Teaching & Learning
A. Electronic availability of learning resources
Example 1 - Plymouth Adult and Community Learning
Plymouth Adult and Community Learning, in 2005, produced an interactive quiz called 'Test the City' and delivered a city-wide event based upon the National Tests in Literacy and Numeracy, Information and Communication Technology (ICT) and local history. The aim was to test whether individual voting handsets like those used in television programmes such as ‘Test the Nation’ can help to make people feel more comfortable about answering questions and promote learning as a result.
The event also aimed to raise awareness of national literacy and numeracy tests by letting people ‘have a go’ at the questions in a fun environment.
“Research has shown that around 70 per cent of adult learners feel that interactive voting equipment helps their learning. It allows everyone to contribute without fear of giving the wrong answer.”
Tracy Hewett,Senior Adult Education Officer
How you might use this
Voting systems can play an important part to inject excitement and engagement into a learning session and can help motivate learners who might otherwise be less keen to learn. Voting systems can engage groups of learners simultaneously or can help instigate discussion as a result of a shared response to a question. Learners can produce initial assessment information to the tutor's laptop, as well be able to offer evaluative comment using the devices at the end of a session.
Further Information
Watch the Quizdom video showing how voting systems provide an interactive experience for learners.
Other products, such as IML, Keepad and Turning Point provides similar systems
See how an English for Speakers of Other Languages (ESOL) group use voting systems as well as Interactive white boards in a class session.
Example 2 - Derby Adult Learning Service
Derby Adult Learning Service has developed an ‘e-mentoring’ scheme that involves a tutor who is experienced and confident in using technology providing peer support on a one-to-one basis to a less experienced colleague. There is also a team dimension, with mentees working together in groups as well as receiving individual support. This initiative is having a cascade effect, and only a few months after the start of the scheme one of the initial mentees has already become a mentor.
In another related development, Derby Adult Learning Service is developing a video podcasting system that will enable single click access to video clips. So it will be very easy for staff to use the learning platform to access staff development material in video format. The video podcasting will also, of course, be used to make resources available direct to learners.
How you might use this
It is all too easy to think of staff development just in terms of putting on conventional face-to-face courses, but other means can often be just as effective, if not more so. One-to-one support has been shown to be successful in bringing about lasting change; and the use of video clips can be very useful to reinforce learning or as an alternative to face-to-face learning when this is not practical.
Further Information
Take a look at the Common Module/Tools for e-learning/Hardware section of the Staff Development E-learning Centre (SDELC) to read about how organisations use video capture.
Example 3 - London Borough of Harrow
The London Borough of Harrow contracts out much of its adult learning provision. The Service’s website provides information about adult learning opportunities offered by all its contracted providers. The website does not just provide information for learners; it has a section for tutors that include discussion forums, professional development information and a comprehensive resource library. The resource library contains electronic versions of forms that tutors need (e.g. induction checklist and lesson plan template) as well as a wide range of documents relating to policy, procedures and quality.
'The guiding principle throughout was that the directory should be fully accessible and user-friendly as a one-stop shop for adult learning in the local area.'
Karen Bhamra, Programme Development Officer
How you might use this
Providing an online source of information for tutors across a range of contracted out providers can be an effective way for a local authority adult learning team to use technology to communicate with all tutors and to add value to its strategic and quality assurance roles.
Further Information
London Borough of Harrow website
Developing an accessible website
Example 4 - Cornwall Adult Education Service
"Staff in Cornwall Adult Education Service have been given a chance to do things with ILT and it has ha
d a knock-on effect on the Service as a whole. ILT has allowed tutors such as an art tutor to use digital photography to take photos of seascapes and landscapes. With a data projector the tutor projects the images to the whole class to provide inspiration for their drawings and paintings."
Martin Thomson, Head of Information and Learning Technology (ILT)/E-learning for the Service.
He realises the beneficial effect of encouraging his tutors to take on board ILT and e-learning. Martin has observed that the E-Guides training programme didn’t have a marked increase on skills levels amongst the Service’s staff as many already had good ICT skills. However he has noted that the E-Guides training was the catalyst for effecting beneficial change to the organisation.
