Worker's Educational Association North East ICT Blog

Bringing Learning to Life

2007-10-27T11:36:00.000+01:00

I will be presenting four 2 hour Workshops this week:
Washington Fire Station on Monday 29th October at 10:00 and 12:30
Mile House, Chester-le-Street on Thursday 1 November at 10:00 and 12:30.
Everybody is welcome and I look forward to meeting some new colleagues and some I've met before. You will be looking at:

Data Projectors.
Laptops.
PowerPoint.
Portable Electronic Whiteboards (Mimio).
Digital Cameras.
Mobile Phones
Blogs - like this one- how to start your own Blog.
Web Quizzes, Resources and materials.
Video Cameras.
TV and Video/DVD Players.
Internet.

I hope to see you all at one of these workshops. If you're lucky and one of the first 10 to enrol for your workshop you might even get paid for attending.

Regional Website

2007-09-06T12:04:00.000+01:00

The NE Regional website is currently being reviewed and updated.
if you have anything you would like posted or linked to on the website please let me know
Staff member's and the Regional committee members photographs and biographies will be posted as will the region course brochure

More ICT Equipment

2007-09-06T11:56:00.000+01:00

I am delighted to report that I have been successful in a bid to NIACE for more equipment to enable tutors to embed e-learning into their provision. The equipment includes:
10 Toshiba laptops for the classroom at Regional Office
10 Toshiba laptops for use by tutors for courses
2 Mimio with wireless upgrade
2 NEC VT59 Projectors
Mimio recorder “5” – licence for up to 5 individual users this is the recording element of the Mimio:
• The Mimio recorder provides a set of tools to record your Mimio interactions into a .avi movie file with the option to record audio as well
• It can be used to easily record presentations using standard record, stop and play features
• Mimio studio is capable of automatically connecting Mimio to an open Netmeeting session. Mimio Studio and Netmeeting can be used together in both interactive and recording modes thereby reducing the need to travel to meetings

In addition, the Mimio Recorder enable the tutor to use it as:
• A learning tool and teaching strategy
• A method of capturing learning
• A method of evidencing learning

Two sets of licenses will provide Mimio Recorders on nine laptops and one set for the classroom based in the Regional Office.

This equipment should be available for distribution by the end of Oct 07. should you wish to access this equipment contact your course organiser.

E learning Training

2007-06-11T12:12:00.000+01:00

Following a successful bid to WEA National Office the NE region now have portable electronic whiteboards for WEA tutors to use during the delivery of their provision to enhance the learning experience for tutor and student alike.

Therefore there are two short training sessions on How to:

• Use data projectors and laptops
• Use PowerPoint
• Use portable electronic whiteboards

The training sessions will run from 1000hrs to 1200hrs and 1230hrs to 1430hrs on Monday 25th June 07 at the Washington Community Fire Station, Glover Industrial Estate, Washington, Tyne and Wear, NE37 3AG, telephone 0191 444 1850.

The training is free but WEA are unable to pay for you to attend or provide you with travel expenses. It is hoped that the value of the training will be suffice

Thereafter the equipment can be obtained via your Course Organisers

I hope you make the training!

Resources for ICT/Embedded Provision

2007-05-14T15:49:00.000+01:00

The following two books are worth considering purchasing and you can claim back the cost next time you teach an e-learning embedded course.

Handheld Technologies for Mobile Learning ISNB 978 1 86201 320 9
and
Attracting and Motivating New Learners with ICT ISBN 186201276 8

Both available via niace @ www.niace.org.uk or 0116 204 4200 or enquiries@niace.org.uk

Electronic Whiteboards

2007-05-09T09:47:00.000+01:00

I am pleased to announce that I, on behalf of the WEA NE, have been successful in their bid for four portable electronic whiteboards for the region and a static whiteboard with data projector for the classroom in Jesmond.

These, along with the data projectors and laptops, will be/are available from the course organisers in each sub region on a "first come, first served" basis

I intend, once I have received them from Regional Office to roll out a series of 2hr training events across the region on how to use them. The venues will be:

1. Bennett House, Darlington
2. Miners Hall, Durham City
3. Washington Fire House, Washington
4. RO, Jesmond

Mimio Whiteboard Capture System is a portable interactive technology which converts regular whiteboards to interactive - anywhere

The key to the mimio system is the portable mimio Xi capture bar. Just 220mm long when folded and weighing less than half a kilo, mimio attaches to any regular dry wipe whiteboard, or even a flipchart easel.

Simply connect to your PC and you're ready! Everything you write or draw (using regular marker pens in the mimio stylus) is captured and saved in the all-new mimio Studio software, whilst (for interactive use) add a data projector and use the mimio stylus to control projected applications or the virtual whiteboard.

mimio Studio's powerful new interactive resources provide a level of interactive functionality and features previously only found on conventional "fixed" whiteboards. Now you can go to a venue and use a regular whiteboard to give a fully interactive lesson or presentation

Ways to use Mimio Xi

With a data projector: using a touch-screen stylus, you control projected material and interactive content directly from the whiteboard
Without a projector: capture whiteboard notes, review, print, email them, share them via video conferencing
The "no PC" option: mimio's on-board memory stores up to ten hours of whiteboard notes and activity for download later

More for you at the training day!

