From rjt@maximise-ict.co.uk Mon Feb 22 14:31:52 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Mon, 22 Feb 2010 14:31:52 -0000 Subject: [Advisory] Obama tries Big Brother? Message-ID: <001c01cab3cb$c6fd6a30$54f83e90$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_001D_01CAB3CB.C6FD6A30 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit http://chronicle.com/article/Obama-Tries-New-Tack-in/64300/?sid=wb &utm_source=wb&utm_medium=en 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_001D_01CAB3CB.C6FD6A30 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

http://chronicle.com/article/= Obama-Tries-New-Tack-in/64300/?sid=3Dwb&utm_source=3Dwb&utm_mediu= m=3Den

 

 

 

Ray Tolley  FEIDCT, NAACE Fellow, ACQI, = MBILD

ICT Education Consultant

Maximise ICT Ltd

P:  http://raytolley.v2efoliowor= ld.mnscu.edu/

B:  ht= tp://www.efoliointheuk.blogspot.com/

W:  http://www.maximise-ict.co.u= k/eFolio-01.htm

T:    = http://twitter.com/efolio

Winner of the IMS 'Leadership Regional Award = 2009'

 

------=_NextPart_000_001D_01CAB3CB.C6FD6A30-- From chris@westcomtraining.co.uk Mon Feb 22 18:18:59 2010 From: chris@westcomtraining.co.uk (Chris Sutcliffe) Date: Mon, 22 Feb 2010 18:18:59 +0000 Subject: [Advisory] Infant Moodle Message-ID: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88@SERVER.buspsl.local> --_000_003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88SERVERbuspsll_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Hi all Just wondered if anyone can point me in the direction of a good Nursery and= Infant School Moodle? Also your thoughts on the pedagogy and practice of V= LE's at this age level would be appreciated. Thanks, Chris Chris Sutcliffe Education Consultant WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk ________________________________ WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registr= ation 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT regis= tration no 804 7308 43 This message (and any associated files) is intended only for the use of the= individual or entity to which it is addressed and may contain information = that is confidential, subject to copyright or constitutes a trade secret. I= f you are not the intended recipient you are hereby notified that any disse= mination, copying or distribution of this message, or files associated with= this message, is strictly prohibited. If you have received this message in= error, please notify us immediately by replying to the message and deletin= g it from your computer. Messages sent to and from us may be monitored. --_000_003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88SERVERbuspsll_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Hi all

 

Just wondered if anyone can point me in the direction = of a good Nursery and Infant School Moodle? Also your thoughts on the pedagogy a= nd practice of VLE’s at this age level would be appreciated. =

 

Thanks,

 

Chris

 

Chris Sut= cliffe

Education Consultant

 

WEST= COMtraining

engage.= ..inspire...achieve

Lowther R= oad, Clay Flatts, Workington, CA14 2TQ

Tel: 0190= 0 829734  Mob: 07866 890436

www.westcomtraining.co.uk

WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961<= /p>

UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43

 

This message (and any associated files) is intended only for the use of the indi= vidual or entity to which it is addressed and may contain information that is confidential, subject to copyright or constitutes a trade secret. If you ar= e not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this mess= age, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored.

 

--_000_003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88SERVERbuspsll_-- From Emma.Goto@hants.gov.uk Mon Feb 22 20:16:44 2010 From: Emma.Goto@hants.gov.uk (Goto, Emma (EdICT)) Date: Mon, 22 Feb 2010 20:16:44 -0000 Subject: [Advisory] Infant Moodle References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88@SERVER.buspsl.local> Message-ID: <31F276920600A74FA1CC3B6203A9893901B885A3@EXVSRVB3.it2000.hants.gov.uk> Hi Chris, I believe VLEs can have a real impact with younger children but people just need to do some tweaking to make sure they are using them in a way that allows children who are not yet confident readers to access them independently. It's about simple things like uploading or embedding a picture to link to a website from. To support emergent readers try recording and uploading sound files to talk the children through the learning platforms (e.g. 'click on the picture below to go to a fun website'). VLEs can be used to share photographs that describe the learning that has been going on in class and for sharing children's next steps - great for another way to engage parents and carers. Use the VLE to develop pupil voice. Ask questions through the forum and listen to and act upon what children have to say (e.g. What do you want to learn about ......?). If the VLE has a voice simple voice recorder built in to the forum that's even better because children can record their responses. VLEs are great for sharing embedded video too - very engaging and children can go back to watch the video as and when suits them and they're learning. Try putting videos or weblinks into the forum so children can record responses about the video or website and what they have learned. Altogether VLEs are great for joining up learning inside of and outside of school - something us early years practitioners have been working on for years. Sorry I don't know of any Infant School's using Moodle but I hope you find what you are looking for. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org on behalf of Chris Sutcliffe Sent: Mon 22/02/2010 18:18 To: primary@talk.naace.org; advisory@talk.naace.org Subject: [Advisory] Infant Moodle Hi all Just wondered if anyone can point me in the direction of a good Nursery and Infant School Moodle? Also your thoughts on the pedagogy and practice of VLE's at this age level would be appreciated. Thanks, Chris Chris Sutcliffe Education Consultant WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk ________________________________ WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43 This message (and any associated files) is intended only for the use of the individual or entity to which it is addressed and may contain information that is confidential, subject to copyright or constitutes a trade secret. If you are not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this message, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored. From Peter Twining \(Vital\)" Message-ID: <40A43E936C094F71A6C3CA61596A74A6@open.ac.uk> This is a multi-part message in MIME format. ------=_NextPart_000_000F_01CAB446.61BEE010 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable There is a case study on the Naace site which may be of interest - A = Virtual Learning Environment: Led and loved by infants by Fiona = Aubrey-Smith. http://www.naace.co.uk/178 PeterT Vital Programme Director http://www.vital.ac.uk/=20 ----- Original Message -----=20 From: Chris Sutcliffe=20 To: primary@talk.naace.org ; advisory@talk.naace.org=20 Sent: Monday, February 22, 2010 6:18 PM Subject: [Advisory] Infant Moodle Hi all=20 =20 Just wondered if anyone can point me in the direction of a good = Nursery and Infant School Moodle? Also your thoughts on the pedagogy and = practice of VLE's at this age level would be appreciated.=20 =20 Thanks, =20 Chris =20 Chris Sutcliffe Education Consultant =20 WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk -------------------------------------------------------------------------= ----- WESTCOMTraining is a trading name of Purfield Solutions Limited. UK = Registration 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT = registration no 804 7308 43 =20 This message (and any associated files) is intended only for the use = of the individual or entity to which it is addressed and may contain = information that is confidential, subject to copyright or constitutes a = trade secret. If you are not the intended recipient you are hereby = notified that any dissemination, copying or distribution of this = message, or files associated with this message, is strictly prohibited. = If you have received this message in error, please notify us immediately = by replying to the message and deleting it from your computer. Messages = sent to and from us may be monitored. =20 ------=_NextPart_000_000F_01CAB446.61BEE010 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable
There is a case study on the Naace site = which may=20 be of interest - A Virtual Learning Environment: Led and loved by = infants by=20 Fiona Aubrey-Smith. http://www.naace.co.uk/178=
 
PeterT
Vital Programme Director
http://www.vital.ac.uk/ =
----- Original Message -----
From:=20 Chris Sutcliffe
Sent: Monday, February 22, 2010 = 6:18=20 PM
Subject: [Advisory] Infant = Moodle

Hi all

 

Just wondered if anyone can point me in the = direction of a=20 good Nursery and Infant School Moodle? Also your thoughts on the = pedagogy and=20 practice of VLE=92s at this age level would be appreciated. =

 

Thanks,

 

Chris

 

Chris=20 Sutcliffe

Education=20 Consultant

 

WESTCOMtraining

engage...inspire...achieve

Lowther Road,=20 Clay Flatts, Workington, CA14 2TQ

Tel: 01900=20 829734  Mob: 07866 890436

www.westcomtraining.co.uk

WESTCOMTraining=20 is a trading name of Purfield Solutions Limited. UK Registration=20 4583961

UK=20 registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT=20 registration no 804 7308 43

 

This=20 message (and any associated files) is intended only for the use of the = individual or entity to which it is addressed and may contain = information that=20 is confidential, subject to copyright or constitutes a trade secret. = If you=20 are not the intended recipient you are hereby notified that any = dissemination,=20 copying or distribution of this message, or files associated with this = message, is strictly prohibited. If you have received this message in = error,=20 please notify us immediately by replying to the message and deleting = it from=20 your computer. Messages sent to and from us may be = monitored.

 

------=_NextPart_000_000F_01CAB446.61BEE010-- From rjt@maximise-ict.co.uk Tue Feb 23 10:03:19 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Tue, 23 Feb 2010 10:03:19 -0000 Subject: [Advisory] FW: Bit worrying Message-ID: <006301cab46f$6d4776d0$47d66470$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0064_01CAB46F.6D4776D0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Hi folk Don't know if you have seen this one reported on eSchool News but if the case is proven someone's head ought role An interesting example of * the vital need to ensure the leadership oversees the ethical and legal use of ever more powerful technology * the ease of a central office with ever greater power abusing its powers - and possibly also * why - among other reasons - it is advantageous for the kids to own the mobile technology they take into the classroom School district sued for using webcams to spy on students Lawsuit alleges that cameras in district-issued laptops captured images of students while at home >From staff and wire reports http://www.eschoolnews.com/2010/02/19/school-district-sued-for-using-webcams -to-spy-on-students/ 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_0064_01CAB46F.6D4776D0 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Hi folk

 

Don't know if you have seen this one reported on = eSchool News but if the case is proven someone's head ought role

 

An interesting example of

 

* the vital need to ensure the leadership oversees = the ethical and legal use of ever more powerful technology

 

* the ease of a central office with ever greater = power abusing its powers - and possibly also 

 

* why - among other reasons - it is advantageous = for the kids to own the mobile technology they take into the = classroom

 

School district sued for using = webcams to spy on students

Lawsuit alleges that cameras in district-issued = laptops captured images of students while at home

= From staff and wire reports

 <= /p>

 

 

 

Ray Tolley  FEIDCT, NAACE Fellow, ACQI, = MBILD

ICT Education Consultant

Maximise ICT Ltd

P:  http://raytol= ley.v2efolioworld.mnscu.edu/

B:  http://www.ef= oliointheuk.blogspot.com/

W:  http://www.ma= ximise-ict.co.uk/eFolio-01.htm

T:    http://twitter.com/efolio

Winner of the IMS 'Leadership Regional Award = 2009'

 

 

 

 

------=_NextPart_000_0064_01CAB46F.6D4776D0-- From Roger@BroadieAssociates.co.uk Tue Feb 23 10:10:09 2010 From: Roger@BroadieAssociates.co.uk (Roger Broadie) Date: Tue, 23 Feb 2010 10:10:09 +0000 Subject: [Advisory] Infant Moodle In-Reply-To: <31F276920600A74FA1CC3B6203A9893901B885A3@EXVSRVB3.it2000.hants.gov.uk> References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88@SERVER.buspsl.local> <31F276920600A74FA1CC3B6203A9893901B885A3@EXVSRVB3.it2000.hants.gov.uk> Message-ID: --Apple-Mail-11-849801185 Content-Type: text/plain; charset=US-ASCII; format=flowed; delsp=yes Content-Transfer-Encoding: 7bit Chris, I have been watching development of VLEs in primary for years, and it seemed to me that despite quite a few schools achieving great things with younger children, that there has not been a consensus on the imperative to use VLEs at this level. But what Emma says really agrees with what I have been thinking - that the imperative is developing around surfacing of the pupils' creativity, first for sharing and afl in the school, then powerfully with parents to drive parental engagement. I also have a string feeling that it will be a combination of VLE + Visualiser that will make this explode, so that all sorts of non- digital work and activity can also be made visible. Particularly if the pupils are enabled to use the visualiser to digitise their work. (Some good examples on http://www.visualiserforum.org/) Roger. On 22 Feb 2010, at 20:16, Goto, Emma (EdICT) wrote: > Hi Chris, > I believe VLEs can have a real impact with younger children but > people just need to do some tweaking to make sure they are using > them in a way that allows children who are not yet confident readers > to access them independently. It's about simple things like > uploading or embedding a picture to link to a website from. To > support emergent readers try recording and uploading sound files to > talk the children through the learning platforms (e.g. 'click on the > picture below to go to a fun website'). VLEs can be used to share > photographs that describe the learning that has been going on in > class and for sharing children's next steps - great for another way > to engage parents and carers. Use the VLE to develop pupil voice. > Ask questions through the forum and listen to and act upon what > children have to say (e.g. What do you want to learn about ......?). > If the VLE has a voice simple voice recorder built in to the forum > that's even better because children can record their responses. VL! > Es are great for sharing embedded video too - very engaging and > children can go back to watch the video as and when suits them and > they're learning. Try putting videos or weblinks into the forum so > children can record responses about the video or website and what > they have learned. Altogether VLEs are great for joining up learning > inside of and outside of school - something us early years > practitioners have been working on for years. > Sorry I don't know of any Infant School's using Moodle but I hope > you find what you are looking for. > Best Wishes, > > Emma Goto > Learning Platform Project Consultant, EdICT > IT (Children & Schools) > Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD > E-mail: emma.goto@hants.gov.uk > Web: http://intranet.hants.gov.uk/ictinschools > > > ________________________________ > > From: advisory-admin@talk.naace.org on behalf of Chris Sutcliffe > Sent: Mon 22/02/2010 18:18 > To: primary@talk.naace.org; advisory@talk.naace.org > Subject: [Advisory] Infant Moodle > > > > Hi all > > > > Just wondered if anyone can point me in the direction of a good > Nursery and Infant School Moodle? Also your thoughts on the pedagogy > and practice of VLE's at this age level would be appreciated. > > > > Thanks, > > > > Chris > > > > Chris Sutcliffe > > Education Consultant > > > > WESTCOMtraining > > engage...inspire...achieve > > Lowther Road, Clay Flatts, Workington, CA14 2TQ > > Tel: 01900 829734 Mob: 07866 890436 > > www.westcomtraining.co.uk > > ________________________________ > > WESTCOMTraining is a trading name of Purfield Solutions Limited. UK > Registration 4583961 > > UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK > VAT registration no 804 7308 43 > > > > This message (and any associated files) is intended only for the use > of the individual or entity to which it is addressed and may contain > information that is confidential, subject to copyright or > constitutes a trade secret. If you are not the intended recipient > you are hereby notified that any dissemination, copying or > distribution of this message, or files associated with this message, > is strictly prohibited. If you have received this message in error, > please notify us immediately by replying to the message and deleting > it from your computer. Messages sent to and from us may be monitored. > > > > > _______________________________________________ > 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 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 --Apple-Mail-11-849801185 Content-Type: text/html; charset=US-ASCII Content-Transfer-Encoding: quoted-printable http://www.visualiserforum.org/)=

Roger.


<= /div>



On 22 Feb 2010, at = 20:16, Goto, Emma (EdICT) wrote:

Hi = Chris,
I believe VLEs can have a real impact with younger children = but people just need to do some tweaking to make sure they are using = them in a way that allows children who are not yet confident readers to = access them independently. It's about simple things like uploading or = embedding a picture to link to a website from. To support emergent = readers try recording and uploading sound files to talk the children = through the learning platforms (e.g. 'click on the picture below to go = to a fun website'). VLEs can be used to share photographs that describe = the learning that has been going on in class and for sharing children's = next steps - great for another way to engage parents and carers. Use the = VLE to develop pupil voice. Ask questions through the forum and listen = to and act upon what children have to say (e.g. What do you want to = learn about ......?). If the VLE has a voice simple voice recorder built = in to the forum that's even better because children can record their = responses. VL!
Es are great for sharing embedded video too - very = engaging and children can go back to watch the video as and when suits = them and they're learning. Try putting videos or weblinks into the forum = so children can record responses about the video or website and what = they have learned. Altogether VLEs are great for joining up learning = inside of and outside of school - something us early years practitioners = have been working on for years.
Sorry I don't know of any Infant = School's using Moodle but I hope you find what you are looking = for.
Best Wishes,

Emma Goto
Learning Platform Project = Consultant, EdICT  
IT (Children & Schools)
Hampshire = County Council, Nashe Way, Fareham, Hants, PO15 6UD
E-mail: =             &n= bsp;   emma.goto@hants.gov.uk
Web: =            http://i= ntranet.hants.gov.uk/ictinschools <https://owa.hants.gov.uk/exchweb/bin/redir.a= sp?URL=3Dhttp://intranet.hants.gov.uk/ictinschools> =  

________________________________

From: advisory-admin@talk.naace.or= g on behalf of Chris Sutcliffe
Sent: Mon 22/02/2010 18:18
To: = primary@talk.naace.org; advisory@talk.naace.org
Sub= ject: [Advisory] Infant Moodle



Hi all =



Just wondered if anyone can point me in the direction of = a good Nursery and Infant School Moodle? Also your thoughts on the = pedagogy and practice of VLE's at this age level would be appreciated. =



Thanks,



Chris



Chris = Sutcliffe

Education = Consultant



WESTCOMtraining

engage...inspire...achiev= e

Lowther Road, Clay Flatts, Workington, CA14 2TQ

Tel: = 01900 829734  Mob: 07866 890436

www.westcomtraining.co.uk = <http://www.westcomtraining.co.u= k/> =

________________________________

WESTCOMTraining is a = trading name of Purfield Solutions Limited. UK Registration = 4583961

UK registered office: 4 Swinside Close, Cockermouth, CA13 = 9AB. UK VAT registration no 804 7308 43



This message (and = any associated files) is intended only for the use of the individual or = entity to which it is addressed and may contain information that is = confidential, subject to copyright or constitutes a trade secret. If you = are not the intended recipient you are hereby notified that any = dissemination, copying or distribution of this message, or files = associated with this message, is strictly prohibited. If you have = received this message in error, please notify us immediately by replying = to the message and deleting it from your computer. Messages sent to and = from us may be = monitored.