Simplicity is the key as the concept behind the project was to use technology that was accessible to the majority of the population. With this in mind, Cornwall uses simple digital cameras, inexpensive imaging software (Photoshop Elements and Paint Shop Pro) and, in addition, Microsoft PowerPoint as electronic portfolios. Even those with the most basic of IT skills were able to enjoy playing with the animation settings of their presentation.
Further Information
Example 5 - Devon Adult and Community Learning
Devon Adult and Community Learning Service (DACLS) is developing a range of equipment to be available for tutors to use including 'Digital Blue' video cameras, digital cameras, printers, MP3 players and website-supported resources.
The Service has developed 'MOLES' - the Moving On - Learning Electronically Supporters. The staff, or MOLES, are either trained E-Guides who have taken on this new supportive role, or they are staff who have received E-Guide cascade training and are keen to develop their own skills by supporting others in the organisation in relation to e-learning and the use of Information and Learning Technology (ILT). Devon ACLS identified the need to develop key e-learning specialists in 4 areas - Family Learning, Modern Foreign Languages, English for Speakers of Other Languages (ESOL) and Independent Living and Leisure Skills (ILLS).
These 'MOLES' now undertake the support of tutors and provide training for use of the equipment as and when necessary. Much of the emphasis of the MOLE project has focussed on low-cost ICT applications (for example blogs, digital cameras) that can be easily used with little technical competence and more imortantly 'worked around' should things go wrong.
How might you use this?
This low-cost, high-impact e-learning approach can be repeated widely and is inherently sustainable. Useful applications such as Audacity and Microsoft Photostory 3 for Windows, for example, are free applications. An overview to some of the technology currently available that can be used to help incorporate ILT/e-learning into your curriculum can be found at the Common Module/Module 3 of the Staff Development E-Learning Centre.
Further Information
Microsoft Photostory for Windows
Staff Development E-Learning Centre (SDELC)
Example 6 - HMP Wealstun
Staff at Her Majecty's Prison (HMP) Wealstun are keen to use e-learning as part of their continuing professional d
evelopment in the expectation that it will impact on prisoners' achievement. All tutors have access to interactive white boards and wish to use them to help demonstrate new concepts through presentation and modelling. There are many examples of interactive software such as Star Spell, BKSB workbooks and diagnostics. The tutors also wish to engage the learners by encouraging them to come up to the interactive whiteboard to contribute and actively participate physically and mentally, rather than sitting passively in the classroom. In Citizenship courses they will be using voting pads to encourage active participation and provide an opportunity for spontaneous opinion gathering and informal testing.
Further Information
Take a look at the Common Modules, Tools of e-learning in the Staff Development E-Learning Centre for information about voting devices.
Example 7 - Bedfordshire Adult Learning
Bedfordshire Adult Learning carried out a Training Needs Analysis with staff. It was distributed to tutors and incorporated an e-awareness questionnaire – "on the basis that tutors' unconscious incompetence needed to be raised to conscious incompetence". Tutors positively received it and 100 completed forms were returned with 83 identifying training needs.
The training has been a positive experience for trainers and tutors. Tutors experimented with the new technologies so that they would be able to give feedback to learners and record and evidence of achievement. For example a golf tutor recorded the learners' stance at the first and last session, a Tai Chi tutor has used video to give feedback to learners to improve their posture, language tutors have used MP3 players to record their learners for assessment, one tutor records her session on an MP3 and burns(copies) to a CD at the end of each class for a dyslexic learner to take home, another tutor has used a web cam to record micro-teach sessions, tutors in wood-carving and flower arranging have downloaded photographs on to CD-ROM for Recognising and Recording Progression and Achievement (RARPA) purposes and many tutors have set up wikis and blogs to support learners.
Further Information
Take a look at the Common Modules, Tools of e-learning in the Staff Development E-Learning Centre for information about MP3 Players, Wiki and blogs.