Innovative Unaccredited ICT Provision

2007-04-10T06:21:00.000+01:00

Innovative Unaccredited ICT Provision

With the reduction of funding from PWB to PWA it has become prohibitive for WEA NE to run accredited provision.
To that end it has become necessary to find innovative unaccredited provision for WEA to deliver ICT. Here in Co Durham we have delivered ICT embedded with S4L including the opportunity for students to sit the National Test in Literacy (built around word processing, Internet and email courses) and Numeracy (built around spreadsheets, databases and email - booking flights etc) at Level 1 and/or 2 as appropriate to the student's individual needs. We have also delivered the Driver Theory course (offering IAG on S4L provision as a educationally progressive course if relevant) and there is the offer of an ICT course built around Astronomy.
All unaccredited courses here in Co Durham result in a County Durham Learning Passport and certificate with learning outcomes. Whilst this is only available in Co Durham there may be a similar scheme in your area and at the very least there is the WEA certificate that cna be adapted to your course.
WEA NE is looking for further ideas for ICT provision both contextualised (ie Family Tree)and discrete. Please feel free to share your ideas!

ICT Tutor Training

2007-04-10T06:17:00.000+01:00

ICT Tutor Training

In the past I have emailed the tutor team when free training opportunities around ICT provision and E-Learning are identified. In future these links will be displayed on the blog. As will any job opportunities
If tutors have a specific training need they have identified for themselves please contact me and I will see what I can find from relevant agencies.

ICT Curriculum Training 10 April - 17 April 2007

2007-04-10T06:08:00.000+01:00

ICT Curriculum Training Event

This year's ICT Curriculum Training Event has the following items on the agenda for you to visit on the blog and comment upon:

- RARPA and unaccredited ICT Provision
- Accredited ICT Provision*
- Innovative Unaccredited ICT Provision
- ICT Equipment and Availability
- Training Requirements for ICT Tutors

Feedback comments on these matters is appreciated and if your feedback could be on the relevant posting and those matters * on this particular posting - which is the ICT Curriculum Training Event - it would be helpful to collate and evidence

Barriers to ICT Provision

2007-04-09T14:35:00.000+01:00

Key Barriers to increased access, understanding and awareness of ICT Provision.

There is a contradiction in education with regard to ICT provision. The Government has not increased the funding for ICT courses, therefore making them financially viable for the WEA to run - and the fact that the same Government has stated that ICT is a key skill. In addition, there is the constant comment that no one wants ICT courses and that ICT as an area of delivery is not required. There are many barriers to ICT provision and the following are just some. I have annotated where and how I believe we should be aiming our provision in the area

Attitudinal In that there is a lack of awareness or understanding of the potential of ICT to improve personal and economic well being, particularly amongst organisational leadership. This includes the perception, or reality, of there being little, if any, content relevant for some groups and communities;

Information suggests that even where people are able to afford access to ICT, particularly the Internet, they will often choose not to use it because they do not perceive that the content or functionality is meaningful for them. This is particularly true for ethnic minority communities but can extend also to other groups in society. In not using the Internet, such groups are missing out on access to information, knowledge, products and services that could enhance their well being and increase their ability to make a greater economic contribution.

Lack of confidence about ability to use new technologies; Language difficulties, either because of the techno-speak that is often used in association with ICT or potential users' limited English language skills. Many people who prove well able to use ICT after tuition need support to overcome a lack of confidence, particularly if they did not do well in previous learning situations, or it is a long time since they learned anything new. A report on telecentres and telework revealed that before any technical skills were taught to trainees much effort has to go into building confidence and encouraging them to believe they could master the equipment and software. While people are becoming more familiar with ICT terminology, help is often needed for them to overcome barriers around the use of jargon, with particular support needed by people from a non-English speaking background, or lacking basic literacy and numeracy skills. Potential WEA provision area. This is an ideal opportunity to offer ICT embedded with Skills for Life•

Financial:
Cost of equipment, connectivity and skill development - Potential WEA provision area
Lack of community-based access points which would provide cheap or free access and training - Potential WEA provision area

Skills:
Insufficient training and education, and professional development, of educators and business and community advisors to support advocacy for ICT, and to train people in ICT skills - Potential WEA provision area however funding required to deliver in these instances

Infrastructure:
Lack of new product developments which would encourage specific groups to go online
Inadequate technology infrastructure for growth in many areas, particularly rural areas - Rural area provision difficult due to low class numbers and retention issues

RARPA and Unaccredited ICT Provision in the Region

2007-04-09T14:00:00.000+01:00

Recognising and Recording Progress and Achievement in non-accredited provision (RARPA)

Context: The purpose of this report is to aid tutors in recording learning on WEA non-accredited courses of which, due to funding cut backs by the LSC, ICT provision will, in the majority, be for the foreseeable future. The Learning and Skills Council (LSC) has been working with the Department for Education and Skills (DfES), the Office for Standards in Education (Ofsted) and the Adult Learning Inspectorate (ALI) to develop a broad and coherent set of measures of success that can properly recognise and celebrate all learners’ achievements across the learning and skills sector, and gauge the success of providers. Recognising and Recording Progress and Achievement in non-accredited learning (RARPA) is a priority measure.