____________________________________________= ___
Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/= mm/listinfo/advisory
To unsubscribe send a message to Advisory-admin@talk.naace.or= g with the body text:

unsubscribe Advisory = YourEmailAddress

or: send a message to Advisory-request@talk.naac= e.org
with the body text:

unsubscribe YourPassword = YourEmailAddress

Roger Broadie,
Director,
Broadie = Associates

99 High Street, Chatteris,
Cambs, PE16 6NP, = UK.

tel: +44 1 354 695583
mobile: +44 7710 = 328672
fax: +44 1 = 354 696647





= --Apple-Mail-11-849801185-- From rjt@maximise-ict.co.uk Tue Feb 23 11:28:30 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Tue, 23 Feb 2010 11:28:30 -0000 Subject: [Advisory] Infant Moodle In-Reply-To: References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88@SERVER.buspsl.local> <31F276920600A74FA1CC3B6203A9893901B885A3@EXVSRVB3.it2000.hants.gov.uk> Message-ID: <000001cab47b$53b5a230$fb20e690$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0001_01CAB47B.53B5A230 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Roger, I thought that Frog was looking at a Primary version? Certainly I have always felt that Frog was the only VLE capable of meeting the needs of Primaries. I, too have seen some good examples of pupils working at KS2 on other systems but in these cases the interface was still not really appropriate with small fonts and deep-boring menus. I really feel that there is need for some real CPD delivery required in this field to be demonstrated and circulated amongst all Primary teachers. 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Roger Broadie Sent: 23 February 2010 10:10 To: Advisory talk; primary@talk.naace.org Subject: Re: [Advisory] Infant Moodle Chris, I have been watching development of VLEs in primary for years, and it seemed to me that despite quite a few schools achieving great things with younger children, that there has not been a consensus on the imperative to use VLEs at this level. But what Emma says really agrees with what I have been thinking - that the imperative is developing around surfacing of the pupils' creativity, first for sharing and afl in the school, then powerfully with parents to drive parental engagement. I also have a string feeling that it will be a combination of VLE + Visualiser that will make this explode, so that all sorts of non-digital work and activity can also be made visible. Particularly if the pupils are enabled to use the visualiser to digitise their work. (Some good examples on http://www.visualiserforum.org/) Roger. On 22 Feb 2010, at 20:16, Goto, Emma (EdICT) wrote: Hi Chris, I believe VLEs can have a real impact with younger children but people just need to do some tweaking to make sure they are using them in a way that allows children who are not yet confident readers to access them independently. It's about simple things like uploading or embedding a picture to link to a website from. To support emergent readers try recording and uploading sound files to talk the children through the learning platforms (e.g. 'click on the picture below to go to a fun website'). VLEs can be used to share photographs that describe the learning that has been going on in class and for sharing children's next steps - great for another way to engage parents and carers. Use the VLE to develop pupil voice. Ask questions through the forum and listen to and act upon what children have to say (e.g. What do you want to learn about ......?). If the VLE has a voice simple voice recorder built in to the forum that's even better because children can record their responses. VL! Es are great for sharing embedded video too - very engaging and children can go back to watch the video as and when suits them and they're learning. Try putting videos or weblinks into the forum so children can record responses about the video or website and what they have learned. Altogether VLEs are great for joining up learning inside of and outside of school - something us early years practitioners have been working on for years. Sorry I don't know of any Infant School's using Moodle but I hope you find what you are looking for. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org on behalf of Chris Sutcliffe Sent: Mon 22/02/2010 18:18 To: primary@talk.naace.org; advisory@talk.naace.org Subject: [Advisory] Infant Moodle Hi all Just wondered if anyone can point me in the direction of a good Nursery and Infant School Moodle? Also your thoughts on the pedagogy and practice of VLE's at this age level would be appreciated. Thanks, Chris Chris Sutcliffe Education Consultant WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk ________________________________ WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43 This message (and any associated files) is intended only for the use of the individual or entity to which it is addressed and may contain information that is confidential, subject to copyright or constitutes a trade secret. If you are not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this message, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored. _______________________________________________ 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 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 ------=_NextPart_000_0001_01CAB47B.53B5A230 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Roger,

 

I thought that Frog was looking at a Primary version? =   Certainly I have always felt that Frog was the only VLE capable of meeting the = needs of Primaries.  I, too have seen some good examples of pupils working at KS2 on other = systems but in these cases the interface was still not really appropriate with small = fonts and deep-boring menus.

 

I really feel that there is need for some real CPD = delivery required in this field to be demonstrated and circulated amongst all = Primary teachers.

 

BW

 

Ray Tolley  FEIDCT, NAACE Fellow, ACQI, = MBILD

ICT Education Consultant

Maximise ICT Ltd

P:  http://raytol= ley.v2efolioworld.mnscu.edu/

B:  http://www.ef= oliointheuk.blogspot.com/

W:  http://www.ma= ximise-ict.co.uk/eFolio-01.htm

T:    http://twitter.com/efolio

Winner of the IMS 'Leadership Regional Award = 2009'

 

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Roger = Broadie
Sent: 23 February 2010 10:10
To: Advisory talk; primary@talk.naace.org
Subject: Re: [Advisory] Infant Moodle

 

 

Chris,

 

I have been watching development of VLEs in primary = for years, and it seemed to me that despite quite a few schools achieving = great things with younger children, that there has not been a consensus on the imperative to use VLEs at this level.

 

But what Emma says really agrees with what I have = been thinking - that the imperative is developing around surfacing of the = pupils' creativity, first for sharing and afl in the school, then powerfully = with parents to drive parental engagement.

 

I also have a string feeling that it will be a = combination of VLE + Visualiser that will make this explode, so that all sorts of non-digital work and activity can also be made visible. Particularly if = the pupils are enabled to use the visualiser to digitise their work. (Some = good examples on http://www.visualiserforum.org/= )

 

Roger.

 

 

 

 

 

On 22 Feb 2010, at 20:16, Goto, Emma (EdICT) = wrote:



Hi Chris,
I believe VLEs can have a real impact with younger children but people = just need to do some tweaking to make sure they are using them in a way that = allows children who are not yet confident readers to access them independently. = It's about simple things like uploading or embedding a picture to link to a = website from. To support emergent readers try recording and uploading sound = files to talk the children through the learning platforms (e.g. 'click on the = picture below to go to a fun website'). VLEs can be used to share photographs = that describe the learning that has been going on in class and for sharing children's next steps - great for another way to engage parents and = carers. Use the VLE to develop pupil voice. Ask questions through the forum and = listen to and act upon what children have to say (e.g. What do you want to learn = about ......?). If the VLE has a voice simple voice recorder built in to the = forum that's even better because children can record their responses. VL!
Es are great for sharing embedded video too - very engaging and children = can go back to watch the video as and when suits them and they're learning. Try putting videos or weblinks into the forum so children can record = responses about the video or website and what they have learned. Altogether VLEs = are great for joining up learning inside of and outside of school - = something us early years practitioners have been working on for years.
Sorry I don't know of any Infant School's using Moodle but I hope you = find what you are looking for.
Best Wishes,

Emma Goto
Learning Platform Project Consultant, EdICT  
IT (Children & Schools)
Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD
E-mail:             &= nbsp;   emma.goto@hants.gov.uk
Web: =            http://= intranet.hants.gov.uk/ictinschools <https://owa.hants.gov.uk/exchweb/bin/redir= .asp?URL=3Dhttp://intranet.hants.gov.uk/ictinschools>  

________________________________

From: advisory-admin@talk.naace.o= rg on behalf of Chris Sutcliffe
Sent: Mon 22/02/2010 18:18
To: primary@talk.naace.org; advisory@talk.naace.org
Subject: [Advisory] Infant Moodle



Hi all



Just wondered if anyone can point me in the direction of a good Nursery = and Infant School Moodle? Also your thoughts on the pedagogy and practice of = VLE's at this age level would be appreciated.



Thanks,



Chris



Chris Sutcliffe

Education Consultant



WESTCOMtraining

engage...inspire...achieve

Lowther Road, Clay Flatts, Workington, CA14 2TQ

Tel: 01900 829734  Mob: 07866 890436

www.westcomtraining.co.uk <http://www.westcomtraining.co.= uk/>

________________________________

WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961

UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43



This message (and any associated files) is intended only for the use of = the individual or entity to which it is addressed and may contain = information that is confidential, subject to copyright or constitutes a trade secret. If = you are not the intended recipient you are hereby notified that any = dissemination, copying or distribution of this message, or files associated with this = message, is strictly prohibited. If you have received this message in error, = please notify us immediately by replying to the message and deleting it from = your computer. Messages sent to and from us may be monitored.




_______________________________________________
Advisory mailing list Advisory@talk.naace.org http://talk.naace.org= /mm/listinfo/advisory
To unsubscribe send a message to Advisory-admin@talk.naace.o= rg with the body text:

unsubscribe Advisory YourEmailAddress

or: send a message to Advisory-request@talk.naa= ce.org
with the body text:

unsubscribe YourPassword YourEmailAddress

 

Roger Broadie,

Director,= <= /o:p>

Broadie = Associates<= /o:p>

 

99 High Street, = Chatteris,<= /o:p>

Cambs, PE16 6NP, = UK.<= /o:p>

 

tel: +44 1 354 = 695583<= /o:p>

mobile: +44 7710 = 328672<= /o:p>

fax: +44 1 354 = 696647<= /o:p>

 

 

 

 

 

 

------=_NextPart_000_0001_01CAB47B.53B5A230-- From Roger@broadieassociates.co.uk Tue Feb 23 12:19:47 2010 From: Roger@broadieassociates.co.uk (Roger Broadie) Date: Tue, 23 Feb 2010 12:19:47 +0000 Subject: [Advisory] Infant Moodle In-Reply-To: <000001cab47b$53b5a230$fb20e690$@co.uk> References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88@SERVER.buspsl.local> <31F276920600A74FA1CC3B6203A9893901B885A3@EXVSRVB3.it2000.hants.gov.uk> <000001cab47b$53b5a230$fb20e690$@co.uk> Message-ID: <10484624-ED27-487C-8EE4-E648F2DC026C@broadieassociates.co.uk> --Apple-Mail-20-857578815 Content-Type: text/plain; charset=US-ASCII; format=flowed; delsp=yes Content-Transfer-Encoding: 7bit Ray, Yes - Frog launched a primary Frog at BETT. I refrained from mentioning it because though there are some primary schools using Frog successfully, they have specifically not promoted Frog to primary until now. The reason for this is actually pretty relevant to this discussion, so with health warning - though I have reverted to being an independent consultant I am doing an impact study for Frog - this is the rationale. The two critical factors in the success of schools using the Frog platform are: - good leadership of change management, and it is a major part of the Frog sales and implementation process to make sure schools understand this clearly right up to the Head. - all the staff in the school having creative control of areas of the platform. Teachers, assistants and admin staff must be able to have that thought whenever they are trying to improve any aspect of teaching/learning or school operation, "If we had an online system that.......... we could improve this process much more powerfully". And then to be able to create and refine that system themselves. The problem with Frog in primary up to now has been that though anyone can build interactive Frog pages with almost no tuition, adding extra buttons to the main platform and changing navigation needs a bit more expertise, as does good visual design. This expertise exists in secondary schools but often not in primary. So giving primaries the right degree of creative control to develop their platforms has been harder. And the whole point of Frog is to enable schools to develop their platforms for changing needs. What makes it possible for Frog to promote to primary now is Frog Widgets, that allow Facebook-style drag-drop editing, and tools in the primary Frog to add complete new ready-made topic or class areas without having to build them page by page (that can then be tailored). The reason why I say this is relevant to this discussion, is really Emma's point that platforms need 'tweaking' to be appealing to, and to work for younger pupils. Frog has had some secondary schools that have had completely different user interfaces for KS3 and KS4 pupils, and separate (but linked) 6th form platforms. The change in interface needed as children progress from nursery through to top of KS2 and transition is probably even greater than that in secondary. So I would recommend people looking at platforms for infants to ask themselves two questions: i) what does a platform provide that could be used simply by young children, but quite possible have a very significant impact? I've just had an impact scenario contributed to the Impact Group from an infant school. 6 yr olds using a favourite book forum on their VLE, which strikes me as possibly having a very big impact on their attitudes to reading. ii) what degree of tweaking will the school be able to do to the platform, to fulfill desires to use it in different ways and to make it more appealing and accessible to very young pupils. Roger. On 23 Feb 2010, at 11:28, Ray Tolley wrote: > Roger, > > I thought that Frog was looking at a Primary version? Certainly I > have always felt that Frog was the only VLE capable of meeting the > needs of Primaries. I, too have seen some good examples of pupils > working at KS2 on other systems but in these cases the interface was > still not really appropriate with small fonts and deep-boring menus. > > I really feel that there is need for some real CPD delivery required > in this field to be demonstrated and circulated amongst all Primary > teachers. > > 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 > T: http://twitter.com/efolio > Winner of the IMS 'Leadership Regional Award 2009' > > From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org > ] On Behalf Of Roger Broadie > Sent: 23 February 2010 10:10 > To: Advisory talk; primary@talk.naace.org > Subject: Re: [Advisory] Infant Moodle > > > Chris, > > I have been watching development of VLEs in primary for years, and > it seemed to me that despite quite a few schools achieving great > things with younger children, that there has not been a consensus on > the imperative to use VLEs at this level. > > But what Emma says really agrees with what I have been thinking - > that the imperative is developing around surfacing of the pupils' > creativity, first for sharing and afl in the school, then powerfully > with parents to drive parental engagement. > > I also have a string feeling that it will be a combination of VLE + > Visualiser that will make this explode, so that all sorts of non- > digital work and activity can also be made visible. Particularly if > the pupils are enabled to use the visualiser to digitise their work. > (Some good examples on http://www.visualiserforum.org/) > > Roger. > > > > > > On 22 Feb 2010, at 20:16, Goto, Emma (EdICT) wrote: > > > Hi Chris, > I believe VLEs can have a real impact with younger children but > people just need to do some tweaking to make sure they are using > them in a way that allows children who are not yet confident readers > to access them independently. It's about simple things like > uploading or embedding a picture to link to a website from. To > support emergent readers try recording and uploading sound files to > talk the children through the learning platforms (e.g. 'click on the > picture below to go to a fun website'). VLEs can be used to share > photographs that describe the learning that has been going on in > class and for sharing children's next steps - great for another way > to engage parents and carers. Use the VLE to develop pupil voice. > Ask questions through the forum and listen to and act upon what > children have to say (e.g. What do you want to learn about ......?). > If the VLE has a voice simple voice recorder built in to the forum > that's even better because children can record their responses. VL! > Es are great for sharing embedded video too - very engaging and > children can go back to watch the video as and when suits them and > they're learning. Try putting videos or weblinks into the forum so > children can record responses about the video or website and what > they have learned. Altogether VLEs are great for joining up learning > inside of and outside of school - something us early years > practitioners have been working on for years. > Sorry I don't know of any Infant School's using Moodle but I hope > you find what you are looking for. > Best Wishes, > > Emma Goto > Learning Platform Project Consultant, EdICT > IT (Children & Schools) > Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD > E-mail: emma.goto@hants.gov.uk > Web: http://intranet.hants.gov.uk/ictinschools > > > ________________________________ > > From: advisory-admin@talk.naace.org on behalf of Chris Sutcliffe > Sent: Mon 22/02/2010 18:18 > To: primary@talk.naace.org; advisory@talk.naace.org > Subject: [Advisory] Infant Moodle > > > > Hi all > > > > Just wondered if anyone can point me in the direction of a good > Nursery and Infant School Moodle? Also your thoughts on the pedagogy > and practice of VLE's at this age level would be appreciated. > > > > Thanks, > > > > Chris > > > > Chris Sutcliffe > > Education Consultant > > > > WESTCOMtraining > > engage...inspire...achieve > > Lowther Road, Clay Flatts, Workington, CA14 2TQ > > Tel: 01900 829734 Mob: 07866 890436 > > www.westcomtraining.co.uk > > ________________________________ > > WESTCOMTraining is a trading name of Purfield Solutions Limited. UK > Registration 4583961 > > UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK > VAT registration no 804 7308 43 > > > > This message (and any associated files) is intended only for the use > of the individual or entity to which it is addressed and may contain > information that is confidential, subject to copyright or > constitutes a trade secret. If you are not the intended recipient > you are hereby notified that any dissemination, copying or > distribution of this message, or files associated with this message, > is strictly prohibited. If you have received this message in error, > please notify us immediately by replying to the message and deleting > it from your computer. Messages sent to and from us may be monitored. > > > > > _______________________________________________ > 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 > > Roger Broadie, > Director, > Broadie Associates > http://www.BroadieAssociates.co.uk > Roger@BroadieAssociates.co.uk > > 99 High Street, Chatteris, > Cambs, PE16 6NP, UK. > > tel: +44 1 354 695583 > mobile: +44 7710 328672 > fax: +44 1 354 696647 > > > > > > Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 --Apple-Mail-20-857578815 Content-Type: text/html; charset=US-ASCII Content-Transfer-Encoding: quoted-printable


The problem with = Frog in primary up to now has been that though anyone can build = interactive Frog pages with almost no tuition, adding extra buttons to = the main platform and changing navigation needs a bit more expertise, as = does good visual design. This expertise exists in secondary schools but = often not in primary. So giving primaries the right degree of creative = control to develop their platforms has been harder. And the whole point = of Frog is to enable schools to develop their platforms for changing = needs.

What makes it possible for Frog to = promote to primary now is Frog Widgets, that allow Facebook-style = drag-drop editing, and tools in the primary Frog to add complete new = ready-made topic or class areas without having to build them page by = page (that can then be = tailored).


The reason why I say = this is relevant to this discussion, is really Emma's point that = platforms need 'tweaking' to be appealing to, and to work for younger = pupils. Frog has had some secondary schools that have had completely = different user interfaces for KS3 and KS4 pupils, and separate (but = linked) 6th form platforms. The change in interface needed as children = progress from nursery through to top of KS2 and transition is probably = even greater than that in secondary.

So I would = recommend people looking at platforms for infants to ask themselves two = questions:

i) what does a platform provide that = could be used simply by young children, but quite possible have a very = significant impact? I've just had an impact scenario contributed to the = Impact Group from an infant school. 6 yr olds using a favourite book = forum on their VLE, which strikes me as possibly having a very big = impact on their attitudes to reading.

ii) what = degree of tweaking will the school be able to do to the platform, to = fulfill desires to use it in different ways and to make it more = appealing and accessible to very young = pupils.


Roger.





On 23 Feb = 2010, at 11:28, Ray Tolley wrote:

I = thought that Frog was looking at a Primary version? =   Certainly I have always felt that Frog was the only VLE = capable of meeting the needs of Primaries.  I, too have seen some = good examples of pupils working at KS2 on other systems but in these = cases the interface was still not really appropriate with small fonts = and deep-boring menus.
 
I really feel that there is need = for some real CPD delivery required in this field to be demonstrated and = circulated amongst all Primary teachers.
Ray = Tolley  FEIDCT, NAACE Fellow, ACQI, = MBILD
ICT = Education Consultant
Maximise ICT Ltd
P:  
Hi Chris,
I believe = VLEs can have a real impact with younger children but people just need = to do some tweaking to make sure they are using them in a way that = allows children who are not yet confident readers to access them = independently. It's about simple things like uploading or embedding a = picture to link to a website from. To support emergent readers try = recording and uploading sound files to talk the children through the = learning platforms (e.g. 'click on the picture below to go to a fun = website'). VLEs can be used to share photographs that describe the = learning that has been going on in class and for sharing children's next = steps - great for another way to engage parents and carers. Use the VLE = to develop pupil voice. Ask questions through the forum and listen to = and act upon what children have to say (e.g. What do you want to learn = about ......?). If the VLE has a voice simple voice recorder built in to = the forum that's even better because children can record their = responses. VL!
Es are great for sharing embedded video too - very = engaging and children can go back to watch the video as and when suits = them and they're learning. Try putting videos or weblinks into the forum = so children can record responses about the video or website and what = they have learned. Altogether VLEs are great for joining up learning = inside of and outside of school - something us early years practitioners = have been working on for years.
Sorry I don't know of any Infant = School's using Moodle but I hope you find what you are looking = for.
Best Wishes,

Emma Goto
Learning Platform Project = Consultant, EdICT  
IT (Children & Schools)
Hampshire = County Council, Nashe Way, Fareham, Hants, PO15 6UD
E-mail: =             &n= bsp;    <https://owa.hants.gov.uk/exchweb/bin/redir.asp?URL=3Dhttp://intranet.han= ts.gov.uk/ictinschools> =  

________________________________

From: advisory-admin@talk.naace.org on behalf of Chris = Sutcliffe
Sent: Mon 22/02/2010 18:18
To: primary@talk.naace.org; advisory@talk.naace.org
Subject: = [Advisory] Infant Moodle



Hi all 



Just = wondered if anyone can point me in the direction of a good Nursery and = Infant School Moodle? Also your thoughts on the pedagogy and practice of = VLE's at this age level would be appreciated. 