Example 8 - Bolton Community College
Bolton Community College's E-Shift project built on the success of the previous Technology to Enhance Adult and Community Learning (TrEACL) ELVIS project. Videos have been created that include multi-language subtitles and signing to ensure accessibility and will be used with 8 blended learning courses. Modern Foreign Languages, Catering, Hair and Beauty and Visual and Performing Arts were all involved in the ELVIS 2 project. The videos have been made available via various mobile mediums such as the I-Pod, Playstation Portable (PSP), mobile phone, Portable Digital Assistant (PDA) as well as via the virtual learning environment (VLE) to enable flexibility and choice of learning.
Further Information
B. Using the internet for teaching and learning
Example 1 - East Riding of Yorkshire Adult Education Service
East Riding of Yorkshire Adult Education Service has been using National Learning Network (NLN) materials with English for Speakers of Other Languages (ESOL) learners.
" I used the Internet, putting the materials into my collections and then emailing the links to the learners in the classroom, or for their use at home. The biggest challenge was setting up their email accounts for all learners to use and then teaching them how to use them - I am not really an IT tutor!"
Gwynneth Moffat, a part-time tutor.
Gwynneth also uses an interactive whiteboard to introduce topics in class. Any learners who miss a class can be directed to the online materials. She does feel that the learners' Information Technology (IT) skills must not impede their linguistic progress. Using the computers and the NLN materials has added variety to the learners' classroom experience and they also feel that they are keeping up with the modern world by using Information and Communication Technology (ICT). The novelty of the animations and video clips throughout the materials has promoted interest and stimulated motivation.
How you might use this
Providing an opportunity for learners to access class or extension materials via the Internet is an ideal way to support their learning. The NLN materials is an excellent web-based repository for learners to access a wide range of resources covering topics such as Construction and Engineering, Health and Safety, Hairdressing and Beauty, Learning how to Learn, English for Speakers of Other Languages (ESOL), Family Learning.
Further Information
Example 2 -Sheffield and South Yorkshire
In Sheffield and South Yorkshire, Rainer has three services working with offenders and those at risk of offending who are experiencing drug alcohol and homelessness problems, particularly vulnerable young people and those with mental health issues.The innovative use of webcam, video conversations and video clips has greatly contributed to offenders' learning experience at Rainer.
Prospect Services Ltd deliver group sessions covering potential opportunities, Curriculum Vitae (CV) and job application advice and interview skills via webcam direct to offenders at Rainer. Each individual can receive 1:1 sessions via webcam. The advisors can assess the extent of learning and discuss employability issues with the offender such as, for example, when to disclose a criminal record. Video clips can be downloaded just prior to an interview to refresh learning and a video capture facility can record the online sessions and save them in short video files to refer to at a later time. The use of the Logitech QuickCam Sphere camera has been particularly successful.
Further Information
Example 3 - Middlesbrough Adult Education Services
Chris Kemp, Information and Learning Technology (ILT) Co-ordinator from Middlesbrough Adult Education Service explains how he uses a virtual learning environment to engage tutors and learners. Moodle has taken off in Middlesbrough and learners are asking tutors to be able to have access to the online learning environment.
Further Information
C. Electronic communication
Example 1 - London Borrow of Harrow
The London Borough of Harrow contracts out much of its adult learning provision. The Service’s website provides information about adult learning opportunities offered by all its contracted providers. The website does not just provide information for learners; it has a section for tutors that include discussion forums, professional development information and a comprehensive resource library. The resource library contains electronic versions of forms that tutors need (e.g. induction checklist and lesson plan template) as well as a wide range of documents relating to policy, procedures and quality.
How you might use this
Providing an online source of information for tutors across a range of contracted out providers can be an effective way for a local authority adult learning team to use technology to communicate with all tutors and to add value to its strategic and quality assurance roles.
Further Information
London Borough of Harrow website
Developing an accessible website
Example 2 - Sandwell Training Association
Sandwell Training Association is a work-based learning provider based in Cradley Heath in the West Midlands. After attending the E-Guides programme they started to develop a blog to deliver distance learning and to provide links and learning materials onto a blog for learners to access.
All delivery staff now make use of the blog and find great benefit in being able to keep in contact with assessors, learners and employers through the same channel. For learners, the most significant benefit is that learning materials, websites and resources are now always available even when they're at the workplace and not in the centre.