RARPA applies to non-accredited learning and provides a way of recognising and recording learners’ success in this context. The principles of the five staged process and the benefits of the approach for quality-assuring learning will influence other aspects of the developments within the New Measures agenda.

RARPA started as an initiative to raise the quality of non-accredited teaching and learning. It has developed into a priority new measure under Success for All*, reflecting the significance of this work and the contribution RARPA has made to the New Measures programme.

Non-accredited learning is typically found in adult provision, often part time, and in formal and informal learning contexts. RARPA should also be applied to other areas of non-accredited learning, including learning by people with learning difficulties and/or disabilities where the primary learning goals may not be accredited outcomes and Entry to Employment (E2E) provision, where personal and social development is a key outcome.

RARPA is not intended to be applied to full-time 16-19 provision, for which other new measures are being developed and piloted for value added and distance travelled.

RARPA supports the LSC’s aims and those of its key partners, recently described in Quality Improvement and Self-assessment (LSC, May 2005), by providing the approach for quality-assuring non-accredited provision. The guidance requires, as a minimum, that providers’ self-assessments include judgements on all areas, accredited and non-accredited, and evaluate all learners’ achievements.

The key themes of RARPA are that:

• The learner is at the centre of the RARPA approach

• The purpose of introducing RARPA is to enhance the learners’ experience

• The application of RARPA should be fit for purpose

• The approach, both in the staged process and the quality assurance of learning, is to be unbureaucratic

• The approach should complement and integrate with existing processes for quality assurance and learner recording

• The staged process is mapped to the new Common Inspection Framework (CIF) and should encourage effective self-assessment and evidence of effective learning processes at inspection

The actions that providers need to take are to:

• ensure the quality assurance processes, self-assessment and quality improvement planning include all provision, accredited and non-accredited

• review teaching and learning strategies for non-accredited learning to ensure that
The staged process can be applied to teaching practices in a way that ensures the five staged process is being applied to the benefit of learners

• review their quality assurance systems to ensure that sufficient information
is collected in a suitable way to allow self assessment decisions to be taken

• review data collection systems to ensure that these are fit for purpose and not unnecessarily bureaucratic

• develop, as necessary, self-assessment reporting processes for 2005-06 to cover all provision, accredited and non-accredited with RAPRA

The Five Staged Process

1. Aim(s) appropriate to an individual learner
or groups of learners - These are clearly stated aim(s) for all programmes

2. Initial assessment to establish the learner’s starting point - This is a record of outcomes of process of establishing learners’ starting points

3. Identification of appropriately challenging learning objectives (initial, renegotiated and revised) - These are clearly stated and suitably challenging objectives for all programmes and, wherever feasible, individually for each learner

4. Recognition and recording of progress and achievement during programme (formative assessment), including tutor feedback to learners, learner reflection, progress reviews

Examples of appropriate evidence includes:

Records of learner self-assessment, group and peer assessment, tutor records of assessment activities and individual or group progress and achievement.
Learners’ files, journals, blogs, diaries, portfolios, artwork, videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, artefacts, photographs and other forms of evidence

5. End-of-programme learner self-assessment, tutor summative assessment, review of overall progress and achievement in relation to appropriately challenging learning objectives identified at the beginning or during the programme. It may include recognition of learning outcomes not specified during the programme

Examples of appropriate evidence includes:

Records of learner self-assessment, group and peer assessment, tutor records of assessment activities and individual or group progress and achievement. Learners’ files, journals, blogs, diaries, portfolios, artwork,
videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, artefacts, photographs and other forms of evidence

Additional Outcomes that can be evidenced under RARPA

The list of so-called ‘soft’ outcomes can be changed according to the individual and/or group objectives, and can be used at the beginning, throughout or at the end of the programme of learning.

This enables the learner to acknowledge and record with the support of the tutor the outcomes achieved or improved in addition to the appropriate skills and knowledge gained.

"Soft outcomes" include self confidence, self esteem, tidying up at the end of a class, speaking out in the class and are all individual learner dependant.