Thanks,


Chris



Chris Sutcliffe

Education = Consultant



WESTCOMtraining

engage...inspire...achiev= e

Lowther Road, Clay Flatts, Workington, CA14 2TQ

Tel: = 01900 829734  Mob: 07866 890436

www.westcomtraining.co.uk < 

_____________________= ___________

WESTCOMTraining is a trading name of Purfield = Solutions Limited. UK Registration 4583961

UK registered office: = 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 = 43



This message (and any associated files) is intended = only for the use of the individual or entity to which it is addressed = and may contain information that is confidential, subject to copyright = or constitutes a trade secret. If you are not the intended recipient you = are hereby notified that any dissemination, copying or distribution of = this message, or files associated with this message, is strictly = prohibited. If you have received this message in error, please notify us = immediately by replying to the message and deleting it from your = computer. Messages sent to and from us may be = monitored.




____________________________________________= ___
Advisory mailing list Advisory@talk.naace.org  Advisory-admin@talk.naace.org with the body = text:

unsubscribe Advisory YourEmailAddress

or: send a = message to Roger = Broadie,
Roger Broadie,
Director,
Broadie = Associates

99 High Street, Chatteris,
Cambs, PE16 6NP, = UK.

tel: +44 1 354 695583
mobile: +44 7710 = 328672
fax: +44 1 = 354 696647





= --Apple-Mail-20-857578815-- From Fiona.AubreySmith@uniservity.com Tue Feb 23 12:57:49 2010 From: Fiona.AubreySmith@uniservity.com (Fiona Aubrey-Smith) Date: Tue, 23 Feb 2010 12:57:49 +0000 Subject: [Primary] Re: [Advisory] Infant Moodle In-Reply-To: <10484624-ED27-487C-8EE4-E648F2DC026C@broadieassociates.co.uk> References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88@SERVER.buspsl.local> <31F276920600A74FA1CC3B6203A9893901B885A3@EXVSRVB3.it2000.hants.gov.uk> <000001cab47b$53b5a230$fb20e690$@co.uk> <10484624-ED27-487C-8EE4-E648F2DC026C@broadieassociates.co.uk> Message-ID: --_000_BF02D86C6444174AAE233885DD487D9107148D7AEXMBX01WBHLocal_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable I'm a genuinely baffled by some of the previous emails on this thread... You'll see from my Twitter feed (@FionaAS) that I link to hundreds of examp= les of Infants (and other age ranges) using their learning platform to achi= eve significant Impact-Upon-Learning every day! There are thousands and tho= usands of such schools! We (the UK) already have a fabulous teaching workforce in this country doin= g a brilliant job in classrooms across the nation day-in, day-out. If you're looking for a Learning example or Learning idea and can't find it= let me know and I'll point you to someone doing it. Yes, that's a confiden= t statement, but there are so many brilliant teachers out there, that I hav= en't yet been unable to do so. I'm not the only person - NAACE is full of p= eople who can point to examples & ideas; that's why it's such a great organ= isation. The research that I carried out looking at Infant School learning platform = use, which Peter very kindly highlighted (http://www.naace.co.uk/178) conta= ins a number of conclusions, but one of which rings particularly true for t= his conversation given that my 2007 research used 1 learning platform, we a= lso explored 3 others in our school/with our LA, and I'm now working for a = company providing yet another learning platform. Important thing =3D how it= all impacts upon learning. Conclusion =3D If you focus on the 'product' you're only going to achieve Product Outcomes= . If you focus on the 'tools' then you're only going to achieve Tool related = Outcomes. If you focus on the 'learning' then you'll achieve Learning Outcomes. Please can we get back to focusing on Learning??? I thought that's what we = are all here for?! Best wishes, Fiona Fiona Aubrey-Smith Head of Educational Development UniServity Telephone: +44 7825 940 827 Address: Soane Point, 6-8 Market Place, Reading, RG1 2EG Web: www.uniservity.com http://twitter.com/Fion= aAS Save Paper - Do you really need to print this e-mail? Privileged/Confidential information may be contained in this message. If y= ou are not the addressee indicated in this message (or responsible for deli= very of the message to such person), you may not copy or deliver this messa= ge to anyone. In such case, you should destroy this message, and notify us= immediately. If you or your employer does not consent to internet email m= essages of this kind, please advise immediately. Opinions, conclusions and= other information expressed in this message are not given by my company or= employer unless otherwise indicated by an authorised representative indepe= ndent of this message. From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On= Behalf Of Roger Broadie Sent: 23 February 2010 12:20 To: Ray Tolley; primary@talk.naace.org; Advisory talk Subject: [Primary] Re: [Advisory] Infant Moodle Ray, Yes - Frog launched a primary Frog at BETT. I refrained from mentioning it = because though there are some primary schools using Frog successfully, they= have specifically not promoted Frog to primary until now. The reason for this is actually pretty relevant to this discussion, so with= health warning - though I have reverted to being an independent consultant= I am doing an impact study for Frog - this is the rationale. The two critical factors in the success of schools using the Frog platform = are: - good leadership of change management, and it is a major part of the Frog = sales and implementation process to make sure schools understand this clear= ly right up to the Head. - all the staff in the school having creative control of areas of the platf= orm. Teachers, assistants and admin staff must be able to have that thought= whenever they are trying to improve any aspect of teaching/learning or sch= ool operation, "If we had an online system that.......... we could improve = this process much more powerfully". And then to be able to create and refin= e that system themselves. The problem with Frog in primary up to now has been that though anyone can = build interactive Frog pages with almost no tuition, adding extra buttons t= o the main platform and changing navigation needs a bit more expertise, as = does good visual design. This expertise exists in secondary schools but oft= en not in primary. So giving primaries the right degree of creative control= to develop their platforms has been harder. And the whole point of Frog is= to enable schools to develop their platforms for changing needs. What makes it possible for Frog to promote to primary now is Frog Widgets, = that allow Facebook-style drag-drop editing, and tools in the primary Frog = to add complete new ready-made topic or class areas without having to build= them page by page (that can then be tailored). The reason why I say this is relevant to this discussion, is really Emma's = point that platforms need 'tweaking' to be appealing to, and to work for yo= unger pupils. Frog has had some secondary schools that have had completely = different user interfaces for KS3 and KS4 pupils, and separate (but linked)= 6th form platforms. The change in interface needed as children progress fr= om nursery through to top of KS2 and transition is probably even greater th= an that in secondary. So I would recommend people looking at platforms for infants to ask themsel= ves two questions: i) what does a platform provide that could be used simply by young children= , but quite possible have a very significant impact? I've just had an impac= t scenario contributed to the Impact Group from an infant school. 6 yr olds= using a favourite book forum on their VLE, which strikes me as possibly ha= ving a very big impact on their attitudes to reading. ii) what degree of tweaking will the school be able to do to the platform, = to fulfill desires to use it in different ways and to make it more appealin= g and accessible to very young pupils. Roger. On 23 Feb 2010, at 11:28, Ray Tolley wrote: Roger, I thought that Frog was looking at a Primary version? Certainly I have al= ways felt that Frog was the only VLE capable of meeting the needs of Primar= ies. I, too have seen some good examples of pupils working at KS2 on other= systems but in these cases the interface was still not really appropriate = with small fonts and deep-boring menus. I really feel that there is need for some real CPD delivery required in thi= s field to be demonstrated and circulated amongst all Primary teachers. 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' From: advisory-admin@talk.naace.org [= mailto:advisory-admin@talk.naace.org] On Behalf Of Roger Broadie Sent: 23 February 2010 10:10 To: Advisory talk; primary@talk.naace.org Subject: Re: [Advisory] Infant Moodle Chris, I have been watching development of VLEs in primary for years, and it seeme= d to me that despite quite a few schools achieving great things with younge= r children, that there has not been a consensus on the imperative to use VL= Es at this level. But what Emma says really agrees with what I have been thinking - that the = imperative is developing around surfacing of the pupils' creativity, first = for sharing and afl in the school, then powerfully with parents to drive pa= rental engagement. I also have a string feeling that it will be a combination of VLE + Visuali= ser that will make this explode, so that all sorts of non-digital work and = activity can also be made visible. Particularly if the pupils are enabled t= o use the visualiser to digitise their work. (Some good examples on http://= www.visualiserforum.org/) Roger. On 22 Feb 2010, at 20:16, Goto, Emma (EdICT) wrote: Hi Chris, I believe VLEs can have a real impact with younger children but people just= need to do some tweaking to make sure they are using them in a way that al= lows children who are not yet confident readers to access them independentl= y. It's about simple things like uploading or embedding a picture to link t= o a website from. To support emergent readers try recording and uploading s= ound files to talk the children through the learning platforms (e.g. 'click= on the picture below to go to a fun website'). VLEs can be used to share p= hotographs that describe the learning that has been going on in class and f= or sharing children's next steps - great for another way to engage parents = and carers. Use the VLE to develop pupil voice. Ask questions through the f= orum and listen to and act upon what children have to say (e.g. What do you= want to learn about ......?). If the VLE has a voice simple voice recorder= built in to the forum that's even better because children can record their= responses. VL! Es are great for sharing embedded video too - very engaging and children ca= n go back to watch the video as and when suits them and they're learning. T= ry putting videos or weblinks into the forum so children can record respons= es about the video or website and what they have learned. Altogether VLEs a= re great for joining up learning inside of and outside of school - somethin= g us early years practitioners have been working on for years. Sorry I don't know of any Infant School's using Moodle but I hope you find = what you are looking for. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org o= n behalf of Chris Sutcliffe Sent: Mon 22/02/2010 18:18 To: primary@talk.naace.org; advisory@talk.na= ace.org Subject: [Advisory] Infant Moodle Hi all Just wondered if anyone can point me in the direction of a good Nursery and= Infant School Moodle? Also your thoughts on the pedagogy and practice of V= LE's at this age level would be appreciated. Thanks, Chris Chris Sutcliffe Education Consultant WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk ________________________________ WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registr= ation 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT regis= tration no 804 7308 43 This message (and any associated files) is intended only for the use of the= individual or entity to which it is addressed and may contain information = that is confidential, subject to copyright or constitutes a trade secret. I= f you are not the intended recipient you are hereby notified that any disse= mination, copying or distribution of this message, or files associated with= this message, is strictly prohibited. If you have received this message in= error, please notify us immediately by replying to the message and deletin= g it from your computer. Messages sent to and from us may be monitored. _______________________________________________ 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 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 --_000_BF02D86C6444174AAE233885DD487D9107148D7AEXMBX01WBHLocal_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

 

I’m a genuinely baffled by some of the previous emails on this thread... <= /o:p>

 

You’ll see from my Twitter feed (@FionaAS) that I link to hundreds of examples of Infants (and other age ranges) using their learning platform to achieve significant Impact-Upon-Learning every day! There are thousands and thousan= ds of such schools!

We (the UK) already have a fabulous teaching workforce in this country doing a brilliant job in classrooms across the nation day-in, day-out. <= /span>

 

If you’re looking for a Learning example or Learning idea and can’= t find it let me know and I’ll point you to someone doing it. Yes, that= ’s a confident statement, but there are so many brilliant teachers out there, = that I haven’t yet been unable to do so. I’m not the only person = 211; NAACE is full of people who can point to examples & ideas; that’s= why it’s such a great organisation.

 

The research that I carried out looking at Infant School learning platform use,= which Peter very kindly highlighted (http:= //www.naace.co.uk/178) contains a number of conclusions, but one of which rings particularly true = for this conversation given that my 2007 research used 1 learning platform, we = also explored 3 others in our school/with our LA, and I’m now working for = a company providing yet another learning platform. Important thing =3D how it= all impacts upon learning.

 

Conclusion =3D

If you focus on the ‘product’ you’re only going to achieve Product Outcomes.

If you focus on the ‘tools’ then you’re only going to achiev= e Tool related Outcomes.

If you focus on the ‘learning’ then you’ll achieve Learning Outcomes.  

 

Please can we get back to focusing on Learning??? I thought that’s what we a= re all here for?!

 

Best wishes, Fiona

 

Fiona Aubrey-Smith

Head of Educational Development

UniServity

 

Telephone: +44 7825 940 827

Address: Soane Point, 6-8 Market Place, Reading, RG1 2EG

Web: www.uniservity.com http://tw= itter.com/FionaAS

 

Save Paper - Do you really need to print this e-mail?

 

Privileged/Confidential information may be contained in this message.  If you are not the addressee indicated in this message (or responsible for delivery of the mes= sage to such person), you may not copy or deliver this message to anyone.  = In such case, you should destroy this message, and notify us immediately. = ; If you or your employer does not consent to internet email messages of this ki= nd, please advise immediately.  Opinions, conclusions and other informatio= n expressed in this message are not given by my company or employer unless otherwise indicated by an authorised representative independent of this message.

 

From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On Behalf Of Roger Broadie
Sent: 23 February 2010 12:20
To: Ray Tolley; primary@talk.naace.org; Advisory talk
Subject: [Primary] Re: [Advisory] Infant Moodle

 

 

Ray,

 

Yes - Frog launched a primary Frog at BETT. I refraine= d from mentioning it because though there are some primary schools using Frog successfully, they have specifically not promoted Frog to primary until now= .

 

The reason for this is actually pretty relevant to thi= s discussion, so with health warning - though I have reverted to being an independent consultant I am doing an impact study for Frog - this is the rationale.

 

 

The two critical factors in the success of schools usi= ng the Frog platform are:

 

- good leadership of change management, and it is a ma= jor part of the Frog sales and implementation process to make sure schools understand this clearly right up to the Head.

 

- all the staff in the school having creative control = of areas of the platform. Teachers, assistants and admin staff must be able to have that thought whenever they are trying to improve any aspect of teaching/learning or school operation, "If we had an online system that.......... we could improve this process much more powerfully". An= d then to be able to create and refine that system themselves.

 

 

The problem with Frog in primary up to now has been th= at though anyone can build interactive Frog pages with almost no tuition, addi= ng extra buttons to the main platform and changing navigation needs a bit more expertise, as does good visual design. This expertise exists in secondary schools but often not in primary. So giving primaries the right degree of creative control to develop their platforms has been harder. And the whole point of Frog is to enable schools to develop their platforms for changing needs.

 

What makes it possible for Frog to promote to primary = now is Frog Widgets, that allow Facebook-style drag-drop editing, and tools in the primary Frog to add complete new ready-made topic or class areas without ha= ving to build them page by page (that can then be tailored).

 

 

The reason why I say this is relevant to this discussi= on, is really Emma's point that platforms need 'tweaking' to be appealing to, and = to work for younger pupils. Frog has had some secondary schools that have had completely different user interfaces for KS3 and KS4 pupils, and separate (= but linked) 6th form platforms. The change in interface needed as children prog= ress from nursery through to top of KS2 and transition is probably even greater = than that in secondary.

 

So I would recommend people looking at platforms for i= nfants to ask themselves two questions:

 

i) what does a platform provide that could be used sim= ply by young children, but quite possible have a very significant impact? I've jus= t had an impact scenario contributed to the Impact Group from an infant schoo= l. 6 yr olds using a favourite book forum on their VLE, which strikes me as poss= ibly having a very big impact on their attitudes to reading.

 

ii) what degree of tweaking will the school be able to= do to the platform, to fulfill desires to use it in different ways and to make it more appealing and accessible to very young pupils.

 

 

Roger.

 

 

 

 

 

On 23 Feb 2010, at 11:28, Ray Tolley wrote:=



Roger,<= /p>

 <= /p>

I thought that Frog was looking at a Primary version?   Certainly I have always felt that Frog was the only VLE capable= of meeting the needs of Primaries.  I, too have seen some good examples o= f pupils working at KS2 on other systems but in these cases the interface was still not really appropriate with small fonts and deep-boring menus.=

 <= /p>

I really feel that there is need for some real CPD delivery required in this field to be demonstrated and circulated amongst all Primar= y teachers.

 <= /p>

BW

 <= /p>

Ray Tolley  FE= IDCT, NAACE Fellow, ACQI, MBILD

ICT Education Consultant<= o:p>

Maximise ICT Ltd

T:   &nbs= p;http://twitter.com/efolio

Winner of the IMS 'Leadership Regional Award 2009'

 <= /p>

From: advisory-admi= n@talk.naace.org [mailto:advisory-admin@talk.na= ace.org] On Behalf Of Roger Broadie
Sent: 23 February 20= 10 10:10
To: Advisory talk; primary@talk.naace.org
Subject: Re: [Adviso= ry] Infant Moodle

 

 

Chris,

 

I have been watching devel= opment of VLEs in primary for years, and it seemed to me that despite quite a few schools achieving great things with younger children, that there has not be= en a consensus on the imperative to use VLEs at this level.

 

But what Emma says really = agrees with what I have been thinking - that the imperative is developing around surfacing of the pupils' creativity, first for sharing and afl in the schoo= l, then powerfully with parents to drive parental engagement.

 

I also have a string feeli= ng that it will be a combination of VLE + Visualiser that will make this explode, s= o that all sorts of non-digital work and activity can also be made visible. Particularly if the pupils are enabled to use the visualiser to digitise th= eir work. (Some good examples on http://www.visualiserforum.org/)<= /a>

 

Roger.

 

 

 

 

 

On 22 Feb 2010, at 20:16, = Goto, Emma (EdICT) wrote:




Hi Chris,
I believe VLEs can have a real impact with younger children but people just need to do some tweaking to make sure they are using them in a way that all= ows children who are not yet confident readers to access them independently. It= 's about simple things like uploading or embedding a picture to link to a webs= ite from. To support emergent readers try recording and uploading sound files t= o talk the children through the learning platforms (e.g. 'click on the pictur= e below to go to a fun website'). VLEs can be used to share photographs that describe the learning that has been going on in class and for sharing children's next steps - great for another way to engage parents and carers.= Use the VLE to develop pupil voice. Ask questions through the forum and listen = to and act upon what children have to say (e.g. What do you want to learn abou= t ......?). If the VLE has a voice simple voice recorder built in to the foru= m that's even better because children can record their responses. VL!
Es are great for sharing embedded video too - very engaging and children ca= n go back to watch the video as and when suits them and they're learning. Try putting videos or weblinks into the forum so children can record responses about the video or website and what they have learned. Altogether VLEs are great for joining up learning inside of and outside of school - something u= s early years practitioners have been working on for years.
Sorry I don't know of any Infant School's using Moodle but I hope you find = what you are looking for.
Best Wishes,

Emma Goto
Learning Platform Project Consultant, EdICT  
IT (Children & Schools)
Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD
E-mail:             &nb= sp;   emma.goto@hants.gov.uk
Web:            http://intranet.hants.go= v.uk/ictinschools <https://owa.hants.gov.uk/exchweb/bin/redir.asp= ?URL=3Dhttp://intranet.hants.gov.uk/ictinschools>  

________________________________

From: advisory-admin@talk.naace.org=  on behalf of Chris Sutcliffe
Sent: Mon 22/02/2010 18:18
To: primary@talk.naace.org; advisory@talk.naace.org
Subject: [Advisory] Infant Moodle



Hi all 



Just wondered if anyone can point me in the direction of a good Nursery and Infant School Moodle? Also your thoughts on the pedagogy and practice of VL= E's at this age level would be appreciated.=  



Thanks,



Chris



Chris Sutcliffe

Education Consultant



WESTCOMtraining

engage...inspire...achieve

Lowther Road, Clay Flatts, Workington, CA14 2TQ

Tel: 01900 829734  Mob: 07866 890436

www.westcomtraining.co.uk<= span class=3Dapple-converted-space> <http://www.westcomtraining.co.uk= /> 

________________________________

WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961

UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43



This message (and any associated files) is intended only for the use of the individual or entity to which it is addressed and may contain information t= hat is confidential, subject to copyright or constitutes a trade secret. If you= are not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this mess= age, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored.