In a similar way, Training for Today provides a web-space for their Entry to Employment (E2E) learners. They have started using YouTube and MySpace in the E2E provision to enrich and extend the learning experience. As these websites are readily used by young people in general, it was seen to capitalise on this familarity and ask learners to create news stories which they could present to class.
The tutor would play a BBC news backdrop via YouTube onto a screen showing an authentic setting for a newsreader. This approach has proved very successful in engaging learners who were mostly disengaged with learning.
Training for Today has used a MySpace site for learners to access at any time. This central focus presents links to key websites to support their learning and offers support.
For teaching staff the use of these technologies offers additional tools and techniques to engage learners.
How you might use this
Many young people have an awareness and experience of using Web 2.0 tools that are freely available via the Internet. By capitalising on their confidence and competence in using these tools, and by using imaginative ways to build them into learning sessions, you can engage the most resistant of learners.
Further Information
The Staff Development E-Learning Centre (SDELC) (Common Tools/Module 5) offers explanations of Blogs, Web 2.0 tools and suggests case studies for use.
Example 3 - Hounslow Adult and Community Education
Hounslow Adult and Community Education, and Hillingdon Adult Education worked together on a project that gave adult learners the opportunity to create and maintain blogs as part of their programme of learning. The project was undertaken with four classes: basic skills (literacy); English for Speakers of Other Languages (ESOL); National Vocational Qualification (NVQ) Childcare level 2; and International Therapy Examination Council (ITEC) (physiology, anatomy and massage) level 3.
They found that blogging is potentially a very useful and versatile learning tool for Adult and Community Learning (ACL) but the online blogging services used in the project were not easy for ACL learners to use. They intend to use blogging software in future.
A basic literacy group in Hillingdon had a class of 9 learners attending during the period of the project. The course was entitled ‘Read, Write and Click’ and was specifically aimed at providing an opportunity to develop computer skills alongside literacy skills. Learners were asked to use the blogs to write diaries but were free to interpret this in any way they chose. Most wrote about things that they had done since the previous class. All those involved felt that keeping a blog had helped both with their writing and with their computer skills. The tutor felt that the project had encouraged the development of creative writing by providing a ‘real’ context for writing, and by providing a means to practice specific aspects of language (for example adjectives and punctuation) that were being covered as part of the course.
Further Information
The Staff Development E-Learning Centre (SDELC) (Common Tools/Module 5) offers explanations of Blogs and suggests case studies for use.
D. Additional support for learners
Example 1 - HMP Rochester
An Open College Network (OCN) Music Production course at Her Majesty's Prison (HMP) Rochester has been developed with an intention to link prisoners' general interest in music with IT skills to create a CD-ROM of music to share within the prison environment.
The CD-ROM also will assist prisoners upon release when they need to provide concrete evidence of their learning as they seek employment. They will have 'something to show' of themselves and how they positively spent their time.
Image taken from www.hmprisonservice.gov.uk.© Crown copyright 2004.
Further Information
Running a Radio Station at Her Majesty Youth Offender Institution
Example 2 - Devon Adult and Community Learning
Devon Adult and Community Learning Service (DACLS) has developed 'MOLES' - the Moving On - Learning Electronically Supporters. The staff, or MOLES, are either trained E-Guides who have taken on this new supportive role, or they are staff who have received E-Guide cascade training and are keen to develop their own skills by supporting others in the organisation in relation to e-learning and the use of Information and Learning Technology (ILT).Devon ACLS identified the need to develop key e-learning specialists in 4 areas - Family Learning, Modern Foreign Languages, English for Speakers of Other Languages (ESOL) and Independent Living and Leisure Skills (ILLS).
Throughout the project the 'MOLES' engaged in using a shared weblog/blog in different ways (focus for trips out, travel images, newsletter etc) and allowing different groups of learners to interact. They found blogs were an effective tool for communication.
Further Information
The Staff Development E-Learning Centre (SDELC) (Common Tools/Module 5) offers explanations of Blogs and suggests case studies for use.