There is to be a training session for all tutors delivering unaccredited provision in the near future. In the interim if you require any examples of good practice or further information, advice or guidance with regard to RARPA do not hesitate to contact me

RARPA References Spring 2007:

Official documents:
1. Position Statement on RARPA, LSC, January 2003 www.lsc.gov.uk

2. Recognising and Recording Progress and Achievement in Non-accredited learning, LSC For Action, July 2005 www.lsc.gov.uk

3. Investing in Skills: taking forward the skills strategy: LSC consultation paper, Autumn 2004 (especially paragraphs 3.5 and 4.3) www.lsc.gov.uk

4. Piloting the New Measures of Success Quality Improvement Pack: guidelines include requirements for RARPA pp92-98. This pack will be online on the LSC’s Framework for Excellence site, but can still be downloaded from: http://www.lsc.gov.uk/Search.htm?Term=new+measure+of+success&Search=1

5. A Framework for Excellence: LSC consultation paper July 2006 and responses to it. This and further documents can be found at: http://ffe.lsc.gov.uk/

Research:

6. Proof Positive, Kate Watters & Cheryl Turner, NIACE 2001, full report and summary available, www.niace.org.uk

7. Learning Journeys: learners’ voices, Jane Ward & Judith Edwards, LSDA 2002 http://www.lsneducation.org.uk/pubs/

8. Wider Benefits of Learning website: www.learningbenefits.net

9. Recognising and Recording progress and Achievement in non-accredited learning: Evaluation report on the RARPA projects, NIACE and LSDA 2004 www.niace.org.uk

Guidance:

10. Learning in Progress: recognising achievement in adult learning, Pauline Nashashibi, LSDA 2002, http://www.qualityacl.org.uk/quality/publications.aspx

11. The Alchemy of Learning: Impact and progression in adult learning, Pauline Nashashibi, LSDA 2004 http://www.qualityacl.org.uk/quality/publications.aspx

12. Planning Learning and Recording Progress and Achievement: a guide for practitioners, DfES Delivering Skills for Life series www.dfes.gov.uk/readwriteplus

13. General LSC webpage for RARPA http://rarpa.lsc.gov.uk/

14. Examples of good practice http://www.lsneducation.org.uk/research/centres/rcfteachlearncurricqual/rarpa.aspx

15. ALI webpages about learning and assessment http://data.ali.gov.uk/excalibur/bbp/html_content/Links_LA.htm

16. Initial Assessment: a learner centred process, Muriel Green LSDA 2003 http://www.lsneducation.org.uk/pubs/

17. The ACLearn website www.aclearn.net has a quick link to examples of how e-learning can support RARPA

17. Dancing on A Moving Carpet, Kate Watters, Ann Armstrong, Annie Merton, LSDA 2004 www.lsneducation.org.uk/pubs/ General overview of change management in Adult Learning, with case studies

18.Signalling Success, Alastair Clark and Shubhanna Hussain-Ahmed, NIACE 2006 http://www.niace.org.uk/Publications/S/signalling.asp Ideas for using technology to make RARPA flexible, creative and non non-bureaucratic.

All about Electronic Portfolios

2007-04-09T12:24:00.000+01:00

Electronic Portfolios

For educational purposes, the definition of a portfolio is a collection of student work over a period of time. A portfolio is an authentic performance based assessment tool. It is used for evaluation by demonstrating how and what the student is learning. An electronic portfolio simply means that the portfolio is technology based. There are many different types of electronic portfolios. Most allow for flexibility so that the teacher or facilitator can focus and or measure a specific skill or concept.

Because teaching methods and strategies have changed and will continue to change as research and technologies make advances, the means to assess students must also keep pace. Portfolio assessment began as a way to more accurately evaluate a student. By organizing and collecting student work samples, teachers, students and parents could chart student progress. Often times these portfolios were bulky and took up a lot of room. Other problems included the organization of it as some work samples were of various sizes often too large to be kept in a folder or binder.

What to include in an Electronic Portfolio

· Personal information
· Education history
· Personal stories – blog
· Personal commentary and reflections
· Research information such as documentation and references research
· Annotated bibliographies
· Book lists
· Course work – assignments and projects
· Tutor comments
· Academic and professional achievements – including scanned certificates
· Timelines
· Calendars
· PowerPoint presentations
· Digital photographs (annotated
· Video clips
· Podcasts
· Goals, plans, self assessments
· Recommendation letters and references

There is an endless variety of information that could be added. That is one reason why electronic portfolios can measure and assess almost any concept or skill and in any language because each teacher can design what they wish to measure and include.

Why Electronic Portfolios?

There are benefits to using an electronic portfolio. With traditional portfolios, files, boxes and or binders holding papers, cassettes, pictures, drawings would take up lots of space. With an electronic portfolio, information can be easily stored in a computer hard drive, floppy disc, CD or other. This would take up very little physical space and would be accessed with minimal effort.
Electronic portfolios not only take up little physical space, but can hold a great deal of information. Pictures, art work and writing samples can be all be scanned in and saved. Reading samples could be recorded. Work samples from the previous school year could also be included. Another important addition, would be collaborative student work that otherwise would not be able to be included in each participating students portfolio.

Once the student work is organized, electronic portfolios can be enhanced by the addition of sound, music, pictures, graphics and even video. Thus making it easier and more appealing to the student, parent and teacher.

Electronic portfolios also serve to enhance computer and technology skills. The teacher and student would gain experience by creating, selecting, organizing, editing and evaluating the portfolios. Students would feel a sense of accomplishment and empowerment by displaying, sharing and presenting their electronic portfolios to teachers, fellow classmates and parents.

How to Create an Electronic Portfolio?