_______________________________________________
Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/m= m/listinfo/advisory
To unsubscribe send a message to <= /span>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

 

Roger Broadie,

Director,

Broadie Associates=

 

99 High Street, Chatteris= ,

Cambs, PE16 6NP, UK.

 

tel: +44 1 354 695583

mobile: +44 7710 328672

fax: +44 1 354 696647

 

 

 

 

 

 

 

Roger Broadie,

Director,

Broadie Associates=

 

99 High Street, Chatteris= ,

Cambs, PE16 6NP, UK.

 

tel: +44 1 354 695583

mobile: +44 7710 328672

fax: +44 1 354 696647

 

 

 

 

 

 

--_000_BF02D86C6444174AAE233885DD487D9107148D7AEXMBX01WBHLocal_-- From Emma.Goto@hants.gov.uk Tue Feb 23 15:16:29 2010 From: Emma.Goto@hants.gov.uk (Goto, Emma (EdICT)) Date: Tue, 23 Feb 2010 15:16:29 -0000 Subject: [Primary] Re: [Advisory] Infant Moodle References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88@SERVER.buspsl.local> <31F276920600A74FA1CC3B6203A9893901B885A3@EXVSRVB3.it2000.hants.gov.uk> <000001cab47b$53b5a230$fb20e690$@co.uk> <10484624-ED27-487C-8EE4-E648F2DC026C@broadieassociates.co.uk> Message-ID: <31F276920600A74FA1CC3B6203A9893901B885A7@EXVSRVB3.it2000.hants.gov.uk> Hi, I have to agree with Fiona that I have seen some great practice using our learning platform right across primary. In fact during the recent snow learning continued in the snow in many schools across the county despite the buildings being closed! I have also seen two infant schools using two different learning platforms in the county to revolutionise learning. It is not about the product but the pedagogy therefore I have purposeful not mentioned the products involved. If you are committed to using the technology effectively to personalise the learning experience of children you will be effective with whatever product you use. As a county we have provided a lot of training, to representatives from each school, based around the pedagogy and how we can make our learning platform use accessible to even the youngest learners. I think the schools that have then gone on to give plenty of time and support to all staff to develop their skills have moved practice forward most quickly. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org on behalf of Fiona Aubrey-Smith Sent: Tue 23/02/2010 12:57 To: 'Roger Broadie'; Ray Tolley; primary@talk.naace.org; Advisory talk Subject: RE: [Primary] Re: [Advisory] Infant Moodle I'm a genuinely baffled by some of the previous emails on this thread... You'll see from my Twitter feed (@FionaAS) that I link to hundreds of examples of Infants (and other age ranges) using their learning platform to achieve significant Impact-Upon-Learning every day! There are thousands and thousands of such schools! We (the UK) already have a fabulous teaching workforce in this country doing a brilliant job in classrooms across the nation day-in, day-out. If you're looking for a Learning example or Learning idea and can't find it let me know and I'll point you to someone doing it. Yes, that's a confident statement, but there are so many brilliant teachers out there, that I haven't yet been unable to do so. I'm not the only person - NAACE is full of people who can point to examples & ideas; that's why it's such a great organisation. The research that I carried out looking at Infant School learning platform use, which Peter very kindly highlighted (http://www.naace.co.uk/178) contains a number of conclusions, but one of which rings particularly true for this conversation given that my 2007 research used 1 learning platform, we also explored 3 others in our school/with our LA, and I'm now working for a company providing yet another learning platform. Important thing = how it all impacts upon learning. Conclusion = If you focus on the 'product' you're only going to achieve Product Outcomes. If you focus on the 'tools' then you're only going to achieve Tool related Outcomes. If you focus on the 'learning' then you'll achieve Learning Outcomes. Please can we get back to focusing on Learning??? I thought that's what we are all here for?! Best wishes, Fiona Fiona Aubrey-Smith Head of Educational Development UniServity Telephone: +44 7825 940 827 Address: Soane Point, 6-8 Market Place, Reading, RG1 2EG Web: www.uniservity.com http://twitter.com/FionaAS Save Paper - Do you really need to print this e-mail? Privileged/Confidential information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not copy or deliver this message to anyone. In such case, you should destroy this message, and notify us immediately. If you or your employer does not consent to internet email messages of this kind, please advise immediately. Opinions, conclusions and other information expressed in this message are not given by my company or employer unless otherwise indicated by an authorised representative independent of this message. From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On Behalf Of Roger Broadie Sent: 23 February 2010 12:20 To: Ray Tolley; primary@talk.naace.org; Advisory talk Subject: [Primary] Re: [Advisory] Infant Moodle Ray, Yes - Frog launched a primary Frog at BETT. I refrained from mentioning it because though there are some primary schools using Frog successfully, they have specifically not promoted Frog to primary until now. The reason for this is actually pretty relevant to this discussion, so with health warning - though I have reverted to being an independent consultant I am doing an impact study for Frog - this is the rationale. The two critical factors in the success of schools using the Frog platform are: - good leadership of change management, and it is a major part of the Frog sales and implementation process to make sure schools understand this clearly right up to the Head. - all the staff in the school having creative control of areas of the platform. Teachers, assistants and admin staff must be able to have that thought whenever they are trying to improve any aspect of teaching/learning or school operation, "If we had an online system that.......... we could improve this process much more powerfully". And then to be able to create and refine that system themselves. The problem with Frog in primary up to now has been that though anyone can build interactive Frog pages with almost no tuition, adding extra buttons to the main platform and changing navigation needs a bit more expertise, as does good visual design. This expertise exists in secondary schools but often not in primary. So giving primaries the right degree of creative control to develop their platforms has been harder. And the whole point of Frog is to enable schools to develop their platforms for changing needs. What makes it possible for Frog to promote to primary now is Frog Widgets, that allow Facebook-style drag-drop editing, and tools in the primary Frog to add complete new ready-made topic or class areas without having to build them page by page (that can then be tailored). The reason why I say this is relevant to this discussion, is really Emma's point that platforms need 'tweaking' to be appealing to, and to work for younger pupils. Frog has had some secondary schools that have had completely different user interfaces for KS3 and KS4 pupils, and separate (but linked) 6th form platforms. The change in interface needed as children progress from nursery through to top of KS2 and transition is probably even greater than that in secondary. So I would recommend people looking at platforms for infants to ask themselves two questions: i) what does a platform provide that could be used simply by young children, but quite possible have a very significant impact? I've just had an impact scenario contributed to the Impact Group from an infant school. 6 yr olds using a favourite book forum on their VLE, which strikes me as possibly having a very big impact on their attitudes to reading. ii) what degree of tweaking will the school be able to do to the platform, to fulfill desires to use it in different ways and to make it more appealing and accessible to very young pupils. Roger. On 23 Feb 2010, at 11:28, Ray Tolley wrote: Roger, I thought that Frog was looking at a Primary version? Certainly I have always felt that Frog was the only VLE capable of meeting the needs of Primaries. I, too have seen some good examples of pupils working at KS2 on other systems but in these cases the interface was still not really appropriate with small fonts and deep-boring menus. I really feel that there is need for some real CPD delivery required in this field to be demonstrated and circulated amongst all Primary teachers. 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Roger Broadie Sent: 23 February 2010 10:10 To: Advisory talk; primary@talk.naace.org Subject: Re: [Advisory] Infant Moodle Chris, I have been watching development of VLEs in primary for years, and it seemed to me that despite quite a few schools achieving great things with younger children, that there has not been a consensus on the imperative to use VLEs at this level. But what Emma says really agrees with what I have been thinking - that the imperative is developing around surfacing of the pupils' creativity, first for sharing and afl in the school, then powerfully with parents to drive parental engagement. I also have a string feeling that it will be a combination of VLE + Visualiser that will make this explode, so that all sorts of non-digital work and activity can also be made visible. Particularly if the pupils are enabled to use the visualiser to digitise their work. (Some good examples on http://www.visualiserforum.org/) Roger. On 22 Feb 2010, at 20:16, Goto, Emma (EdICT) wrote: Hi Chris, I believe VLEs can have a real impact with younger children but people just need to do some tweaking to make sure they are using them in a way that allows children who are not yet confident readers to access them independently. It's about simple things like uploading or embedding a picture to link to a website from. To support emergent readers try recording and uploading sound files to talk the children through the learning platforms (e.g. 'click on the picture below to go to a fun website'). VLEs can be used to share photographs that describe the learning that has been going on in class and for sharing children's next steps - great for another way to engage parents and carers. Use the VLE to develop pupil voice. Ask questions through the forum and listen to and act upon what children have to say (e.g. What do you want to learn about ......?). If the VLE has a voice simple voice recorder built in to the forum that's even better because children can record their responses. VL! Es are great for sharing embedded video too - very engaging and children can go back to watch the video as and when suits them and they're learning. Try putting videos or weblinks into the forum so children can record responses about the video or website and what they have learned. Altogether VLEs are great for joining up learning inside of and outside of school - something us early years practitioners have been working on for years. Sorry I don't know of any Infant School's using Moodle but I hope you find what you are looking for. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org on behalf of Chris Sutcliffe Sent: Mon 22/02/2010 18:18 To: primary@talk.naace.org; advisory@talk.naace.org Subject: [Advisory] Infant Moodle Hi all Just wondered if anyone can point me in the direction of a good Nursery and Infant School Moodle? Also your thoughts on the pedagogy and practice of VLE's at this age level would be appreciated. Thanks, Chris Chris Sutcliffe Education Consultant WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk ________________________________ WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43 This message (and any associated files) is intended only for the use of the individual or entity to which it is addressed and may contain information that is confidential, subject to copyright or constitutes a trade secret. If you are not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this message, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored. _______________________________________________ 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 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 From andyp@edujam.org Tue Feb 23 16:07:46 2010 From: andyp@edujam.org (Andy Preston) Date: Tue, 23 Feb 2010 16:07:46 -0000 Subject: [Advisory] use of learning platfroms in primary In-Reply-To: <31F276920600A74FA1CC3B6203A9893901B885A7@EXVSRVB3.it2000.hants.gov.uk> Message-ID: Hi, I think still only a few schools are quite mature, settled in sustained use. Pupils, staff do seem to enjoy learning outcomes from a mix of ( quick win, workload reducing) weekly literacy,numeracy tasks ( creating habitual use) alongside (time willing, sats ingnoring ) fun creative practice with exciting media. Head teachers who go for it are basking in the glory of excellent ofsted reports re community cohesion. It is a really long journey though, all the people management issues mentioned are very real and often fear is rife, hence high quality leadership, services, support are all paramount as well as judgement in choosing staff that are change agents with the confidence, open and able to grasp the opportunity to do things differently to do things better. Andy Preston Programme Director - edujam cic Email - andyp@edujam.org Mob - 07733264984 Creative producers - Engaged learners Visit our Website at www.edujam.org Stamp down on CO2. Please print only if required. D I S C L A I M E R The information contained in this communication is intended solely for use by the individual or entity to whom it is addressed. Use of this communication by others is prohibited. If you are not the intended recipient, please inform us. This communication has been checked for known viruses by our anti-virus system. edujam cic is neither liable for the proper and complete transmission of the information contained in this communication nor for any delay in its receipt nor or any special, incidental or consequential damages of any nature whatsoever resulting from receipt or use of this communication. -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]On Behalf Of Goto, Emma (EdICT) Sent: 23 February 2010 15:16 To: Fiona Aubrey-Smith; advisory@talk.naace.org Subject: RE: [Primary] Re: [Advisory] Infant Moodle Hi, I have to agree with Fiona that I have seen some great practice using our learning platform right across primary. In fact during the recent snow learning continued in the snow in many schools across the county despite the buildings being closed! I have also seen two infant schools using two different learning platforms in the county to revolutionise learning. It is not about the product but the pedagogy therefore I have purposeful not mentioned the products involved. If you are committed to using the technology effectively to personalise the learning experience of children you will be effective with whatever product you use. As a county we have provided a lot of training, to representatives from each school, based around the pedagogy and how we can make our learning platform use accessible to even the youngest learners. I think the schools that have then gone on to give plenty of time and support to all staff to develop their skills have moved practice forward most quickly. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org on behalf of Fiona Aubrey-Smith Sent: Tue 23/02/2010 12:57 To: 'Roger Broadie'; Ray Tolley; primary@talk.naace.org; Advisory talk Subject: RE: [Primary] Re: [Advisory] Infant Moodle I'm a genuinely baffled by some of the previous emails on this thread... You'll see from my Twitter feed (@FionaAS) that I link to hundreds of examples of Infants (and other age ranges) using their learning platform to achieve significant Impact-Upon-Learning every day! There are thousands and thousands of such schools! We (the UK) already have a fabulous teaching workforce in this country doing a brilliant job in classrooms across the nation day-in, day-out. If you're looking for a Learning example or Learning idea and can't find it let me know and I'll point you to someone doing it. Yes, that's a confident statement, but there are so many brilliant teachers out there, that I haven't yet been unable to do so. I'm not the only person - NAACE is full of people who can point to examples & ideas; that's why it's such a great organisation. The research that I carried out looking at Infant School learning platform use, which Peter very kindly highlighted (http://www.naace.co.uk/178) contains a number of conclusions, but one of which rings particularly true for this conversation given that my 2007 research used 1 learning platform, we also explored 3 others in our school/with our LA, and I'm now working for a company providing yet another learning platform. Important thing = how it all impacts upon learning. Conclusion = If you focus on the 'product' you're only going to achieve Product Outcomes. If you focus on the 'tools' then you're only going to achieve Tool related Outcomes. If you focus on the 'learning' then you'll achieve Learning Outcomes. Please can we get back to focusing on Learning??? I thought that's what we are all here for?! Best wishes, Fiona Fiona Aubrey-Smith Head of Educational Development UniServity Telephone: +44 7825 940 827 Address: Soane Point, 6-8 Market Place, Reading, RG1 2EG Web: www.uniservity.com http://twitter.com/FionaAS Save Paper - Do you really need to print this e-mail? Privileged/Confidential information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not copy or deliver this message to anyone. In such case, you should destroy this message, and notify us immediately. If you or your employer does not consent to internet email messages of this kind, please advise immediately. Opinions, conclusions and other information expressed in this message are not given by my company or employer unless otherwise indicated by an authorised representative independent of this message. From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On Behalf Of Roger Broadie Sent: 23 February 2010 12:20 To: Ray Tolley; primary@talk.naace.org; Advisory talk Subject: [Primary] Re: [Advisory] Infant Moodle Ray, Yes - Frog launched a primary Frog at BETT. I refrained from mentioning it because though there are some primary schools using Frog successfully, they have specifically not promoted Frog to primary until now. The reason for this is actually pretty relevant to this discussion, so with health warning - though I have reverted to being an independent consultant I am doing an impact study for Frog - this is the rationale. The two critical factors in the success of schools using the Frog platform are: - good leadership of change management, and it is a major part of the Frog sales and implementation process to make sure schools understand this clearly right up to the Head. - all the staff in the school having creative control of areas of the platform. Teachers, assistants and admin staff must be able to have that thought whenever they are trying to improve any aspect of teaching/learning or school operation, "If we had an online system that.......... we could improve this process much more powerfully". And then to be able to create and refine that system themselves. The problem with Frog in primary up to now has been that though anyone can build interactive Frog pages with almost no tuition, adding extra buttons to the main platform and changing navigation needs a bit more expertise, as does good visual design. This expertise exists in secondary schools but often not in primary. So giving primaries the right degree of creative control to develop their platforms has been harder. And the whole point of Frog is to enable schools to develop their platforms for changing needs. What makes it possible for Frog to promote to primary now is Frog Widgets, that allow Facebook-style drag-drop editing, and tools in the primary Frog to add complete new ready-made topic or class areas without having to build them page by page (that can then be tailored). The reason why I say this is relevant to this discussion, is really Emma's point that platforms need 'tweaking' to be appealing to, and to work for younger pupils. Frog has had some secondary schools that have had completely different user interfaces for KS3 and KS4 pupils, and separate (but linked) 6th form platforms. The change in interface needed as children progress from nursery through to top of KS2 and transition is probably even greater than that in secondary. So I would recommend people looking at platforms for infants to ask themselves two questions: i) what does a platform provide that could be used simply by young children, but quite possible have a very significant impact? I've just had an impact scenario contributed to the Impact Group from an infant school. 6 yr olds using a favourite book forum on their VLE, which strikes me as possibly having a very big impact on their attitudes to reading. ii) what degree of tweaking will the school be able to do to the platform, to fulfill desires to use it in different ways and to make it more appealing and accessible to very young pupils. Roger. On 23 Feb 2010, at 11:28, Ray Tolley wrote: Roger, I thought that Frog was looking at a Primary version? Certainly I have always felt that Frog was the only VLE capable of meeting the needs of Primaries. I, too have seen some good examples of pupils working at KS2 on other systems but in these cases the interface was still not really appropriate with small fonts and deep-boring menus. I really feel that there is need for some real CPD delivery required in this field to be demonstrated and circulated amongst all Primary teachers. 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Roger Broadie Sent: 23 February 2010 10:10 To: Advisory talk; primary@talk.naace.org Subject: Re: [Advisory] Infant Moodle Chris, I have been watching development of VLEs in primary for years, and it seemed to me that despite quite a few schools achieving great things with younger children, that there has not been a consensus on the imperative to use VLEs at this level. But what Emma says really agrees with what I have been thinking - that the imperative is developing around surfacing of the pupils' creativity, first for sharing and afl in the school, then powerfully with parents to drive parental engagement. I also have a string feeling that it will be a combination of VLE + Visualiser that will make this explode, so that all sorts of non-digital work and activity can also be made visible. Particularly if the pupils are enabled to use the visualiser to digitise their work. (Some good examples on http://www.visualiserforum.org/) Roger. On 22 Feb 2010, at 20:16, Goto, Emma (EdICT) wrote: Hi Chris, I believe VLEs can have a real impact with younger children but people just need to do some tweaking to make sure they are using them in a way that allows children who are not yet confident readers to access them independently. It's about simple things like uploading or embedding a picture to link to a website from. To support emergent readers try recording and uploading sound files to talk the children through the learning platforms (e.g. 'click on the picture below to go to a fun website'). VLEs can be used to share photographs that describe the learning that has been going on in class and for sharing children's next steps - great for another way to engage parents and carers. Use the VLE to develop pupil voice. Ask questions through the forum and listen to and act upon what children have to say (e.g. What do you want to learn about ......?). If the VLE has a voice simple voice recorder built in to the forum that's even better because children can record their responses. VL! Es are great for sharing embedded video too - very engaging and children can go back to watch the video as and when suits them and they're learning. Try putting videos or weblinks into the forum so children can record responses about the video or website and what they have learned. Altogether VLEs are great for joining up learning inside of and outside of school - something us early years practitioners have been working on for years. Sorry I don't know of any Infant School's using Moodle but I hope you find what you are looking for. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org on behalf of Chris Sutcliffe Sent: Mon 22/02/2010 18:18 To: primary@talk.naace.org; advisory@talk.naace.org Subject: [Advisory] Infant Moodle Hi all Just wondered if anyone can point me in the direction of a good Nursery and Infant School Moodle? Also your thoughts on the pedagogy and practice of VLE's at this age level would be appreciated. Thanks, Chris Chris Sutcliffe Education Consultant WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk ________________________________ WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43 This message (and any associated files) is intended only for the use of the individual or entity to which it is addressed and may contain information that is confidential, subject to copyright or constitutes a trade secret. If you are not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this message, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored. _______________________________________________ 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 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From stevie.vanhegan@ntu.ac.uk Tue Feb 23 17:00:16 2010 From: stevie.vanhegan@ntu.ac.uk (Vanhegan, Stevie) Date: Tue, 23 Feb 2010 17:00:16 -0000 Subject: [Advisory] Interactive Technologies and Games: Education, Health and Disability: Call for papers Message-ID: <1B1E49C162ACD8408420EE958A4A6CDD07617AA5@whitebeam.ads.ntu.ac.uk> This is a multi-part message in MIME format. ------_=_NextPart_001_01CAB4A9.ABF8B836 Content-Type: multipart/alternative; boundary="----_=_NextPart_002_01CAB4A9.ABF8B836" ------_=_NextPart_002_01CAB4A9.ABF8B836 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable [Apologies for cross posting] =20 Interactive Technologies and Games: Education, Health and Disability=20 =20 Nottingham Trent University, Nottingham=20 26th and 27th October 2010 Call for papers=20 The aim of the conference is to bring together academics and practitioners working with interactive technologies to explore and innovate within the areas of Education, Health and Disability. We have a particular focus on the use of gaming hardware and software to implement accessible solutions, interaction design using new input/output devices and the increasing impact of ubiquitous computing on our everyday well being. =20 The conference provides an excellent opportunity to showcase practice and to mainstream research ideas and outcomes. It will introduce a wider audience to key findings and products from research and will illustrate how practice feeds back into and informs research. The conference will create a forum for two-way communication between the academic and practitioner communities and particularly welcomes user led presentations and workshops. =20 More details are attached=20 =20 =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=20 Stevie Vanhegan | Senior Lecturer | School of Education | Nottingham Trent University | Lionel Robbins Building | Clifton Lane | Nottingham NG11 8NS | Tel: 0115-848-3179 | Fax: 0115-848-6626 This email is intended solely for the addressee. It may contain private = and confidential information. If you are not the intended addressee, = please take no action based on it nor show a copy to anyone. In this = case, please reply to this email to highlight the error. Opinions and = information in this email that do not relate to the official business of = Nottingham Trent University shall be understood as neither given nor = endorsed by the University. Nottingham Trent University has taken steps to ensure that this email = and any attachments are virus-free, but we do advise that the recipient = should check that the email and its attachments are actually virus free. = This is in keeping with good computing practice. ------_=_NextPart_002_01CAB4A9.ABF8B836 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable
[Apologies for cross = posting]
 

Interactive Technologies = and Games:=20 Education, Health and Disability

 

Nottingham Trent=20 University, Nottingham

26th and = 27th=20 October 2010

Call for papers=20

The aim of the conference is to bring together academics = and=20 practitioners working with interactive technologies to explore and = innovate=20 within the areas of Education, Health and Disability. We have a = particular focus=20 on the use of gaming hardware and software to implement accessible = solutions,=20 interaction design using new input/output devices and the increasing = impact of=20 ubiquitous computing on our everyday well = being.