NIACE E-Guides Staff Development Training Programme
E. Outreach and inclusion
Example 1 - Cornwall Adult Education Service
Cornwall Adult Education Service has set up an online art gallery to celebrate the achievements of adult learners on art and craft courses in the county. This initiative has had benefited the service and its learners in at least three ways:
It is a highly imaginative way of using digital technology to record and celebrate the achievement of learners;
It has provided the opportunity for learners to develop their Information and Communication Technology (ICT) skills as learners whose work is to be displayed in the gallery attend a short course on digital photography and digital imaging. This has enabled each learner to produce an electronic portfolio of her/his work, and the images in the online gallery were taken from these e-portfolios.
An online gallery of learners’ art and craft is an excellent marketing tool for an adult learning provider. This is particularly true in a large rural county where it may be difficult to show examples of a range of learners’ art and craft work in a physical exhibition at a single venue.
How you might use this
When considering using electronic means for recording progress and achievement of learners, don’t just consider the requirement of Recognising and Recording Progression and Achievement (RARPA)! Think about how you can use the online environment to publicly celebrate the achievements of individual learners and to market what you as a learning provider can offer.
With digital video becoming easier and less expensive, you might also think about including video clips in an online gallery. So you could, for example, celebrate achievement in dance and music as well as the ‘static’ arts.
Further Information
Example 2 - Read On - Write Away! (ROWA)
Read On - Write Away! is a Derbyshire community-focused literacy partnership and the Family Lifestyles Information and Communication Technology (ICT) project Family Literacy, Language and Numeracy as a means to engage reluctant offender learners, improving their skills and encouraging the links between families and communities.
With the e-learning material developer DESQ they developed a CD-ROM based on literacy, language and numeracy applications for the First-step learning. The National Learning Network (NLN) Round 4 materials have also been used with parents/carers as part of the Next-steps learning opportunity.
The Read On - Write Away (ROWA) Learning bus is a super technology-rich environment to attract offender learners and their families to try out the software and to receive advice on the next steps of learning. It also provides a link to other services within the community.
Further Information
Example 3 - Tresham Institute
In the Northamptonshire Probation Area, Tresham Institute provides tutors with a mobile wireless broadband connected Information Technology (IT) trailer. Once a week tutors work with offenders and deliver Information and Communication Technology (ICT) training i.e. New CLAIT qualification and the European Computer Driving Licence. Tutors also incorporate the use of the new mobile technologies such as Portable Digital Assistants (PDAs), MP3 players, memory sticks and laptops. Tresham utilise the Thomson NETg e-learning solution so learners can access appropriate learning software and carry out simaultions and controlled exams using the secure wireless network.
This online learning opportunity will enable the offenders to have access to and use of e-learning equipment and resources as part of their Skills for Life provision.
Further Information
European Computer Driving Licence
Take a look at the Common Modules, Tools of e-learning in the Staff Development E-Learning Centre for information about mobile and wireless technologies.
F. Teaching and learning styles
Example 1 - HMP Bullwood Hall
Her Majesty's Prison (HMP) Bullwood Hall has created an Intranet to replicate the learning opportunities and information offered by the Internet. They have linked to the digital TV channel delivered using Internet Protocol Television (IPTV). Server based computers broadcast a menu-driven service to a television in each cell enabling multiple learners to address their own learning needs simultaneously. The initial focus is on English for Speakers with Other Languages (ESOL), Skills for Life (SFL) and Information and Communication Technology (ICT) where courses already exist in IPTV format.
This mode of learning empowers prisoners to take charge of their own learning, studying at their own speed in their own time. Benefits for the institution include an increase in purposeful activity through in-cell learning time.
Further Information
Example 2 - HMP Littlehey
Image taken from www.hmprisonservice.gov.uk.© Crown copyright 2004.
Her Majesty's Prison (HMP) Littlehey provides transmitted televisual materials to its cells, linked to the following areas:
- Parenting
- Preparation for Employment
- Healthy Living
- Financial Literacy
Some of the televisual material is from existing programmes (such as ‘Brat Camp’ for parenting), and some will have been filmed specifically for the project by the area Nacro film unit.