Besides the time and planning that comes in creating an electronic portfolio, you need to have some basic equipment to begin. The following is a list of the basics: Computer, Scanner, Digital Camera, Multimedia Software Program, Web Authoring Programs.

You would need a computer with multi-media capabilities. The more RAM the better. A colour flatbed scanner is fine. The scanner can be used to transfer documents and images. A digital camera allows for the capture of images of student on task. It could be taken on field trips or outside on the playground. There are quite a few multi-media programs out there.

The following are just an example of the many. HyperStudio, COMPEL, Powerpoint, Persuasion, Storyboard Live, Adobe, etch If you do not have access or do not wish to include sound video and other features, there are programs such as Claris Home Page that allow for the creation of an electronic portfolio without the added features.

In addition to those web authoring programs there is the Grady Profile can be formulated to demonstrate student work and evaluate many areas of the curriculum.

The first step to creating an electronic portfolio is learning and understanding how to use the equipment and software. Training and time is the key to this. You need time to play and plan.

Decide what you want to include and how it is going to look. Plan a flowchart or storyboard. Will it be linear or non-linear? In other words, will the user be able to access the information in order (linear) or will they access the information in any order they choose (non-linear). Also, decide what type of background, sound and other features you might like.

You need to create a template. A template is a group or stack of cards that is the outline or content of the portfolio. Add graphics, borders, art, etc. you also need to add text boxes for the various sections and buttons to link the cards. Save the stack to create a template. Using the template, the student can add information that could include text, sound, messages, pictures, and links to other programs with ease.

Assessment of Electronic Portfolios

Many electronic portfolios use spreadsheet developed by the system administrator to assess the quality of their work. The spread sheet will be a criteria-rating scale, which gives the teachers a tool that allows them to track student performance. They also empower students with the knowledge of what is expected of them. Since the portfolio should be ongoing and not just a project to be completed by a certain deadline, a quality portfolio should include work samples over a long period of time. A selection of work for each month would be on way to chart progress.

WEA will have the electronic portfolio internal verified and external moderated as per the awarding bodies policies and procedure

Are Electronic Portfolios Practical?

Electronic portfolios can be a very practical assessment tool depending on the knowledge level of the teacher and the amount of time they can or are willing to invest. Of course it is much easier with students who are used to technology and have little problem manipulating the computers and other contraptions. The higher the grade level the easier it can be achieved. In other words primary school students would have a greater difficulty creating elaborate electronic portfolios. But with a set template and some cross-age tutors, even kinder and first grade students would be able to author their own multi-media portfolios.

Professional Portfolios

Professional portfolios help educational providers document their teaching achievement, as well as their other scholarly activities including research and service. The reflective process of portfolio development can promote better teaching, develop fresh thinking about education, and encourage personal and professional growth. Teaching portfolios provide educational providers with an opportunity to reflect on their teaching goals, instructional strategies, methods, and materials, as well as student/teacher relationships. Many materials may be included in a teaching portfolio including professional plan (goals, philosophy, reflections), teaching materials (syllabi, lessons, activities, student materials, presentations), sample student documents and projects, curriculum vitae, course evaluations (students, peers, administrators, self), reflections, video/audio teaching samples, recognitions (awards, publications, letters), and professional development (personal plans, teaching innovations, professional activities, service, research, publications, presentations, grants).

Summary

Electronic portfolios are a technology based form of authentic student based assessment. They are a collection of student work over a period of time. Portfolios are both practical and effective because of the rubrics used. The benefits include clear set standards or expectations, quick access, easy storage and increased technology skills. A multi-media computer, a scanner and a software package are the basic technologies needed to create an electronic portfolio. The templates are a way to organize the contents of the portfolio.

References:

Print Sources:

Abrenica, Y & Ramirez Sweeney J. (1996). Assessment Tools for the Writing Section of the Chula Vista Second Grade Progress Assessment, 6-13.

Barrett, Helen C. Technology-Supported Portfolio Assessment. The Computing Teacher, March 1994

Hunter, Barbara, Bagley, Carole, and Bagley, Richard. Technology in the Classroom: Preparing Students for the Information Age. Schools in the Middle, Summer 1993

Niguidul, David. the Digital Portfolio: A Richer Picture of Student Performance. Coalition of Essential Schools, October 1993

Internet Sources:

How to Create an Electronic Portfolio, "http://www.sv400.k12.ks.us/port/how.html">http://www.sv400.k12.ks.us/port/how.html

Barrett, Helen. Links to Electronic Portfolios Looking at Electronic Portfolios. "http://www.student.potsdam.edu/proder26/eplinks.html">http://www.student.potsdam.edu/proder26/eplinks.html
Piper, Carla. Multi-Media Electronic Portfolios, Piper Portfolio "http://jarl.cs.edu/~cpiper/portfol.html">http://jarl.cs.edu/~cpiper/portfol.html

How to Set up a Blog (RARPA)