 

The conference provides an excellent opportunity to = showcase=20 practice and to mainstream research ideas and outcomes. It will = introduce a=20 wider audience to key findings and products from research and will = illustrate=20 how practice feeds back into and informs research. The conference will = create a=20 forum for two-way communication between the academic and practitioner=20 communities and particularly welcomes user led presentations and=20 workshops.

 

More details are attached=20

 
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D
Stevie Vanhegan | Senior Lecturer = | School of=20 Education | Nottingham Trent University | Lionel Robbins Building | = Clifton Lane=20 | Nottingham NG11 8NS | Tel: 0115-848-3179 | Fax:=20 0115-848-6626

DISCLAIMER:
This email is = intended solely for the addressee. It may contain private and = confidential information. If you are not the intended addressee, please = take no action based on it nor show a copy to anyone. In this case, = please reply to this email to highlight the error. Opinions and = information in this email that do not relate to the official business of = Nottingham Trent University shall be understood as neither given nor = endorsed by the University.

Nottingham Trent University has taken steps to ensure that this email = and any attachments are virus-free, but we do advise that the recipient = should check that the email and its attachments are actually virus free. = This is in keeping with good computing practice.

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MIME format. ------_=_NextPart_001_01CAB4AA.BFFA1EDA Content-Type: multipart/alternative; boundary="----_=_NextPart_002_01CAB4AA.BFFA1EDA" ------_=_NextPart_002_01CAB4AA.BFFA1EDA Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Apologies again. Here is the latest version of the attachment.=20 =20 Stevie=20 =20 ________________________________ From: Vanhegan, Stevie=20 Sent: 23 February 2010 17:00 To: advisory@talk.naace.org Cc: Krelle, Karen Subject: Interactive Technologies and Games: Education, Health and Disability: Call for papers [Apologies for cross posting] =20 Interactive Technologies and Games: Education, Health and Disability=20 =20 Nottingham Trent University, Nottingham=20 26th and 27th October 2010 Call for papers=20 The aim of the conference is to bring together academics and practitioners working with interactive technologies to explore and innovate within the areas of Education, Health and Disability. We have a particular focus on the use of gaming hardware and software to implement accessible solutions, interaction design using new input/output devices and the increasing impact of ubiquitous computing on our everyday well being. =20 The conference provides an excellent opportunity to showcase practice and to mainstream research ideas and outcomes. It will introduce a wider audience to key findings and products from research and will illustrate how practice feeds back into and informs research. The conference will create a forum for two-way communication between the academic and practitioner communities and particularly welcomes user led presentations and workshops. =20 More details are attached=20 =20 =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=20 Stevie Vanhegan | Senior Lecturer | School of Education | Nottingham Trent University | Lionel Robbins Building | Clifton Lane | Nottingham NG11 8NS | Tel: 0115-848-3179 | Fax: 0115-848-6626 This email is intended solely for the addressee. It may contain private = and confidential information. If you are not the intended addressee, = please take no action based on it nor show a copy to anyone. In this = case, please reply to this email to highlight the error. Opinions and = information in this email that do not relate to the official business of = Nottingham Trent University shall be understood as neither given nor = endorsed by the University. Nottingham Trent University has taken steps to ensure that this email = and any attachments are virus-free, but we do advise that the recipient = should check that the email and its attachments are actually virus free. = This is in keeping with good computing practice. ------_=_NextPart_002_01CAB4AA.BFFA1EDA Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable
Apologies again.  Here is the latest = version of the=20 attachment.
 

Stevie

 

From: Vanhegan, Stevie =
Sent: 23=20 February 2010 17:00
To: advisory@talk.naace.org
Cc: = Krelle,=20 Karen
Subject: Interactive Technologies and Games: Education, = Health=20 and Disability: Call for papers

[Apologies for cross = posting]
 

Interactive Technologies = and Games:=20 Education, Health and Disability

 

Nottingham Trent=20 University, Nottingham

26th and = 27th=20 October 2010

Call for papers=20

The aim of the conference is to bring together academics = and=20 practitioners working with interactive technologies to explore and = innovate=20 within the areas of Education, Health and Disability. We have a = particular focus=20 on the use of gaming hardware and software to implement accessible = solutions,=20 interaction design using new input/output devices and the increasing = impact of=20 ubiquitous computing on our everyday well = being.

 

The conference provides an excellent opportunity to = showcase=20 practice and to mainstream research ideas and outcomes. It will = introduce a=20 wider audience to key findings and products from research and will = illustrate=20 how practice feeds back into and informs research. The conference will = create a=20 forum for two-way communication between the academic and practitioner=20 communities and particularly welcomes user led presentations and=20 workshops.

 

More details are attached=20

 
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D
Stevie Vanhegan | Senior Lecturer = | School of=20 Education | Nottingham Trent University | Lionel Robbins Building | = Clifton Lane=20 | Nottingham NG11 8NS | Tel: 0115-848-3179 | Fax:=20 0115-848-6626

DISCLAIMER:
This email is = intended solely for the addressee. It may contain private and = confidential information. If you are not the intended addressee, please = take no action based on it nor show a copy to anyone. In this case, = please reply to this email to highlight the error. Opinions and = information in this email that do not relate to the official business of = Nottingham Trent University shall be understood as neither given nor = endorsed by the University.

Nottingham Trent University has taken steps to ensure that this email = and any attachments are virus-free, but we do advise that the recipient = should check that the email and its attachments are actually virus free. = This is in keeping with good computing practice.

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I could give many different examples of great primary VLE practice within Hampshire, but let me just give you one example from an infant school I met with today. They didn't strike me at the beginning of training as the most confident of ICT teachers, enthusiastic yes, but confident? Not so much. Today they came bounding into training eager to thank us for the VLE work we'd been doing. They have seen children completing homework that hadn't done so for months. Children eager to upload, share and comment on photos of their half term holiday and the adventures they had been getting up to. They have had an overwhelming response from parents saying how fantastic it was to be able to access resources from the lesson to recap what the teacher had taught, but then additional activities if the child wanted to continue at home such as websites, games and videos. The teachers said every single child in their year group (y2) has logged on in the past few weeks at home or in a couple of cases, came into school with their parent and used the ICT suite after school. Their next step is to launch with Year R and 1. To hear some of the things they have been doing after only a few months is amazing. This is one of many schools like this we have in Hampshire. Yes, it has been hard work launching it with 420 schools in 2 years, but we are just at the start of what can be achieved within our primary schools. Ian Addison Learning Platform Project Consultant (EdICT) ICT Mark Assessor -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Andy Preston Sent: 23 February 2010 16:08 To: Goto, Emma (EdICT); Fiona Aubrey-Smith; advisory@talk.naace.org Subject: [Advisory] use of learning platfroms in primary Hi, I think still only a few schools are quite mature, settled in sustained use. Pupils, staff do seem to enjoy learning outcomes from a mix of ( quick win, workload reducing) weekly literacy,numeracy tasks ( creating habitual use) alongside (time willing, sats ingnoring ) fun creative practice with exciting media. Head teachers who go for it are basking in the glory of excellent ofsted reports re community cohesion. It is a really long journey though, all the people management issues mentioned are very real and often fear is rife, hence high quality leadership, services, support are all paramount as well as judgement in choosing staff that are change agents with the confidence, open and able to grasp the opportunity to do things differently to do things better. Andy Preston Programme Director - edujam cic Email - andyp@edujam.org Mob - 07733264984 Creative producers - Engaged learners Visit our Website at www.edujam.org Stamp down on CO2. Please print only if required. D I S C L A I M E R The information contained in this communication is intended solely for use by the individual or entity to whom it is addressed. Use of this communication by others is prohibited. If you are not the intended recipient, please inform us. This communication has been checked for known viruses by our anti-virus system. edujam cic is neither liable for the proper and complete transmission of the information contained in this communication nor for any delay in its receipt nor or any special, incidental or consequential damages of any nature whatsoever resulting from receipt or use of this communication. -----Original Message----- From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]On Behalf Of Goto, Emma (EdICT) Sent: 23 February 2010 15:16 To: Fiona Aubrey-Smith; advisory@talk.naace.org Subject: RE: [Primary] Re: [Advisory] Infant Moodle Hi, I have to agree with Fiona that I have seen some great practice using our learning platform right across primary. In fact during the recent snow learning continued in the snow in many schools across the county despite the buildings being closed! I have also seen two infant schools using two different learning platforms in the county to revolutionise learning. It is not about the product but the pedagogy therefore I have purposeful not mentioned the products involved. If you are committed to using the technology effectively to personalise the learning experience of children you will be effective with whatever product you use. As a county we have provided a lot of training, to representatives from each school, based around the pedagogy and how we can make our learning platform use accessible to even the youngest learners. I think the schools that have then gone on to give plenty of time and support to all staff to develop their skills have moved practice forward most quickly. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org on behalf of Fiona Aubrey-Smith Sent: Tue 23/02/2010 12:57 To: 'Roger Broadie'; Ray Tolley; primary@talk.naace.org; Advisory talk Subject: RE: [Primary] Re: [Advisory] Infant Moodle I'm a genuinely baffled by some of the previous emails on this thread... You'll see from my Twitter feed (@FionaAS) that I link to hundreds of examples of Infants (and other age ranges) using their learning platform to achieve significant Impact-Upon-Learning every day! There are thousands and thousands of such schools! We (the UK) already have a fabulous teaching workforce in this country doing a brilliant job in classrooms across the nation day-in, day-out. If you're looking for a Learning example or Learning idea and can't find it let me know and I'll point you to someone doing it. Yes, that's a confident statement, but there are so many brilliant teachers out there, that I haven't yet been unable to do so. I'm not the only person - NAACE is full of people who can point to examples & ideas; that's why it's such a great organisation. The research that I carried out looking at Infant School learning platform use, which Peter very kindly highlighted (http://www.naace.co.uk/178) contains a number of conclusions, but one of which rings particularly true for this conversation given that my 2007 research used 1 learning platform, we also explored 3 others in our school/with our LA, and I'm now working for a company providing yet another learning platform. Important thing = how it all impacts upon learning. Conclusion = If you focus on the 'product' you're only going to achieve Product Outcomes. If you focus on the 'tools' then you're only going to achieve Tool related Outcomes. If you focus on the 'learning' then you'll achieve Learning Outcomes. Please can we get back to focusing on Learning??? I thought that's what we are all here for?! Best wishes, Fiona Fiona Aubrey-Smith Head of Educational Development UniServity Telephone: +44 7825 940 827 Address: Soane Point, 6-8 Market Place, Reading, RG1 2EG Web: www.uniservity.com http://twitter.com/FionaAS Save Paper - Do you really need to print this e-mail? Privileged/Confidential information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not copy or deliver this message to anyone. In such case, you should destroy this message, and notify us immediately. If you or your employer does not consent to internet email messages of this kind, please advise immediately. Opinions, conclusions and other information expressed in this message are not given by my company or employer unless otherwise indicated by an authorised representative independent of this message. From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On Behalf Of Roger Broadie Sent: 23 February 2010 12:20 To: Ray Tolley; primary@talk.naace.org; Advisory talk Subject: [Primary] Re: [Advisory] Infant Moodle Ray, Yes - Frog launched a primary Frog at BETT. I refrained from mentioning it because though there are some primary schools using Frog successfully, they have specifically not promoted Frog to primary until now. The reason for this is actually pretty relevant to this discussion, so with health warning - though I have reverted to being an independent consultant I am doing an impact study for Frog - this is the rationale. The two critical factors in the success of schools using the Frog platform are: - good leadership of change management, and it is a major part of the Frog sales and implementation process to make sure schools understand this clearly right up to the Head. - all the staff in the school having creative control of areas of the platform. Teachers, assistants and admin staff must be able to have that thought whenever they are trying to improve any aspect of teaching/learning or school operation, "If we had an online system that.......... we could improve this process much more powerfully". And then to be able to create and refine that system themselves. The problem with Frog in primary up to now has been that though anyone can build interactive Frog pages with almost no tuition, adding extra buttons to the main platform and changing navigation needs a bit more expertise, as does good visual design. This expertise exists in secondary schools but often not in primary. So giving primaries the right degree of creative control to develop their platforms has been harder. And the whole point of Frog is to enable schools to develop their platforms for changing needs. What makes it possible for Frog to promote to primary now is Frog Widgets, that allow Facebook-style drag-drop editing, and tools in the primary Frog to add complete new ready-made topic or class areas without having to build them page by page (that can then be tailored). The reason why I say this is relevant to this discussion, is really Emma's point that platforms need 'tweaking' to be appealing to, and to work for younger pupils. Frog has had some secondary schools that have had completely different user interfaces for KS3 and KS4 pupils, and separate (but linked) 6th form platforms. The change in interface needed as children progress from nursery through to top of KS2 and transition is probably even greater than that in secondary. So I would recommend people looking at platforms for infants to ask themselves two questions: i) what does a platform provide that could be used simply by young children, but quite possible have a very significant impact? I've just had an impact scenario contributed to the Impact Group from an infant school. 6 yr olds using a favourite book forum on their VLE, which strikes me as possibly having a very big impact on their attitudes to reading. ii) what degree of tweaking will the school be able to do to the platform, to fulfill desires to use it in different ways and to make it more appealing and accessible to very young pupils. Roger. On 23 Feb 2010, at 11:28, Ray Tolley wrote: Roger, I thought that Frog was looking at a Primary version? Certainly I have always felt that Frog was the only VLE capable of meeting the needs of Primaries. I, too have seen some good examples of pupils working at KS2 on other systems but in these cases the interface was still not really appropriate with small fonts and deep-boring menus. I really feel that there is need for some real CPD delivery required in this field to be demonstrated and circulated amongst all Primary teachers. 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Roger Broadie Sent: 23 February 2010 10:10 To: Advisory talk; primary@talk.naace.org Subject: Re: [Advisory] Infant Moodle Chris, I have been watching development of VLEs in primary for years, and it seemed to me that despite quite a few schools achieving great things with younger children, that there has not been a consensus on the imperative to use VLEs at this level. But what Emma says really agrees with what I have been thinking - that the imperative is developing around surfacing of the pupils' creativity, first for sharing and afl in the school, then powerfully with parents to drive parental engagement. I also have a string feeling that it will be a combination of VLE + Visualiser that will make this explode, so that all sorts of non-digital work and activity can also be made visible. Particularly if the pupils are enabled to use the visualiser to digitise their work. (Some good examples on http://www.visualiserforum.org/) Roger. On 22 Feb 2010, at 20:16, Goto, Emma (EdICT) wrote: Hi Chris, I believe VLEs can have a real impact with younger children but people just need to do some tweaking to make sure they are using them in a way that allows children who are not yet confident readers to access them independently. It's about simple things like uploading or embedding a picture to link to a website from. To support emergent readers try recording and uploading sound files to talk the children through the learning platforms (e.g. 'click on the picture below to go to a fun website'). VLEs can be used to share photographs that describe the learning that has been going on in class and for sharing children's next steps - great for another way to engage parents and carers. Use the VLE to develop pupil voice. Ask questions through the forum and listen to and act upon what children have to say (e.g. What do you want to learn about ......?). If the VLE has a voice simple voice recorder built in to the forum that's even better because children can record their responses. VL! Es are great for sharing embedded video too - very engaging and children can go back to watch the video as and when suits them and they're learning. Try putting videos or weblinks into the forum so children can record responses about the video or website and what they have learned. Altogether VLEs are great for joining up learning inside of and outside of school - something us early years practitioners have been working on for years. Sorry I don't know of any Infant School's using Moodle but I hope you find what you are looking for. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org on behalf of Chris Sutcliffe Sent: Mon 22/02/2010 18:18 To: primary@talk.naace.org; advisory@talk.naace.org Subject: [Advisory] Infant Moodle Hi all Just wondered if anyone can point me in the direction of a good Nursery and Infant School Moodle? Also your thoughts on the pedagogy and practice of VLE's at this age level would be appreciated. Thanks, Chris Chris Sutcliffe Education Consultant WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk ________________________________ WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43 This message (and any associated files) is intended only for the use of the individual or entity to which it is addressed and may contain information that is confidential, subject to copyright or constitutes a trade secret. If you are not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this message, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored. _______________________________________________ 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 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From chris@westcomtraining.co.uk Tue Feb 23 20:18:37 2010 From: chris@westcomtraining.co.uk (Chris Sutcliffe) Date: Tue, 23 Feb 2010 20:18:37 +0000 Subject: [Advisory] Infant Moodle again Message-ID: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3@SERVER.buspsl.local> --_000_003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3SERVERbuspsll_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Hi again Thanks everyone for your ideas, links, tweets etc. They have been most help= ful! One further question though - what about individual logins? Have you f= ound that little ones are able to work with usernames and passwords, or is = a class login best, or open access? I realise there are pros and cons to ea= ch, so thoughts from those who have tried the different approaches would be= appreciated. Many thanks, Chris Chris Sutcliffe Education Consultant WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk ________________________________ WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registr= ation 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT regis= tration no 804 7308 43 This message (and any associated files) is intended only for the use of the= individual or entity to which it is addressed and may contain information = that is confidential, subject to copyright or constitutes a trade secret. I= f you are not the intended recipient you are hereby notified that any disse= mination, copying or distribution of this message, or files associated with= this message, is strictly prohibited. If you have received this message in= error, please notify us immediately by replying to the message and deletin= g it from your computer. Messages sent to and from us may be monitored. --_000_003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3SERVERbuspsll_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Hi again

 

Thanks everyone for your ideas, links, tweets etc. The= y have been most helpful! One further question though – what about individua= l logins? Have you found that little ones are able to work with usernames and passwords, or is a class login best, or open access? I realise there are pr= os and cons to each, so thoughts from those who have tried the different appro= aches would be appreciated.