These areas of learning have been selected because of their impact on resettlement; offenders will be guided to them at about six months from their release date. The use of televisual material will, for some learners, have a far greater impact on learning than written material, and will allow learners to see behaviours demonstrated. The ability to learn through television also allows for flexibility of access.
Further Information
G. Development of learners' ICT skills
Example 1 - Tresham Institute
In the Northamptonshire Probation Area, Tresham Institute provides tutors with a mobile wireless broadband connected Information Technology (IT) trailer. Once a week tutors work with offenders and deliver Information and Communication Technology (ICT) training i.e. New CLAIT qualification and the European Computer Driving Licence. Tutors also incorporate the use of the new mobile technologies such as Portable Digital Assistants (PDAs), MP3 players, memory sticks and laptops. Tresham utilise the Thomson NETg e-learning solution so learners can access appropriate learning software and carry out simaultions and controlled exams using the secure wireless network.
This online learning opportunity will enable the offenders to have access to and use of e-learning equipment and resources as part of their Skills for Life provision.
Further Information
European Computer Driving Licence
Take a look at the Common Modules, Tools of e-learning in the Staff Development E-Learning Centre for information about mobile and wireless technologies.
Example 2 - HMP Exeter
It is widely considered that budget management training and financial planning is a key to success to reduce the re-offending rates. In addition, it links directly with other areas such as accommodation and employment.The National Association of Reformed Offenders (UNLOCK) supports ex-offenders and serving prisoners to overcome social and financial exclusion, plan for life after release and rebuild their lives after leaving crime behind.
Her Majesty's Prison (HMP) Exeter are involved with an UNLOCK project that allows offenders access to virtual Automated Teller Machine (ATM) technology, digital presentations and fully inclusive financial training and the project aids differentiation and varied learning styles within the classroom. Offenders can use unbiased insurance and mortgage agencies and the experience gives them the skills to manage their personal finances which in turn may prevent re-offending.
Coupled with the budget management course this software provides quality delivery and also allow students to develop Information and Communication Technology (ICT) and literacy / numeracy skills.
How you might use this
To engage learners with budget management and financial planning needs specific resources that can be updated and provide the user with essential information. The Money Matters To Me website has excellent resources including a virtual ATM machine and Meter Reading within its workshop section.
The Let's Talk About Money project is designed to support offenders', ex-offenders' and their families financial needs and will help support the National Reducing Re-offending Action Plan. The Guide can be dowloaded from the NIACE website.
Further Information
H. Developing and broadening the curriculum
Example 1 - HMP Bullwood Hall
Her Majesty's Prison (HMP) Bullwood Hall has created an Intranet to replicate the learning opportunities and information offered by the Internet. They have linked to the digital TV channel delivered using Internet Protocol Television (IPTV). Server based computers broadcast a menu-driven service to a television in each cell enabling multiple learners to address their own learning needs simultaneously. The initial focus is on English for Speakers with Other Languages (ESOL), Skills for Life (SFL) and Information and Communication Technology (ICT) where courses already exist in IPTV format.
This mode of learning empowers prisoners to take charge of their own learning, studying at their own speed in their own time. Benefits for the institution include an increase in purposeful activity through in-cell learning time.
Further Information
I. Using electronic means for recording progress and achievement
Example 1 - Cornwall Adult Education Service
Cornwall Adult Education Service set up an online art gallery to celebrate the achievements of adult learners on art and craft courses in the county. This initiative has had benefited the service and its learners in at least three ways:
- It is a highly imaginative way of using digital technology to record and celebrate the achievement of learners;
- It has provided the opportunity for learners to develop their ICT skills as learners whose work is to be displayed in the gallery attend a short course on digital photography and digital imaging. This has enabled each learner to produce an electronic portfolio of her/his work, and the images in the online gallery were taken from these e-portfolios
- An online gallery of learners’ art and craft is an excellent marketing tool for an adult learning provider. This is particularly true in a large rural county where it may be difficult to show examples of a range of learners’ art and craft work in a physical exhibition at a single venue.
How you might use this
When considering using electronic means for recording progress and achievement of learners, don’t just consider the requirement of Recognising and Recording Progression and Achievement (RARPA)! Think about how you can use the online environment to publicly celebrate the achievements of individual learners and to market what you as a learning provider can offer.