2007-04-09T12:18:00.000+01:00

How to set up a Blog

1. Go to http://www2.blogger.com/home

2. At Dashboard click on “Create a Blog”

3. Note: Help Resources
Help Centre
Click on here for a step by step guide to bloggers FAQ and “how to”

3. Select a title for your blog

4. Select a blog address and check availability – then write it down!

5. Type in the characters you see in the picture

6. Then continue and carry on completing the actions as directed

7. you have now created your own blog, congratulations

Blogs are for educational purposes, an online space which learners use to keep a journal or reflective log of their learning. They may be incorporated into a learning platform or e portfolio. Through careful phrasing of key questions by the tutor, a blog can provide a powerful tool for recording achievement

A blog can include:

• the product of learning
• a factual account of what happened
• a reflection on the learning experience
• tutor comments
• peer comments

Most blog software allows users to choose who can read the blog. The options can include:

• only the writer
• the writer and tutor
• the writer, tutor and class
• anyone using the net

Putting this control in the hands of the learner is an important part of ensuring that they have the confidence to contribute and have a sense of ownership

It is also an excellent example of evidencing learning through RARPA and I highly recommend this method to art and craft tutors

Understanding Podcasts

2007-04-09T12:12:00.000+01:00

What is a Podcast?

A podcast is like a radio show that you download to your computer. Once on your computer, you can play podcasts directly or transfer them to an mp3 player, such as an iPod. Like radio shows, podcasts can cover any subject or genre of music and are available free. The difference is that with podcasting you can listen to shows from across the whole world, and, because you download them, you can listen whenever and wherever you want.

What makes podcasts really special is that they are grouped into channels (just like radio shows appear on a radio station's channel). It's easy to subscribe to podcast channels and once subscribed, your computer will begin automatically check back to see if new podcasts are available and download them for you if they are. No need to keep checking back to see if updates are available.

Do I need an iPod To Listen To Podcasts?

No. Any software, portable audio player, mobile phone or other gadget capable of playing mp3 audio files can also play podcasts. The name "Podcasting" is a combination of "iPod" and "broadcasting", from the fact that the Apple iPod is a popular player for the mp3 audio files used in podcasting. However this is misleading as an iPod is not necessary and no actual broadcasting takes place. Some people prefer the terms "Blogcasting" or "Audio Blogging" instead.

How do you know if a website contains a Podcast?

You may have seen small orange buttons with "RSS" or "XML" on them on some websites. These are called chicklets and act as links to newsfeeds or podcasts (newsfeeds are subscribable text channels, podcasts are subscribable audio channels). Clicking on one of these brings up the information that your podcatcher (or news reader in the case of newsfeeds) uses to process a subscription to that site.

Here's some some typical chicklets:

Don't worry if you can't make sense of the page that appears when you click one of these chicklet buttons. They're really for your computer to read when it's checking to see if any new podcasts are available to download. All you need is the address of from the address bar at the top of your browser.

How to subscribe

First you'll need a podcatcher. This is the programme that does the downloading and automatic checking for updates. Most people use iTunes but there are lots of other options available.
Then you then need to add the channel's information to your podcatcher. You get this from a site's chicklet. Either right click (Apple click on Macs) and copy the link location, then paste it into your podcatcher, or click the chicklet and copy the link from the address bar into your podcatcher.

Where you paste the link depends on your podcatcher. Juice users should go to Tools » Add A Feed, while in iTunes, go to Advanced » Subscribe To Podcast. That's it. Your subscribed. New podcasts will automatically appear on your computer as they become available.

Podcatchers

The following podcatchers are all free:
Doppler Radio, Juice, iTunes, Nimiq.
Recommendations: Juice is simple to use, runs on even slow computers and allows you to play your downloaded podcasts in whichever mp3 software you like (such as Windows Media Player, WinAmp or even iTunes) Or, for a fully integrated media player and podcatcher, we recommend iTunes from Apple. Both are free and available for either Mac and PC.

Websites
A free online Podcast Feed Generator that allows you to easily create the complex RSS files needed to publish your Podcasts "http://www.podcastblaster.com/podcast-feed/">www.podcastblaster.com/podcast-feed/

What is podcasting and how to podcast fast, podcasting tips and tricks."http://www.envisionopportunity.com/podcasting/index">www.envisionopportunity.com/podcasting/index
Creating a Podcast. There are a few things you'll need to have before you can get your first podcast live:. Hardware: You'll need a computer with "http://www.frequencycast.co.uk/diypodcast">www.frequencycast.co.uk/diypodcast

Message from the dfes

2007-04-09T12:07:00.000+01:00

On 15 March 2005, the Department for Education and Skills published the e-Strategy 'Harnessing Technology: Transforming learning and children's services'.
This strategy describes the use of digital and interactive technologies to achieve a more personalised approach within all areas of education and children's services. It is an ambitious strategy covering all sectors for the next five years and beyond.

The aim in five years time, by using a more strategic approach, is to build the common ground that brings all our education and children's services to the critical baseline of being able to use the technology effectively.

In ten years, building on the newfound capabilities of our workforces, our newly skilled graduates, and our new appetite for innovation, we could be anywhere - if we have the ambition and the imagination to go there.