 

Many thanks,

 

Chris

 

Chris Sut= cliffe

Education Consultant

 

WEST= COMtraining

engage.= ..inspire...achieve

Lowther R= oad, Clay Flatts, Workington, CA14 2TQ

Tel: 0190= 0 829734  Mob: 07866 890436

www.westcomtraining.co.uk

WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961<= /p>

UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43

 

This message (and any associated files) is intended only for the use of the indi= vidual or entity to which it is addressed and may contain information that is confidential, subject to copyright or constitutes a trade secret. If you ar= e not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this mess= age, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored.

 

--_000_003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3SERVERbuspsll_-- From Emma.Goto@hants.gov.uk Tue Feb 23 21:04:25 2010 From: Emma.Goto@hants.gov.uk (Goto, Emma (EdICT)) Date: Tue, 23 Feb 2010 21:04:25 -0000 Subject: [Advisory] Infant Moodle again References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3@SERVER.buspsl.local> <31F276920600A74FA1CC3B6203A9893901B885A9@EXVSRVB3.it2000.hants.gov.uk> Message-ID: <31F276920600A74FA1CC3B6203A9893901B885AB@EXVSRVB3.it2000.hants.gov.uk> Hi Chris, My reception class could all log on to the school network independently by Christmas. I have been banging on for years about teachers teaching children the skills of independence in all areas of learning. One of the Early Years practitioners I have been teaching to use our learning platform recently came and said "you were right, I taught them and they did it". It is, after all easier than teaching them to do up their laces, do up their coats, sit still etc - all the things good Reception teachers have always taught children. If you believe they will do it and express that positively they will. Best Wishes, Emma Goto Learning Platform Project Consultant, EdICT IT (Children & Schools) Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD E-mail: emma.goto@hants.gov.uk Web: http://intranet.hants.gov.uk/ictinschools ________________________________ From: advisory-admin@talk.naace.org on behalf of Chris Sutcliffe Sent: Tue 23/02/2010 20:18 To: primary@talk.naace.org; advisory@talk.naace.org Subject: [Advisory] Infant Moodle again Hi again Thanks everyone for your ideas, links, tweets etc. They have been most helpful! One further question though - what about individual logins? Have you found that little ones are able to work with usernames and passwords, or is a class login best, or open access? I realise there are pros and cons to each, so thoughts from those who have tried the different approaches would be appreciated. Many thanks, Chris Chris Sutcliffe Education Consultant WESTCOMtraining engage...inspire...achieve Lowther Road, Clay Flatts, Workington, CA14 2TQ Tel: 01900 829734 Mob: 07866 890436 www.westcomtraining.co.uk ________________________________ WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961 UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43 This message (and any associated files) is intended only for the use of the individual or entity to which it is addressed and may contain information that is confidential, subject to copyright or constitutes a trade secret. If you are not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this message, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored. From mberry@bcs.org Tue Feb 23 21:10:49 2010 From: mberry@bcs.org (Miles Berry) Date: Tue, 23 Feb 2010 21:10:49 +0000 Subject: [Advisory] Re: [Primary] Infant Moodle again In-Reply-To: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3@SERVER.buspsl.local> References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3@SERVER.buspsl.local> Message-ID: <5946b8ad1002231310qfb4e743g87ae37350bb164ab@mail.gmail.com> Hi Chris, There's much to be said for pupils getting a sense of their online/digital identity from an early age, but the practical side of things here is problematic. Logging in becomes a lot easier with lowercase keyboards, and I'd expect some enterprising firm to have developed a solution using RFID tags or biometrics already. Back in school we went with a shared log-in but individual folders up to Y2, the contents of which moved into their individual accounts when they joined Y3, however we weren't using Moodle in KS1 ourselves. If the school's interest is just as a way of presenting online resources, then you can go a long way with guest access and enrolment keys, but Moodle (and the best of the rest, I'm sure) is more about building a learning community than delivering learning objects, and for this you'd need individual accounts. Musing on Fiona's call for us to refocus on pedagogy rather than technology here, I was reminded of a post I wrote in April 06 (http://milesberry.net/2006/04/primary-vles/) about what one would look for in a primary learning platform that would support the best aspects of primary pedagogy: A rich and stimulating environment in which a variety of resources and activities are available Tools for teachers to produce resources themselves (Whilst Roger may be right that secondary schools have the expertise to adapt a learning platform, I think the culture in primary schools is often one in which a DIY or scissors and glue approach still flourishes; Ian Usher explored a similar theme: http://moodlea.blogspot.com/2006/03/content-with-content.html) Opportunities for creativity and collaboration A recognition that learning is a social process (qv circle time) The valuing of informal learning (qv show and tell) Classrooms as communities of enquiry Play and fun. I'd be interested to know the extent to which we're seeing platforms like this in practice. I'm also curious about whether learning platforms are, to any significant extent, changing pedagogy, which they potentially could, and as IWBs arguably have (although not necessarily for the better). Best wishes, Miles. On 23 February 2010 20:18, Chris Sutcliffe wrote: > Hi again > > > > Thanks everyone for your ideas, links, tweets etc. They have been most > helpful! One further question though – what about individual logins? Have > you found that little ones are able to work with usernames and passwords, or > is a class login best, or open access? I realise there are pros and cons to > each, so thoughts from those who have tried the different approaches would > be appreciated. > > > > Many thanks, > > > > Chris > > > > Chris Sutcliffe > > Education Consultant > > > > WESTCOMtraining > > engage...inspire...achieve > > Lowther Road, Clay Flatts, Workington, CA14 2TQ > > Tel: 01900 829734  Mob: 07866 890436 > > www.westcomtraining.co.uk > > ________________________________ > > WESTCOMTraining is a trading name of Purfield Solutions Limited. UK > Registration 4583961 > > UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT > registration no 804 7308 43 > > > > This message (and any associated files) is intended only for the use of the > individual or entity to which it is addressed and may contain information > that is confidential, subject to copyright or constitutes a trade secret. If > you are not the intended recipient you are hereby notified that any > dissemination, copying or distribution of this message, or files associated > with this message, is strictly prohibited. If you have received this message > in error, please notify us immediately by replying to the message and > deleting it from your computer. Messages sent to and from us may be > monitored. > > -- Miles Berry Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241 Community Manager | Open Source Schools | opensourceschools.org.uk Blogger | milesberry.net Twit | twitter.com/mberry From Roger@BroadieAssociates.co.uk Tue Feb 23 21:22:12 2010 From: Roger@BroadieAssociates.co.uk (Roger Broadie) Date: Tue, 23 Feb 2010 21:22:12 +0000 Subject: [Advisory] Infant Moodle again In-Reply-To: <31F276920600A74FA1CC3B6203A9893901B885AB@EXVSRVB3.it2000.hants.gov.uk> References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3@SERVER.buspsl.local> <31F276920600A74FA1CC3B6203A9893901B885A9@EXVSRVB3.it2000.hants.gov.uk> <31F276920600A74FA1CC3B6203A9893901B885AB@EXVSRVB3.it2000.hants.gov.uk> Message-ID: --Apple-Mail-41-890124130 Content-Type: text/plain; charset=US-ASCII; format=flowed; delsp=yes Content-Transfer-Encoding: 7bit And do I sense something in here about desire to logon??? Roger. On 23 Feb 2010, at 21:04, Goto, Emma (EdICT) wrote: > Hi Chris, > My reception class could all log on to the school network > independently by Christmas. I have been banging on for years about > teachers teaching children the skills of independence in all areas > of learning. One of the Early Years practitioners I have been > teaching to use our learning platform recently came and said "you > were right, I taught them and they did it". It is, after all easier > than teaching them to do up their laces, do up their coats, sit > still etc - all the things good Reception teachers have always > taught children. If you believe they will do it and express that > positively they will. > Best Wishes, > Emma Goto > Learning Platform Project Consultant, EdICT > IT (Children & Schools) > Hampshire County Council, Nashe Way, Fareham, Hants, PO15 6UD > E-mail: emma.goto@hants.gov.uk > Web: http://intranet.hants.gov.uk/ictinschools > > > ________________________________ > > From: advisory-admin@talk.naace.org on behalf of Chris Sutcliffe > Sent: Tue 23/02/2010 20:18 > To: primary@talk.naace.org; advisory@talk.naace.org > Subject: [Advisory] Infant Moodle again > > > > Hi again > > > > Thanks everyone for your ideas, links, tweets etc. They have been > most helpful! One further question though - what about individual > logins? Have you found that little ones are able to work with > usernames and passwords, or is a class login best, or open access? I > realise there are pros and cons to each, so thoughts from those who > have tried the different approaches would be appreciated. > > > > Many thanks, > > > > Chris > > > > Chris Sutcliffe > > Education Consultant > > > > WESTCOMtraining > > engage...inspire...achieve > > Lowther Road, Clay Flatts, Workington, CA14 2TQ > > Tel: 01900 829734 Mob: 07866 890436 > > www.westcomtraining.co.uk > > ________________________________ > > WESTCOMTraining is a trading name of Purfield Solutions Limited. UK > Registration 4583961 > > UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK > VAT registration no 804 7308 43 > > > > This message (and any associated files) is intended only for the use > of the individual or entity to which it is addressed and may contain > information that is confidential, subject to copyright or > constitutes a trade secret. If you are not the intended recipient > you are hereby notified that any dissemination, copying or > distribution of this message, or files associated with this message, > is strictly prohibited. If you have received this message in error, > please notify us immediately by replying to the message and deleting > it from your computer. Messages sent to and from us may be monitored. > > > > > _______________________________________________ > 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 Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 --Apple-Mail-41-890124130 Content-Type: text/html; charset=US-ASCII Content-Transfer-Encoding: quoted-printable

And do I = sense something in here about desire to = logon???

Roger.




On 23 Feb 2010, at 21:04, Goto, Emma = (EdICT) wrote:

Hi Chris,
My reception class could all log on to = the school network independently by Christmas. I have been banging on = for years about teachers teaching children the skills of independence in = all areas of learning. One of the Early Years practitioners I have been = teaching to use our learning platform recently came and said "you were = right, I taught them and they did it". It is, after all easier than = teaching them to do up their laces, do up their coats, sit still etc - = all the things good Reception teachers have always taught children. If = you believe they will do it and express that positively they = will.
Best Wishes,
Emma Goto
Learning Platform Project = Consultant, EdICT  
IT (Children & Schools)
Hampshire = County Council, Nashe Way, Fareham, Hants, PO15 6UD
E-mail: =             &n= bsp;   emma.goto@hants.gov.uk
Web: =            http://i= ntranet.hants.gov.uk/ictinschools <https://owa.hants.gov.uk/exchweb/bin/redir.a= sp?URL=3Dhttp://intranet.hants.gov.uk/ictinschools> =  

________________________________

From: advisory-admin@talk.naace.or= g on behalf of Chris Sutcliffe
Sent: Tue 23/02/2010 20:18
To: = primary@talk.naace.org; advisory@talk.naace.org
Sub= ject: [Advisory] Infant Moodle again



Hi = again



Thanks everyone for your ideas, links, tweets etc. = They have been most helpful! One further question though - what about = individual logins? Have you found that little ones are able to work with = usernames and passwords, or is a class login best, or open access? I = realise there are pros and cons to each, so thoughts from those who have = tried the different approaches would be appreciated.



Many = thanks,



Chris



Chris = Sutcliffe

Education = Consultant



WESTCOMtraining

engage...inspire...achiev= e

Lowther Road, Clay Flatts, Workington, CA14 2TQ

Tel: = 01900 829734  Mob: 07866 890436

www.westcomtraining.co.uk = <http://www.westcomtraining.co.u= k/> =

________________________________

WESTCOMTraining is a = trading name of Purfield Solutions Limited. UK Registration = 4583961

UK registered office: 4 Swinside Close, Cockermouth, CA13 = 9AB. UK VAT registration no 804 7308 43



This message (and = any associated files) is intended only for the use of the individual or = entity to which it is addressed and may contain information that is = confidential, subject to copyright or constitutes a trade secret. If you = are not the intended recipient you are hereby notified that any = dissemination, copying or distribution of this message, or files = associated with this message, is strictly prohibited. If you have = received this message in error, please notify us immediately by replying = to the message and deleting it from your computer. Messages sent to and = from us may be = monitored.




____________________________________________= ___
Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/= mm/listinfo/advisory
To unsubscribe send a message to Advisory-admin@talk.naace.or= g with the body text:

unsubscribe Advisory = YourEmailAddress

or: send a message to Advisory-request@talk.naac= e.org
with the body text:

unsubscribe YourPassword = YourEmailAddress

Roger Broadie,
Director,
Broadie = Associates

99 High Street, Chatteris,
Cambs, PE16 6NP, = UK.

tel: +44 1 354 695583
mobile: +44 7710 = 328672
fax: +44 1 = 354 696647





= --Apple-Mail-41-890124130-- From rjt@maximise-ict.co.uk Wed Feb 24 08:34:11 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Wed, 24 Feb 2010 08:34:11 -0000 Subject: [Advisory] FW: The Early Networkers? Fly the UK flag? Message-ID: <000001cab52c$24496a20$6cdc3e60$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0001_01CAB52C.24496A20 Content-Type: text/plain; charset="utf-8" Content-Transfer-Encoding: quoted-printable Colleagues, apologies for x-posting, but I feel that this is important: I relay the request, below. I am sure that there are many UK schools = that could make a positive and constructive response to the questions = below. A good time to get your school on the world map? 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' =20 From: Developing Networked School Communities = [mailto:mail@networkedschooling.ning.com]=20 Sent: 24 February 2010 03:10 To: rjt@maximise-ict.co.uk Subject: The Early Networkers? =20 Developing Networked School = Communities Shaping the networked mode of schooling A message to all members of Developing Networked School Communities The Early Networkers? Dear Colleagues Do you know of any schools that have begun, even in a small way to use = their digital and network technology to work and=20 collaborate most closely with their homes? That use could be educational or administrative in nature. Can be anywhere across the developed world. Do you know for example of schools; - making use of the kid=E2=80=99s own mobile technology in the = classroom? - operating wikis or nings aimed at involving the parents more = fully? - running online support programs out of normal school hours? - using interactive newsletters that enable the parents/students = to comment on proposals put by the school? - organizing their parent/teacher interviews online? - where the students=E2=80=99 digital expertise is listened to = when shaping the school=E2=80=99s development? - where the parents have created their own website/ning/wiki to = comment on the workings of the school? Is your school one? Having now completed the writing of Developing a Networked School = Community Glenn and I are keen to make contact with those schools that = have begun the shift to the networked mode =E2=80=93 wherever they be in = the world =E2=80=93 and talk about the path taken and their future = plans. We=E2=80=99re currently working with some of the pathfinders but would = like to liaise with more. All the signs point to those schools being primarily ones where the bulk = or all of the staff have normalized the everyday=20 use of the digital in their teaching =E2=80=93 and indeed being schools = using interactive whiteboards throughout. However we are also aware of schools where a small group of early = adopter teachers and/or parents have made the initial=20 moves. We=E2=80=99d like to contact them and learn their story. If you know of any schools, parent groups or indeed education = authorities making forays into the networked mode we=E2=80=99d love=20 to hear of them and secure the key contact details. Kind regards Mal Lee and Associate Professor Glenn Finger Visit Developing Networked School Communities at: = http://networkedschooling.ning.com/?xg_source=3Dmsg_mes_network =20 To control which emails you receive on Developing Networked School = Communities, click = here = =20 ------=_NextPart_000_0001_01CAB52C.24496A20 Content-Type: text/html; charset="utf-8" Content-Transfer-Encoding: quoted-printable Network Email

Colleagues, apologies for x-posting, but I feel that this = is important:

I relay the request, below. =C2=A0I am sure that there = are many UK schools that could make a positive and constructive response to the = questions below.=C2=A0 A good time to get your school on the world = map?

Ray Tolley  FEIDCT, NAACE Fellow, ACQI, MBILD

ICT Education Consultant

Maximise ICT Ltd

P:  http://raytol= ley.v2efolioworld.mnscu.edu/

B:  http://www.ef= oliointheuk.blogspot.com/

W:  http://www.ma= ximise-ict.co.uk/eFolio-01.htm

T:=C2=A0=C2=A0=C2=A0 http://twitter.com/efolio

Winner of the IMS 'Leadership Regional Award 2009'

 

From:= Developing Networked School Communities [mailto:mail@networkedschooling.ning.com] =
Sent: 24 February 2010 03:10
To: rjt@maximise-ict.co.uk
Subject: The Early Networkers?

 

Shaping the networked mode of = schooling

A message to all members of Developing Networked School = Communities

The Early = Networkers?

Dear = Colleagues

Do you know of any schools = that have begun, even in a small way to use their digital and network = technology to work and
collaborate most closely with their homes?

That use could be = educational or administrative in nature.

Can be anywhere across the = developed world.

Do you know for example of = schools;

-       making use of the = kid=E2=80=99s own mobile technology in the classroom?

-       operating wikis or nings = aimed at involving the parents more fully?

-       running online support = programs out of normal school hours?

-       using interactive = newsletters that enable the parents/students to comment on proposals put by the = school?

-       organizing their = parent/teacher interviews online?

-       where the students=E2=80=99 = digital expertise is listened to when shaping the school=E2=80=99s = development?

-       where the parents have = created their own website/ning/wiki to comment on the workings of the = school?

Is your school = one?

Having now completed the = writing of Developing a Networked School Community Glenn and I are keen to make = contact with those schools that have begun the shift to the networked mode = =E2=80=93 wherever they be in the world =E2=80=93 and talk about the path taken and = their future plans.

We=E2=80=99re currently = working with some of the pathfinders but would like to liaise with = more.

All the signs point to those = schools being primarily ones where the bulk or all of the staff have = normalized the everyday
use of the digital in their teaching =E2=80=93 and indeed being = schools using interactive whiteboards throughout.

However we are also aware of = schools where a small group of early adopter teachers and/or parents have = made the initial
moves.

We=E2=80=99d like to contact = them and learn their story.

If you know of any schools, = parent groups or indeed education authorities making forays into the = networked mode we=E2=80=99d love
to hear of them and secure the key contact = details.