With digital video becoming easier and less expensive, you might also think about including video clips in an online gallery. So you could, for example, celebrate achievement in dance and music as well as the ‘static’ arts.
Further Information
Example 2 - Plymouth Adult and Community Learning
Plymouth Adult and Community Learning use Quizdom voting technology regularly with learners. Learners can practice Skills for Life Literacy tests and tutors have even produced a 'final' paper where the learners did not realise they were completing the actual test so the 'scare factor' had been removed - "the competitive elements elicited better results". See Section A Example 1 for more information about how Plymouth has used voting systems.
Example 3 - Portsmouth City Council
One of Portsmouth City Council's Family Learning tutors became so enthusiastic about using technologies after participating in one of their projects that she now using digital equipment to capture evidence of achievement. She uses MP3 players, which she has found particularly good for English for Speakers of Other Languages (ESOL) learners.
"I never thought I'd say it but I don't think I'll ever enter a classroom again without a digital camera. It is now an essential teaching tool - bearing in mind that the biggest part of teaching seems to be recording evidence. It also got me out of a hole when I forgot my flipchart paper and enabled me to photograph my whiteboard."
Portsmouth City Council Family Learning tutor
Following a review of Portsmouth City Council’s Family Learning programme the tutors highlighted that one area they would like to improve was the initial and formative assessment of learners. Much of the assessment undertaken prior to the project was either paper-based or through question and answer. They were looking for a non-threatening, quick way to deliver assessments that, if at all possible, could also be fun.
A decision was made to trial the use of voting technologies to deliver initial assessment with learners and on the shorter courses the technologies were also used for final assessment. At the same time tutors were creating their own interactive formative assessments using Microsoft Office applications and content creation tools. The hope was that by undertaking testing throughout the programme they would find a more effective way of tracking learner progress and achievement; fitting in with the Recognising and Recording Progress and Achievement (RARPA) requirements for non accredited learning.
Further Information
E-assessment of Family Learning learners
Recording outcomes using technology
Watch the Quizdom video showing how voting systems provide an interactive experience for learners.
Other products, such as IML, Keepad and Turning Point provides similar systems
See how an English for Speakers of Other Languages (ESOL) group use voting systems as well as Interactive white boards in a class session.
Example 4 -Springboard Southwark
Springboard Southwark in London provides work-based learning in the South London area. Having attended E-Guides training they developed the idea to use Interactive Word as an e-portfolio to reduce the amount of paperwork in National Vocational Qualification (NVQ) portfolios. Using Microsoft Word interactively learners create portfolios small enough to fit onto a memory stick or CD. Springboard felt this approach works well and is decidely cheaper than commercial options.
A template was developed to support different learning styles and it was designed to help learners to achieve quicker and more effectively. Their e-portfolio has been embraced by the assessors as it produces less paperwork and files can be emailed between candidates and assessors quickly and easily.
"Creativity, willingness to try something different and sticking to simple solutions."
Paul Ellis from Springboard Southwark offers the above advice
How you might use this
There are many flavours of e-portfolios and it is worth considering advice from those who have invested money and time identifying which product serves their provision well. Quite often a simple approach works well and a Microsoft Word document, with hyperlinks to files, can be a perfect solution and a cost effective one.
JISC suggest that there are three main purposes for an e-portfolio:
- reflective learning leading to planning and personal development and career progression
- associated evidence on which to base the reflection
- support, advice and assessment
Further Information
The JISC Choosing an E-portfolio system where their advice considers open-source solutions as well as commercial options.
BECTA's 'The impact of e-portfolios on learning'
Example 5 - Acacia Training and Development Ltd
Many organisations use sound recording to capture progression and achievement. Acacia Training and Development Ltd have invested in MP3 player/recorders for all of their assessors to collect evidence for the National Vocational Qualification (NVQ) portfolios. After initial training all their assessors have found that by using the technology it has helped them become much more efficient in collecting and collating evidence from the candidates studying for Health and Social Care or Hospitality qualifications.