The strategy sets out to achieve four overarching objectives:

• transforming teaching, learning and child development, enabling children and learners of all ages to meet their highest expectations
• connecting with hard to reach groups in new ways
• opening up education to partnerships with other organisations
• moving to a new level of efficiency and effectiveness in our delivery

It is designed to harness technology to the needs of children, learners, parents, teachers, carers, employers and all our stakeholders. We are only able to do this if we are clear about what we want as well what we need, and how by using ICT this will be achieved.

The e-Strategy also has the following six priorities:

• an integrated online information service for all citizens
• integrated online personal support for children and learners
• a collaborative approach to transforming teaching and learning
• a good quality training and support package for practitioners
• a leadership and development package for organisational capability in ICT
• a common digital infrastructure to support transformation and reform

These are underpinned by a number of system wide and sector specific actions applying to the schools, 14-19 and lifelong learning, HE and Children's services sectors.

Our second priority extends this personalised support to learners, helping with all stages of education, and with progression to the next stage. We will encourage every institution to offer a personal online learning space to store coursework, course resources, results, and achievements. We will work towards developing a personal identifier for each learner, so that organisations can support an individual's progression more effectively. Together, these facilities will become an electronic portfolio, making it simpler for learners to build their record of achievement throughout their lifelong learning. March, 2005.

Using Digital Projectors with a Laptop (Generic Guide)

2007-04-09T12:03:00.000+01:00

Using Digital Projectors with a Laptop (Generic Guide)

This is a generic guide on how to operate a digital projector with a laptop.
outlining in general the process of successfully setting up a data projector with a laptop, regardless of the manufacturer and model encountered.

How to set up a Data Projector with a Laptop

1. Take the following items out of the carrying case: data projector, mains power cable, and the data cable.

2. Place the projector on a table or stand in a suitable position in the room in front of a screen or empty white wall (a whiteboard can also be used but is not recommended due to the smooth, reflective surface). Ensure it does not block others from seeing the screen.

3. Take the lens cap off, if any.

4. Release the Adjuster Foot (or Feet - depending on model) from beneath the projector by pressing a button usually located on the front of the projector (or two buttons either side of the projector towards the front – depending on model). The foot should extend fully from below the projector.

5. Adjust the height of the data projector to roughly point it toward a screen by adjusting the length of the foot (or feet) from the projector. Further adjustment – higher or lower – should be done later on when the data projector is switched on (see Part 18a).

6. Plug the main power cable into the mains power socket on the Data Projector. This socket on the Data Projector has three inset prongs.

7. Plug the main power cable into your mains power supply. (Use an extension cable if needed).

8. Attach the data cable to the projector. You should see a small rectangular connector outlined in white that is the same shape as the data cable connector designated either RGB1/RGB2 Input. Attach it by first simply plugging it in, and then by tightening the two small screws.

9. Consider where you and a laptop will be positioned relative to the Data Projector – dependant on the length of the supplied data cable.

10. Attach the other end of the data cable to the external monitor port usually at the back of the laptop. Look for a connection with the same shape as the data cable connector. It is usually labelled appropriately. Do not confuse this connection with the serial port which is the same shape but contains 9 visible pins. Apple Mac users: Please ensure your laptop is not switched on at this stage.

11. Press the button marked either On/Standby or Power on the top of the projector. Depending on the model, lights may be visible to indicate the Data Projector is switched on. You may also hear a fan start to run.

12. Wait until you see the automatically projected screen displays the manufacturer of the Data Projector. Be patient. It may take a couple of minutes for the projector to heat up initially.

13. Turn on the laptop (and log on if necessary).

14. On the screen, you should see a projected image of what you see on the laptop display.

15. Not Working? Ideally there should be both a projected display (external) as well as a laptop display (LCD). Sometimes the projector does not initially project a display while a display on the laptop is ok. Or sometimes there is no display on the laptop while the projected display is ok.

Check Laptop: Hold down the Function key (Fn) and press F5 once and wait. Repeat until a display is seen on both projection (external) and laptop (LCD) – this function toggles through three output display modes of the laptop, i.e.
a. LCD only
b. External and LCD
c. External only
This function will vary between laptops depending on the manufacturer and model. Please refer to your laptop manual for further details.

Check Data Projector: If the above does not help, press the button on the top of the projector labelled either Input or Source. Look at the screen. In the top left/right corner of the screen, you should now see the word ANALOG RGB1. If you do not see it, then press the “Input” button again until you do. (There are only three settings: Analogue RGB, Video, and Camera). Warning! The settings menu is located in the upper-left corner of the screen – depending on initial adjustment of the Data Projector the menu is sometimes off the screen. Please adjust the foot to lower the projection

16. Once the display is successfully projected, you may need to adjust the position, overall size, focus and keystone of the projected display. A compromise will eventually be met with these four settings in order to produce a satisfactory display.
a. Position: Adjust the height by lowering or raising the foot (or feet) beneath the front of the Data Projector (as described in Part 5) so that the display position on the screen or wall is satisfactory for both you and other viewers. . Note: This may produce a keystone-shaped display

b. Overall Size: Depending on the model of Data Projector, overall size is adjusted either manually or electronically:
• Manual: By positioning the data projector closer to the screen/wall, the projected display will become smaller. Further away from the screen/wall will project a larger display.
• Electronic: Adjust by using settings located within the menu. This is accessed via the control panel on top of the data projector through a button usually labelled Menu. The menu items are then viewed on the projector display. Use the control panel cursor keys to navigate the menu and adjust the size as required.