Kind = regards

Mal Lee and Associate = Professor Glenn Finger

Visit Developing Networked School Communities at: = http://networkedschooling.ning.com/?xg_source=3Dmsg_mes_network<= /o:p>

 

To control which emails you = receive on Developing Networked School Communities, click here

------=_NextPart_000_0001_01CAB52C.24496A20-- From allison.allen@outstream.co.uk Wed Feb 24 10:50:20 2010 From: allison.allen@outstream.co.uk (Allison Allen) Date: Wed, 24 Feb 2010 10:50:20 +0000 Subject: [Advisory] RE: [Primary] Infant Moodle again In-Reply-To: <5946b8ad1002231310qfb4e743g87ae37350bb164ab@mail.gmail.com> References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3@SERVER.buspsl.local> <5946b8ad1002231310qfb4e743g87ae37350bb164ab@mail.gmail.com> Message-ID: <05B61107ADE5754D95CFDABCB010BD9438A27015F9@MAIL3.lgflmail.org> There was a useful system at Bett that sits in front of any log-in software - it allows log-in by picture which could be ideal for Infants and many other groups. http://www.picturepin.co.uk/ / http://www.picturepin.co.uk/Home/ Best Wishes   Allison Outstream, London -----Original Message----- From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry Sent: 23 February 2010 21:11 To: primary@talk.naace.org; advisory@talk.naace.org Subject: Re: [Primary] Infant Moodle again Hi Chris, There's much to be said for pupils getting a sense of their online/digital identity from an early age, but the practical side of things here is problematic. Logging in becomes a lot easier with lowercase keyboards, and I'd expect some enterprising firm to have developed a solution using RFID tags or biometrics already. Back in school we went with a shared log-in but individual folders up to Y2, the contents of which moved into their individual accounts when they joined Y3, however we weren't using Moodle in KS1 ourselves. If the school's interest is just as a way of presenting online resources, then you can go a long way with guest access and enrolment keys, but Moodle (and the best of the rest, I'm sure) is more about building a learning community than delivering learning objects, and for this you'd need individual accounts. Musing on Fiona's call for us to refocus on pedagogy rather than technology here, I was reminded of a post I wrote in April 06 (http://milesberry.net/2006/04/primary-vles/) about what one would look for in a primary learning platform that would support the best aspects of primary pedagogy: A rich and stimulating environment in which a variety of resources and activities are available Tools for teachers to produce resources themselves (Whilst Roger may be right that secondary schools have the expertise to adapt a learning platform, I think the culture in primary schools is often one in which a DIY or scissors and glue approach still flourishes; Ian Usher explored a similar theme: http://moodlea.blogspot.com/2006/03/content-with-content.html) Opportunities for creativity and collaboration A recognition that learning is a social process (qv circle time) The valuing of informal learning (qv show and tell) Classrooms as communities of enquiry Play and fun. I'd be interested to know the extent to which we're seeing platforms like this in practice. I'm also curious about whether learning platforms are, to any significant extent, changing pedagogy, which they potentially could, and as IWBs arguably have (although not necessarily for the better). Best wishes, Miles. On 23 February 2010 20:18, Chris Sutcliffe wrote: > Hi again > > > > Thanks everyone for your ideas, links, tweets etc. They have been most > helpful! One further question though – what about individual logins? Have > you found that little ones are able to work with usernames and passwords, or > is a class login best, or open access? I realise there are pros and cons to > each, so thoughts from those who have tried the different approaches would > be appreciated. > > > > Many thanks, > > > > Chris > > > > Chris Sutcliffe > > Education Consultant > > > > WESTCOMtraining > > engage...inspire...achieve > > Lowther Road, Clay Flatts, Workington, CA14 2TQ > > Tel: 01900 829734  Mob: 07866 890436 > > www.westcomtraining.co.uk > > ________________________________ > > WESTCOMTraining is a trading name of Purfield Solutions Limited. UK > Registration 4583961 > > UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT > registration no 804 7308 43 > > > > This message (and any associated files) is intended only for the use of the > individual or entity to which it is addressed and may contain information > that is confidential, subject to copyright or constitutes a trade secret. If > you are not the intended recipient you are hereby notified that any > dissemination, copying or distribution of this message, or files associated > with this message, is strictly prohibited. If you have received this message > in error, please notify us immediately by replying to the message and > deleting it from your computer. Messages sent to and from us may be > monitored. > > -- Miles Berry Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241 Community Manager | Open Source Schools | opensourceschools.org.uk Blogger | milesberry.net Twit | twitter.com/mberry _______________________________________________ Primary mailing list Primary@talk.naace.org http://talk.naace.org/mm/listinfo/primary From dughall.mccormick@kirklees.gov.uk Wed Feb 24 13:57:02 2010 From: dughall.mccormick@kirklees.gov.uk (Dughall McCormick) Date: Wed, 24 Feb 2010 13:57:02 +0000 Subject: [Advisory] RE: [Primary] Infant Moodle again In-Reply-To: <05B61107ADE5754D95CFDABCB010BD9438A27015F9@MAIL3.lgflmail.org> References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3@SERVER.buspsl.local> <5946b8ad1002231310qfb4e743g87ae37350bb164ab@mail.gmail.com> <05B61107ADE5754D95CFDABCB010BD9438A27015F9@MAIL3.lgflmail.org> Message-ID: <4B85302E.BB0F.0018.0@kirklees.gov.uk> Hello all, Forgive me for a slightly rushed contribution but my workload never seems to diminish sufficiently for a comprehensive review and response to the posts I am actually able to keep up with in NAACETalk. Here in Kirklees we have a number of excellent examples of the use of a VLE in KS1 and Foundation Stage. We use a platform designed specifically with Primary children in mind: DBPrimary (www.getprimary.com) It has a simple editor for blog, email and forum that allows written, graphic or video input. It is very visual/graphic orientated and very intuitive. Children's logins are simply the child's first name (eg 'Tom') + a password. See here for my views on passwords: http://shareit.yhgfl.net/kirklees/kcyps/?p=106 I agree with Fiona that it should be about the learning, and for me, that learning should be as much about simple e-safety messages and what I would call 21st Century Literacies as it is about the extension of school-based learning. My views on this are here: http://edutalk.cc/dughall-mccormick-on-when-i-was-10 I also agree that (in FS at least, but not exclusively) the use of the VLE should be very much about parental engagement. I recommend (and have run) sessions in which the platform is launched for parents and children with them learning about it alongside each other. One notable bit of feedback I heard in one such session was by a mother of a 3 year old who blurted "Wow, this is amazing. It's like Facebook for kids!" DBPrimary now also has a parental login feature that affords parents a view of what their children are up to. At my Teachmeet Takeover at BETT, I mentioned (briefly) how Nursery and Reception children had used the forum feature at one of the schools I have worked in: http://www.youtube.com/watch#playnext=1&playnext_from=TL&videos=j-2KDHnr3lw&v=xX6SI65icLg For those busy folks like me, you might want to skip to 5mins 55secs for me talking specifically about forum & Foundation Stage. (Apologies for the appalling sound quality...) Hope this is helpful. Dughall _______________________________ Dughall McCormick E-Learning Consultant Kirklees Children & Young People Service, Learning ITCAS The Deighton Centre Huddersfield HD2 1JP Telephone Featurenet: (860) 5724 Telephone External : 01484 225724 Fax 01484 225725 >>> Allison Allen 24/02/2010 10:50 >>> There was a useful system at Bett that sits in front of any log-in software - it allows log-in by picture which could be ideal for Infants and many other groups. http://www.picturepin.co.uk/ / http://www.picturepin.co.uk/Home/ Best Wishes Allison Outstream, London -----Original Message----- From: primary-admin@talk.naace.org [mailto:primary-admin@talk.naace.org] On Behalf Of Miles Berry Sent: 23 February 2010 21:11 To: primary@talk.naace.org; advisory@talk.naace.org Subject: Re: [Primary] Infant Moodle again Hi Chris, There's much to be said for pupils getting a sense of their online/digital identity from an early age, but the practical side of things here is problematic. Logging in becomes a lot easier with lowercase keyboards, and I'd expect some enterprising firm to have developed a solution using RFID tags or biometrics already. Back in school we went with a shared log-in but individual folders up to Y2, the contents of which moved into their individual accounts when they joined Y3, however we weren't using Moodle in KS1 ourselves. If the school's interest is just as a way of presenting online resources, then you can go a long way with guest access and enrolment keys, but Moodle (and the best of the rest, I'm sure) is more about building a learning community than delivering learning objects, and for this you'd need individual accounts. Musing on Fiona's call for us to refocus on pedagogy rather than technology here, I was reminded of a post I wrote in April 06 (http://milesberry.net/2006/04/primary-vles/) about what one would look for in a primary learning platform that would support the best aspects of primary pedagogy: A rich and stimulating environment in which a variety of resources and activities are available Tools for teachers to produce resources themselves (Whilst Roger may be right that secondary schools have the expertise to adapt a learning platform, I think the culture in primary schools is often one in which a DIY or scissors and glue approach still flourishes; Ian Usher explored a similar theme: http://moodlea.blogspot.com/2006/03/content-with-content.html) Opportunities for creativity and collaboration A recognition that learning is a social process (qv circle time) The valuing of informal learning (qv show and tell) Classrooms as communities of enquiry Play and fun. I'd be interested to know the extent to which we're seeing platforms like this in practice. I'm also curious about whether learning platforms are, to any significant extent, changing pedagogy, which they potentially could, and as IWBs arguably have (although not necessarily for the better). Best wishes, Miles. On 23 February 2010 20:18, Chris Sutcliffe wrote: > Hi again > > > > Thanks everyone for your ideas, links, tweets etc. They have been most > helpful! One further question though – what about individual logins? Have > you found that little ones are able to work with usernames and passwords, or > is a class login best, or open access? I realise there are pros and cons to > each, so thoughts from those who have tried the different approaches would > be appreciated. > > > > Many thanks, > > > > Chris > > > > Chris Sutcliffe > > Education Consultant > > > > WESTCOMtraining > > engage...inspire...achieve > > Lowther Road, Clay Flatts, Workington, CA14 2TQ > > Tel: 01900 829734 Mob: 07866 890436 > > www.westcomtraining.co.uk > > ________________________________ > > WESTCOMTraining is a trading name of Purfield Solutions Limited. UK > Registration 4583961 > > UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT > registration no 804 7308 43 > > > > This message (and any associated files) is intended only for the use of the > individual or entity to which it is addressed and may contain information > that is confidential, subject to copyright or constitutes a trade secret. If > you are not the intended recipient you are hereby notified that any > dissemination, copying or distribution of this message, or files associated > with this message, is strictly prohibited. If you have received this message > in error, please notify us immediately by replying to the message and > deleting it from your computer. Messages sent to and from us may be > monitored. > > -- Miles Berry Senior Lecturer, ICT | Roehampton University | roehampton.ac.uk | 0208 392 3241 Community Manager | Open Source Schools | opensourceschools.org.uk Blogger | milesberry.net Twit | twitter.com/mberry _______________________________________________ Primary mailing list Primary@talk.naace.org http://talk.naace.org/mm/listinfo/primary _______________________________________________ Advisory mailing list Advisory@talk.naace.org http://talk.naace.org/mm/listinfo/advisory To unsubscribe send a message to Advisory-admin@talk.naace.org with the body text: unsubscribe Advisory YourEmailAddress or: send a message to Advisory-request@talk.naace.org with the body text: unsubscribe YourPassword YourEmailAddress From Fiona.AubreySmith@uniservity.com Thu Feb 25 08:02:54 2010 From: Fiona.AubreySmith@uniservity.com (Fiona Aubrey-Smith) Date: Thu, 25 Feb 2010 08:02:54 +0000 Subject: [Advisory] RE: [Primary] Infant LEARNING (!) again In-Reply-To: <4B85302E.BB0F.0018.0@kirklees.gov.uk> References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FFA3@SERVER.buspsl.local> <5946b8ad1002231310qfb4e743g87ae37350bb164ab@mail.gmail.com> <05B61107ADE5754D95CFDABCB010BD9438A27015F9@MAIL3.lgflmail.org> <4B85302E.BB0F.0018.0@kirklees.gov.uk> Message-ID: --_000_BF02D86C6444174AAE233885DD487D9107148D98EXMBX01WBHLocal_ Content-Type: text/plain; charset="utf-8" Content-Transfer-Encoding: base64 V2hhdCBhIHdvbmRlcmZ1bCB0dXJuIG9mIGV2ZW50cyB0aGF0IHRoaXMgY29udmVyc2F0aW9uIGhh cyBub3cgdGhhbmtmdWxseSBzaGlmdGVkIHRvIHNoYXJpbmcgaWRlYXMgYW5kIGV4YW1wbGVzIG9m IGdvb2QgbGVhcm5pbmcgcHJhY3RpY2UhIE91ciByb2xlLCBhcyB0aGUgY29sbGVjdGl2ZSBib2R5 IG9mIE5BQUNFIGlzIHN1cmVseSB0byBmYWNpbGl0YXRlIHRoaXMgc2hhcmluZywgYXMgaXQgaGFz IHN1Y2ggYSB0YW5naWJsZSBhbmQgc2lnbmlmaWNhbnQgaW1wYWN0cyB1cG9uIHByYWN0aWNlLiBJ dOKAmXMgZ3JlYXQgdG8gc2VlIHRoZSBub3JtYWxseS1xdWlldGVyIHZvaWNlcyBzaGFyaW5nIHZp YSB0aGlzIGxpc3QgKGFuZCBpbiBwYXJhbGxlbCBvZmYgaXQpLg0KDQpFbW1hIHJpZ2h0bHkgbWFr 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From rjt@maximise-ict.co.uk Thu Feb 25 12:30:40 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Thu, 25 Feb 2010 12:30:40 -0000 Subject: [Advisory] Demos - EX CURRICULA Message-ID: <001001cab616$57b6e460$0724ad20$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0011_01CAB616.57B6E460 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit A very disturbing and challenging report. See my introduction at: http://efoliointheuk.blogspot.com/2010/02/ex-curricula.html 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_0011_01CAB616.57B6E460 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

A very disturbing and challenging report.  See = my introduction at:

 

http= ://efoliointheuk.blogspot.com/2010/02/ex-curricula.html

 

BW

 

Ray Tolley  FEIDCT, NAACE Fellow, ACQI, = MBILD

ICT Education Consultant

Maximise ICT Ltd

P:  http://raytolley.v2efoliowor= ld.mnscu.edu/

B:  ht= tp://www.efoliointheuk.blogspot.com/

W:  http://www.maximise-ict.co.u= k/eFolio-01.htm

T:    = http://twitter.com/efolio

Winner of the IMS 'Leadership Regional Award = 2009'

 

------=_NextPart_000_0011_01CAB616.57B6E460-- From hal@cleveratom.co.uk Thu Feb 25 12:49:09 2010 From: hal@cleveratom.co.uk (Hal MacLean) Date: Thu, 25 Feb 2010 12:49:09 +0000 Subject: [Advisory] Learning platform exemplars again Message-ID: <1938BC1F-5DA3-4FF9-B81C-1F6584A1E43E@cleveratom.co.uk> --Apple-Mail-3-1032141263 Content-Transfer-Encoding: quoted-printable Content-Type: text/plain; charset=us-ascii Colleagues, We are once again reviewing the use of learning platforms across the UK, = and are looking for exemplars in the Yorkshire and Humber region (YHGfL) = - primary or secondary. The project we are doing will need to include a = video of a representative from the school talking about what they do = with their VLE that is so good. Ideally, we would want to be in the = school next Weds or Thurs to shoot the video. We have a couple of = schools there already, but are looking for more. If anyone has any contacts with schools that they consider to be using a = learning platform in interesting ways, and who would be open to the idea = of being filmed talking about it, please could you let me know off list? = Sadly, time is of the essence on this occasion! Many thanks in advance, Hal -- Hal MacLean Director of Learning +44 (0)7957 538915 www.cleveratom.co.uk +44 (0)845 868 9020 Cleveratom Limited,=20 Fenchurch House,=20 93 Springfield Road, Chelmsford, Essex, CM2 6JL. __________________________________ Cleveratom Limited is a company registered in England and Wales with company=20 number 6008130. Registered address is=20 Shalford Court, 95 Springfield Road=20 Chelmsford, CM2 6JL. __________________________________ --Apple-Mail-3-1032141263 Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset=us-ascii
--
Hal MacLean
Director of = Learning
+44 (0)7957 538915

=
+44= (0)845 868 9020

Cleveratom = Limited, 
Fenchurch House, 
93 = Springfield Road, Chelmsford,
Essex, CM2 = 6JL.

__________________________________
Cleveratom Limited is a = company registered
in England and Wales with = company 
number 6008130. Registered address = is 
Shalford Court, 95 Springfield = Road 
Chelmsford, CM2 6JL.
__________________________________







= --Apple-Mail-3-1032141263-- From rjt@maximise-ict.co.uk Fri Feb 26 08:02:18 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Fri, 26 Feb 2010 08:02:18 -0000 Subject: [Advisory] Lifelong Learning Message-ID: <000501cab6ba$047502b0$0d5f0810$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0006_01CAB6BA.047502B0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit For some time now the phrase 'Lifelong Learning' has been bandied about, but what does it actually mean? I recently came across the following at: http://www.cdu.edu.au/centres/spil/journal/IJLSC_Dec_2009_2.pdf 6. Utilise lifelong learning skills: Use a range of learning strategies; Take responsibility for one's own learning and development; Sustain intellectual curiosity; know how to continue to learn as a graduate. And wondered what it really meant. When and how do we actually teach 'Lifelong Learning' as more than "Oh, yes, we are always learning something new!" Can anyone recommend any serious reading/case studies on this? When and how do we start? 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_0006_01CAB6BA.047502B0 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

For some time now the phrase ‘Lifelong = Learning’ has been bandied about, but what does it actually = mean?

 

I recently came across the following at: = http://www.cdu.edu.au/centres/spil/journal/IJLSC_Dec_2009_2.pdf<= /o:p>

 

6. Utilise lifelong learning skills: =

Use a range of learning strategies; Take = responsibility for one's

own learning and development; Sustain intellectual curiosity;

know how to continue to learn as a = graduate.

 

And wondered what it really meant.  When and how do = we actually teach ‘Lifelong Learning’ as more than “Oh, = yes, we are always learning something new!” 

 

Can anyone recommend any serious reading/case studies on = this?  When and how do we start?

 

Ray Tolley  FEIDCT, NAACE Fellow, ACQI, = MBILD

ICT Education Consultant

Maximise ICT Ltd

P:  http://raytolley.v2efoliowor= ld.mnscu.edu/

B:  ht= tp://www.efoliointheuk.blogspot.com/

W:  http://www.maximise-ict.co.u= k/eFolio-01.htm

T:    = http://twitter.com/efolio

Winner of the IMS 'Leadership Regional Award = 2009'

 

------=_NextPart_000_0006_01CAB6BA.047502B0-- From Roger@BroadieAssociates.co.uk Fri Feb 26 12:02:33 2010 From: Roger@BroadieAssociates.co.uk (Roger Broadie) Date: Fri, 26 Feb 2010 12:02:33 +0000 Subject: [Advisory] Lifelong Learning In-Reply-To: <000501cab6ba$047502b0$0d5f0810$@co.uk> References: <000501cab6ba$047502b0$0d5f0810$@co.uk> Message-ID: --Apple-Mail-47--1031738583 Content-Type: text/plain; charset=WINDOWS-1252; format=flowed; delsp=yes Content-Transfer-Encoding: quoted-printable Surely there are two parts to lifelong learning: - learning to learn, which is at last starting to happen in schools =20 with Alite tools (www.alite.co.uk), PLTS and SEAL. - companies, schools and other organisations actually becoming =20 learning organisations, with the structures and principles to make it =20= possible for individuals to engage in lifelong learning. Which is =20 hardly happening at all in most, but those that are not enabling this =20= are being nicely subverted by individuals who are building their own =20 personal learning networks. Roger On 26 Feb 2010, at 08:02, Ray Tolley wrote: > For some time now the phrase =91Lifelong Learning=92 has been bandied =20= > about, but what does it actually mean? > > I recently came across the following at: = http://www.cdu.edu.au/centres/spil/journal/IJLSC_Dec_2009_2.pdf > > 6. Utilise lifelong learning skills: > Use a range of learning strategies; Take responsibility for one's > own learning and development; Sustain intellectual curiosity; > know how to continue to learn as a graduate. > > And wondered what it really meant. When and how do we actually =20 > teach =91Lifelong Learning=92 as more than =93Oh, yes, we are always =20= > learning something new!=94 > > Can anyone recommend any serious reading/case studies on this? When =20= > and how do we start? > > 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 > T: http://twitter.com/efolio > Winner of the IMS 'Leadership Regional Award 2009' > Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 --Apple-Mail-47--1031738583 Content-Type: text/html; charset=WINDOWS-1252 Content-Transfer-Encoding: quoted-printable

Surely = there are two parts to lifelong learning:

- = learning to learn, which is at last starting to happen in schools with = Alite tools (www.alite.co.uk), PLTS and = SEAL.