For both assessors and learners having access to digital recording technology has made collecting evidence more creative and less restrictive. Assessors have been able to record rather than take written notes which has allowed them to concentrate on the learners themselves during observation visits. Furthermore, the Internal Verifier welcomed digital audio files as evidence as this would allow more standardisation across the company.
Further Information
The Staff Development E-Learning Centre (SDELC) (Common Tools/Module 3) offers information about Mp3 players and recorders.
Example 6 - Peterborough Adult Learning Service
Peterborough Adult Learning Service used TrEACL funding to incorporate technology into the performing arts. The result has been the inclusion of mini disk recorders and specialist music software into learning programmes.
Progress in singing is impossible to measure in a purely objective manner, but sophisticated computer software can pick up on the indicators of progress and success. There are acoustic parameters that a computer recording, with its clarity and fidelity can capture including pitch range, intonation, loudness and intensity, vocal note quality, timbre, tone and tuning, vocal flexibility and vocal stamina. This enables learners to assess their performance more accurately and develop their musical awareness and memory.
The Service is keen to further develop the use of the technology to develop learners' skills in music reading, recording and editing and as a way of recording learners' progress and exploit the software's full potential.
Further Information
Peterborough's project report.
J. Re-engineering teaching and learning provision
Example 1 - Future Prospects
Future Prospects is York's employment and learning advice service. The Enable E-learning in Offender Learning and Skills ( EEOLS) project produced a working partnership between Future Prospects, Crime Reduction Initiative (CRI), York Association of Care and Resettlement of Offenders (YACRO), Her Majesty's Prison (HMP) Askham Grange and HMP Full Sutton. These partners work with offenders in three distinct categories - community, open prison and Youth Offender Institutions (YOI) and high security.
Part of the EEOLS project included Digital Storytelling workshops where learners have the opportunity to write, direct and produce two-minute films about their lives. As well as introducing technical skills such as Digital Photography, Image Manipulation, Sound Recording and Audio Editing and Video Editing, the project provide new opportunities for expression and self-reflection. Learners have access to the training - in prison using a CD-ROM and in the community, via an Internet based learning platform.
By participating in this project, the learners become aware of advances in current technologies and experience a multitude of educational opportunities beyond the physical walls of a classroom or indeed prison walls. Future Prospects feel this project will open up possibilities for innovative ideas in the future.
Further Information
Educational uses of Digital Storytelling
Read about the digital storytelling project at Askham Grange, written by Charlotte Harker, Education Manager at Askham Grange.
Example 2 - Plymouth City Council
Plymouth City Council feels that their use of voting systems has added value to the learning experience. Apart from using the devices to ascertain initial assessment levels in a class they use them to collect evaluative comment from learners at the end of sessions. They realise there is a pride amongst tutors who are leading the way in innovative delivery.
"This was the first truly honest evaluation I have written about a tutor." says one of Plymouth's learners.
Further Information
Watch the Quizdom video showing how voting systems provide an interactive experience for learners.
Other products, such as IML, Keepad and Turning Point provides similar systems
See how an English for Speakers of Other Languages (ESOL) group use voting systems.
Example 3 - Inspire Inside Project
The 'Inspire Inside' project is an innovative project between the arts charity Stretch and the Victoria and Albert Museum. The aim is to use digital and computer technology to make available the collections of the museum to offenders with no Internet access and no previous museum experience. The offenders work with virtual tours and interactive CDs as well as more traditional arts and crafts. Ultimately, the participants make a virtual tour of their own work.
Further Information
Example 4 - HMP Bullwood Hall
Her Majesty's Prison (HMP) Bullwood Hall has created an Intranet to replicate the learning opportunities and information offered by the Internet. They have linked to the digital TV channel delivered using Internet Protocol Television (IPTV). Server based computers broadcast a menu-driven service to a television in each cell enabling multiple learners to address their own learning needs simultaneously. The initial focus is on English for Speakers with Other Languages (ESOL), Skills for Life (SFL) and Information and Communication Technology (ICT) where courses already exist in IPTV format.
This mode of learning empowers prisoners to take charge of their own learning, studying at their own speed in their own time. Benefits for the institution include an increase in purposeful activity through in-cell learning time.
