=
r> 122 Beacon Road, Broadstairs, Kent CT10 3DQ<br>Mobile 07720 =
288540<br>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~=
<br><br>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.<br> =
</blockquote></div><br></body></html>=
--Apple-Mail-222-1044246257--