- companies, schools and other organisations actually = becoming learning organisations, with the structures and principles to = make it possible for individuals to engage in lifelong learning. Which = is hardly happening at all in most, but those that are not enabling this = are being nicely subverted by individuals who are building their own = personal learning networks.

Roger





On 26 Feb 2010, at 08:02, Ray Tolley = wrote:

For some time now the = phrase =91Lifelong Learning=92 has been bandied about, but what does it = actually mean?
I = recently came across the following at:  
Roger Broadie,
Director,
Broadie = Associates

99 High Street, Chatteris,
Cambs, PE16 6NP, = UK.

tel: +44 1 354 695583
mobile: +44 7710 = 328672
fax: +44 1 = 354 696647





= --Apple-Mail-47--1031738583-- From mkendall@embc.org.uk Fri Feb 26 12:24:59 2010 From: mkendall@embc.org.uk (Mike Kendall) Date: Fri, 26 Feb 2010 12:24:59 +0000 Subject: [Advisory] Lifelong Learning In-Reply-To: References: <000501cab6ba$047502b0$0d5f0810$@co.uk> Message-ID: <47F72C87390F16439038F821453FAA1E8857221F45@EMBC-TBC-VEM-02.resource.EMBC.Local> --_000_47F72C87390F16439038F821453FAA1E8857221F45EMBCTBCVEM02r_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable For me lifelong learning is what it says on the can. One of the best illus= trations of this is the Learning: the Treasure Within, the report to UNESCO= of the International Commission on Education for the Twenty-first Century = chaired by Jacques Delors. Simply speaking, the Commission felt that educat= ion throughout life is based upon four pillars: learning to know, learning = to do, learning to live together and learning to be. http://www.unesco.org/delors/ The work is still being taken forward on a continuing basis, including the = Bento Goncalves Declaration for Action of which I can claim some responsibi= lity for where it called for the 4 pillars to be updated for the digital ag= e. See http://www.ifip-tc3.net/article.php3?id_article=3D201 Mike From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] = On Behalf Of Roger Broadie Sent: 26 February 2010 12:03 To: secondary; Advisory talk Subject: Re: [Advisory] Lifelong Learning Surely there are two parts to lifelong learning: - learning to learn, which is at last starting to happen in schools with Al= ite tools (www.alite.co.uk), PLTS and SEAL. - companies, schools and other organisations actually becoming learning org= anisations, with the structures and principles to make it possible for indi= viduals to engage in lifelong learning. Which is hardly happening at all in= most, but those that are not enabling this are being nicely subverted by i= ndividuals who are building their own personal learning networks. Roger On 26 Feb 2010, at 08:02, Ray Tolley wrote: For some time now the phrase 'Lifelong Learning' has been bandied about, bu= t what does it actually mean? I recently came across the following at: http://www.cdu.edu.au/centres/spil= /journal/IJLSC_Dec_2009_2.pdf 6. Utilise lifelong learning skills: Use a range of learning strategies; Take responsibility for one's own learning and development; Sustain intellectual curiosity; know how to continue to learn as a graduate. And wondered what it really meant. When and how do we actually teach 'Life= long Learning' as more than "Oh, yes, we are always learning something new!= " Can anyone recommend any serious reading/case studies on this? When and ho= w do we start? 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' Roger Broadie, Director, Broadie Associates http://www.BroadieAssociates.co.uk Roger@BroadieAssociates.co.uk 99 High Street, Chatteris, Cambs, PE16 6NP, UK. tel: +44 1 354 695583 mobile: +44 7710 328672 fax: +44 1 354 696647 --_000_47F72C87390F16439038F821453FAA1E8857221F45EMBCTBCVEM02r_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

For me lifelong learning is what it says on the can.  O= ne of the best illustrations of this is the Learning: the Treasure Within,<= /i> the report to UNESCO of the International Commission on Education for the Twenty-first Century chaired by Jacques Delors. Simply speaking, the Commis= sion felt that education throughout life is based upon four pillars: learning= to know, learning to do, learning to live together and learning to be.&nbs= p;

http://www.unesco.= org/delors/

 

The work is still being taken forward on a continuing basis, including the Bento Goncalves Declaration for Action of which I can claim s= ome responsibility for where it called for the 4 pillars to be updated for the = digital age.  See http://www.ifip-tc3.net/article.php3?id_article=3D201

 

Mike

 

From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] On Behalf Of Roger Broadie
Sent: 26 February 2010 12:03
To: secondary; Advisory talk
Subject: Re: [Advisory] Lifelong Learning

 

 

Surely there are two parts to lifelong learning:<= /o:p>

 

- learning to learn, which is at last starting to happ= en in schools with Alite tools (= www.alite.co.uk), PLTS and SEAL.

 

- com= panies, schools and other organisations actually becoming learning organisations, w= ith the structures and principles to make it possible for individuals to engage= in lifelong learning. Which is hardly happening at all in most, but those that= are not enabling this are being nicely subverted by individuals who are buildin= g their own personal learning networks.

 

Roger=

 

 

 

 

 

On 26 Feb 2010, at 08:02, Ray Tolley wrote:=



For some time now the phrase ‘Lifelong Learning’= has been bandied about, but what does it actually mean?

 

I recently came across the following at: ht= tp://www.cdu.edu.au/centres/spil/journal/IJLSC_Dec_2009_2.pdf=

 

6. Utilise lifelong learning skills:

Use a range of learning strategies; Take responsibility for one's

own learning and development; Sustain intellectual curiosity;=

know how to continue to learn as a graduate.

 

And wondered what it really meant.  When and how do we actually teach ‘Lifelong Learning’ as more than “Oh, yes,= we are always learning something new!” 

 

Can anyone recommend any serious reading/case studies on this?  When and how do we start?

 

Ray Tolley  FEIDCT, NAACE Fellow, ACQI, MBILD

ICT Education Consultant

Maximise ICT Ltd

T:   &nbs= p;= http://twitter.com/efolio=

Winner of the IMS 'Leadership Regional Award 2009'=

 

 

Roger Broadie,

Director,

Broadie Associates=

 

99 High Street, Chatteris= ,

Cambs, PE16 6NP, UK.

 

tel: +44 1 354 695583

mobile: +44 7710 328672

fax: +44 1 354 696647

 

 

 

 

 

 

--_000_47F72C87390F16439038F821453FAA1E8857221F45EMBCTBCVEM02r_-- From rjt@maximise-ict.co.uk Fri Feb 26 16:39:32 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Fri, 26 Feb 2010 16:39:32 -0000 Subject: [Advisory] FW: Elementary Education Solutions from Blackboard Message-ID: <004a01cab702$46226fc0$d2674f40$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_004B_01CAB702.46226FC0 Content-Type: text/plain; charset="utf-8" Content-Transfer-Encoding: quoted-printable For those enquiring about VLEs for Primaries, see below, not that I have = any affection for BB! =20 BW =20 Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD ICT Education Consultant Maximise ICT Ltd P: = http://raytolley.v2efolioworld.mnscu.edu/ B: = http://www.efoliointheuk.blogspot.com/ W: = http://www.maximise-ict.co.uk/eFolio-01.htm T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' =20 From: Blackboard K-12 [mailto:blackboard@blackboard.com]=20 Sent: 26 February 2010 16:36 To: rjt@maximise-ict.co.uk Subject: Elementary Education Solutions from Blackboard =20 If you cannot read this message, please click here = =20 Blackboard K-12 = =20 =20 = = Play Video = =20 Engaging Students Through Online Learning Elementary school students spend a large part of their free time engaged = with technology or gaming. As a result, educators are challenged to = captivate them in their learning using traditional methods. Young students across the country are asking for increased access to = technology in schools. In many cases, they are more comfortable engaging = with technology than their parents and teachers. Speak Up, an annual = national research project facilitated by Project Tomorrow=C2=AE = (www.tomorrow.org = ), asked students, "what would you improve at = your school to ensure that all students are successful?" I would add online classes and give more freedom to the students. I = would let students decide what they want to do for a project and give = helpful web addresses." - 5th Grade Boy, ST GILES SCHOOL, IL By introducing the use of education technology early in the learning = process, students develop critical thinking skills, work = collaboratively, and gain technology competencies that are critical to = success in the 21st century.=20 For more information on emerging trends in education, download = Blackboard and Project Tomorrow's Education = in the 21st Century series, a collection of = reports (including data from the Speak Up survey) which shed light on = issues related to learning and leading in K-12 education. Sara, a first grader from Fairfax County Public Schools, explains how = she uses Blackboard software. Watch = a video. Janet, a 4th grade teacher in New York, enhances her classroom by = extending it online. Watch = how she engages students and parents = throughout the learning process. Librarians are also engaging their elementary students through support = sites. Watch how Liz, a library media specialist in New York, creates an = environment that allows students to develop 21st century skills. View = the tour. Empower your students to take responsibility for part of their learning. = Learn more about Blackboard online learning solutions at = http://www.blackboard.com/k12/learn = . If you would like to speak with a sales = representative, contact us online or call 800.424.9299 ext 2427.=20 =20 Blackboard.com = = =20 =20 This message was sent to rjt@maximise-ict.co.uk by: Blackboard Inc. (Bbfeedback@blackboard.com) = 650 Massachusetts Avenue NW, 6th Floor, Washington, DC, 20001 USA = =E2=80=A2=20 = Unsubscribe =E2=80=A2 = Forward To A Friend=20 =20 =20 ------=_NextPart_000_004B_01CAB702.46226FC0 Content-Type: text/html; charset="utf-8" Content-Transfer-Encoding: quoted-printable

For those enquiring about VLEs for Primaries, see below, = not that I have any affection for BB!

 

BW

 

Ray Tolley  FEIDCT, NAACE Fellow, ACQI, = MBILD

ICT Education Consultant

Maximise ICT Ltd

P:  http://raytol= ley.v2efolioworld.mnscu.edu/

B:  http://www.ef= oliointheuk.blogspot.com/

W:  http://www.ma= ximise-ict.co.uk/eFolio-01.htm

T:=C2=A0=C2=A0=C2=A0 http://twitter.com/efolio

Winner of the IMS 'Leadership Regional Award = 2009'

 

From: Blackboard K-12 [mailto:blackboard@blackboard.com]
Sent: 26 February 2010 16:36
To: rjt@maximise-ict.co.uk
Subject: Elementary Education Solutions from = Blackboard

 

If you cannot = read this message, please click here

3D"Blackboard

 

3D"Play

Engaging = Students Through Online Learning

Elementary school students spend a large part of their free time engaged with technology or gaming. As a result, educators are challenged to = captivate them in their learning using traditional methods.

Young students across the country are asking for increased access = to technology in schools. In many cases, they are more comfortable = engaging with technology than their parents and teachers. Speak Up, an = annual national research project facilitated by Project Tomorrow=C2=AE = (www.tomorrow.org), asked students, "what would you improve at your school to = ensure that all students are successful?"

I would add online classes and give more freedom to the students. I = would let students decide what they want to do for a project and give = helpful web addresses."
- 5th Grade Boy, ST GILES SCHOOL, IL

By = introducing the use of education technology early in the learning process, = students develop critical thinking skills, work collaboratively, and gain technology competencies that are critical to success in the 21st = century.

For more information on = emerging trends in education, download Blackboard and Project Tomorrow's Education in the 21st Century series, a collection of reports (including = data from the Speak Up survey) which shed light on issues related to = learning and leading in K-12 education.

Sara, a first grader from Fairfax County Public Schools, = explains how she uses Blackboard software. Watch a video.

Janet, a 4th grade teacher in New York, enhances her = classroom by extending it online. Watch how she engages students and parents throughout the learning = process.

Librarians are also engaging their elementary students through = support sites. Watch how Liz, a library media specialist in New = York, creates an environment that allows students to develop 21st = century skills. View the tour.

Empower your students to take responsibility for part of their = learning. Learn more about Blackboard online learning solutions at http://www.blackboard.com/k12/learn. If you would like to speak with a sales representative, contact us = online or call 800.424.9299 ext 2427.

 

3DBlackboard.com

 

This message was sent to rjt@maximise-ict.co.uk = by:
Blackboard Inc. (Bbfeedback@blackboard.com) =
650 Massachusetts Avenue NW, 6th = Floor, Washington, = DC, 20001 USA =E2=80=A2
Unsubscribe =E2=80=A2 Forward To A Friend =

=

 

------=_NextPart_000_004B_01CAB702.46226FC0-- From rjt@maximise-ict.co.uk Sat Feb 27 11:28:06 2010 From: rjt@maximise-ict.co.uk (Ray Tolley) Date: Sat, 27 Feb 2010 11:28:06 -0000 Subject: [Advisory] ICT and Language Learning Message-ID: <000001cab79f$eeead190$ccc074b0$@co.uk> This is a multi-part message in MIME format. ------=_NextPart_000_0001_01CAB79F.EEEAD190 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Another major report has some significant findings which educators should already be addressing: 'Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning' Published by the European Commission: http://eacea.ec.europa.eu/llp/studies/study_impact_ict_new_media_language_le arning_en.php My own (brief) observations can be seen at: http://efoliointheuk.blogspot.com/2010/02/impact-of-ict-on-language-learning .html 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 T: http://twitter.com/efolio Winner of the IMS 'Leadership Regional Award 2009' ------=_NextPart_000_0001_01CAB79F.EEEAD190 Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable

Another major report has some significant findings which educators should already be addressing:

 

‘Study on the Impact of Information and Communications Technology (ICT) and New Media on Language = Learning’

Published by the European = Commission:

 

http://eacea.ec.europa.eu/llp/studies/study_imp= act_ict_new_media_language_learning_en.php

 

My own (brief) observations can be seen = at:

 

http://efoliointheuk.blogspot.com/2010/02/impact-of-ict= -on-language-learning.html

 

Best Wishes,

 

Ray Tolley  FEIDCT, NAACE Fellow, ACQI, = MBILD

ICT Education Consultant

Maximise ICT Ltd

P:  http://raytolley.v2efoliowor= ld.mnscu.edu/

B:  ht= tp://www.efoliointheuk.blogspot.com/

W:  http://www.maximise-ict.co.u= k/eFolio-01.htm

T:    = http://twitter.com/efolio

Winner of the IMS 'Leadership Regional Award = 2009'

 

------=_NextPart_000_0001_01CAB79F.EEEAD190-- From paul@paulheinrich.co.uk Mon Feb 22 21:25:26 2010 From: paul@paulheinrich.co.uk (Paul Heinrich) Date: Mon, 22 Feb 2010 21:25:26 +0000 Subject: [Advisory] Infant Moodle In-Reply-To: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88@SERVER.buspsl.local> References: <003ACDCC625BBE4A89EF8619B3511181C9E0E3FF88@SERVER.buspsl.local> Message-ID: <4B82F646.2060809@paulheinrich.co.uk> This is a multi-part message in MIME format. --------------050204040900040202090601 Content-Type: text/plain; charset=ISO-8859-1; format=flowed Content-Transfer-Encoding: 7bit Can't speak for Moodle though suspect Miles Berry will have some ideas. In Portsmouth we have several infant schools makeing very good use of the UniServity platform and I can put you in touch with a couple if that's any use. It's also worth looking at some of the articles written by Fiona Aubrey-Smith a former KS1 teacher. See for example http://www.naace.co.uk/178 (A Virtual Learnign Environment: led and loved by infants) in the summer 2007 issue of the old Naace journal Computer Education and http://www.naace.co.uk/691(It's a Small World) from Summer 2008. Paul On 22/02/2010 18:18, Chris Sutcliffe wrote: > > Hi all > > Just wondered if anyone can point me in the direction of a good > Nursery and Infant School Moodle? Also your thoughts on the pedagogy > and practice of VLE's at this age level would be appreciated. > > Thanks, > > Chris > > Chris Sutcliffe > > Education Consultant > > *WESTCOM*/t//raining/ > > engage...inspire...achieve > > Lowther Road, Clay Flatts, Workington, CA14 2TQ > > Tel: 01900 829734 Mob: 07866 890436 > > www.westcomtraining.co.uk > > ------------------------------------------------------------------------ > > WESTCOM/Training/ is a trading name of Purfield Solutions Limited. UK > Registration 4583961 > > UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT > registration no 804 7308 43 > > This message (and any associated files) is intended only for the use > of the individual or entity to which it is addressed and may contain > information that is confidential, subject to copyright or constitutes > a trade secret. If you are not the intended recipient you are hereby > notified that any dissemination, copying or distribution of this > message, or files associated with this message, is strictly > prohibited. If you have received this message in error, please notify > us immediately by replying to the message and deleting it from your > computer. Messages sent to and from us may be monitored. > -- Visit the Talyllyn Railway at Tywyn on the Mid-Wales Coast. The World's first preserved railway complete with original Victorian locomotives and rolling stock. See www.talyllyn.co.uk --------------050204040900040202090601 Content-Type: text/html; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Can't speak for Moodle though suspect Miles Berry will have some ideas. In Portsmouth we have several infant schools makeing very good use of the UniServity platform and I can put you in touch with a couple if that's any use. It's also worth looking at some of the articles written by Fiona Aubrey-Smith a former KS1 teacher. See for example http://www.naace.co.uk/178 (A Virtual Learnign Environment: led and loved by infants) in the summer 2007 issue of the old Naace journal Computer Education and http://www.naace.co.uk/691(It's a Small World) from Summer 2008.

Paul

On 22/02/2010 18:18, Chris Sutcliffe wrote:

Hi all

 

Just wondered if anyone can point me in the direction of a good Nursery and Infant School Moodle? Also your thoughts on the pedagogy and practice of VLE’s at this age level would be appreciated.

 

Thanks,

 

Chris

 

Chris Sutcliffe

Education Consultant

 

WESTCOMtraining

engage...inspire...achieve

Lowther Road, Clay Flatts, Workington, CA14 2TQ

Tel: 01900 829734  Mob: 07866 890436

www.westcomtraining.co.uk

WESTCOMTraining is a trading name of Purfield Solutions Limited. UK Registration 4583961

UK registered office: 4 Swinside Close, Cockermouth, CA13 9AB. UK VAT registration no 804 7308 43

 

This message (and any associated files) is intended only for the use of the individual or entity to which it is addressed and may contain information that is confidential, subject to copyright or constitutes a trade secret. If you are not the intended recipient you are hereby notified that any dissemination, copying or distribution of this message, or files associated with this message, is strictly prohibited. If you have received this message in error, please notify us immediately by replying to the message and deleting it from your computer. Messages sent to and from us may be monitored.

 



-- 
Visit the Talyllyn Railway at Tywyn on the Mid-Wales Coast.
The World's first preserved railway complete with original
Victorian locomotives and rolling stock.

See www.talyllyn.co.uk
--------------050204040900040202090601--