17. Focus: This refers to the quality of image sharpness. Depending on the model of Data Projector, focus is adjusted either manually or electronically:

• Manual focus: While viewing the projected image, rotate the outer ring of the projector lens in either a clockwise or counter-clockwise direction until the desired focus is achieved.
• Electronic focus: Adjust by using settings located within the menu. This is accessed via the control panel on top of the data projector through a button usually labelled Menu. The menu items are then viewed on the projector display. Use the control panel cursor keys to navigate to the focus adjustment menu and adjust the focus as required.

18. Keystone: This refers to the shape of the projected display when the data projector is located either above or below the screen/projected display. In most cases the projector will be situated below the screen/projected display, pointing upwards. This creates a ‘keystone’ shape where the top edge is wider than the bottom edge and slightly curved upwards. The display will appear distorted with display elements towards the bottom of the screen appearing compressed. Most data projectors can compensate for this with a ‘keystone’ setting located within the menu. This is accessed via the control panel on top of the data projector through a button usually labelled Menu. The menu items are then viewed on the projector display. Use the control panel cursor keys to navigate the menu and adjust the keystone as required.

19. Once finished with your meeting/presentation, please do not switch off from or disconnect from the mains power supply. Simply press the button marked either On/Standby or Power on the top of the projector until the projected display disappears. Note: the cooling fan will remain on for a few minutes in order to sufficiently cool the projector lamp to prevent damage.

20. Once the cooling fan has stopped, disconnect the data projector from the mains supply.

21. Disconnect all cables from all equipment, retract the foot/feet under the data projector and pack away: the following all live in the same carry case:
• Data Projector (and lens cap)
• Black Mains Power cable
• Data cable

How to Use a Generic Electronic Whiteboard

2007-04-09T12:00:00.000+01:00

Instructions on how to use the Electronic Whiteboard

A digital whiteboard allows you to accurately save and share meeting ideas. As fast as your team can generate ideas, the 3M Ideaboard IB3000 Series captures them for everyone to see. Ideas jotted on the board are automatically saved on a PC.
To start the software:

First, make sure that:

a) your 3M Ideaboard product is connected to your PC (via serial cable);
b) your 3M Ideaboard product is connected to electrical power, and
c) your 3M Ideaboard product is powered on.

1. On your PC, double-click the shortcut icon IBdesktop.exe or select it by clicking the start menu and it is above the DOS prompt.
2. Select the projection button to make sure it is on. The button is next to the tool bar

or pull down Ideaboard above the toolbar.

3. To make a new page just click on the right arrow in the navigator toolbar on the computer.

You can also hit the Duplicate Page hotspot on the Ideaboard. This will copy the last page you have but now you can erase the board or make changes without losing any information.

4.To print, click on Meeting>Print or click on the print Ideakey on the board.

5. To save a file click on Meeting>Save as. This will save your file in the Temp folder on the computer.
6. To close the session click on Meeting>Close Meeting or hit the Close Meeting icon on the Ideaboard. This will close your current session and save it in the Temp folder.

7. To quit the session click on Meeting>Exit

Smart Board Instructions

1. Press Power on the remote to start the projector; after warm-up, the board will display the classroom computer desktop
2. Place the eraser and markers as appropriate on the board (make sure you align all the pens in one direction)
3. The Smart Board is touch sensitive: you can do all of the following procedures by either tapping on the board directly or using the mouse
4. Double click/tap on the Smart Tools icon on the desktop to enable them; this enables you to use the electronic pens and eraser as you would on a normal board; however, you can only use one instrument at a time and the others must be placed in their appropriate positions
5. The Smart Board supports two presentation file types: Adobe Acrobat and PowerPoint

PDF files–double tap/click the file icon to open it in Adobe Acrobat and then touch Window –Full Screen View;
–For navigation, you should use the remote keyboard provided
–For writing, use the electronic pens and eraser ONLY
•Note 1: if you move to the next page, the annotations you made using the electronic pens will disappear

POWERPOINT files-double tap/click on the file icon to open in Powerpointand then touch Slide Show –View Show;
–For navigation, you can eithertap on the forward and back arrows that appear on the lower left corner of the Smart Board oruse the remote keyboard provided
–For writing, use the electronic pens and eraser ONLY
•Note 1: if you move to the next page, the annotations you made using the electronic pens will disappear
•Note 2: if you want the text of your annotations to be saved in the presentation, tap/click on the button between the back and forward arrows in the lower left hand corner of the screen, choose Settings –Enable “Auto Save Annotations on Slide Advance”

Using the Smart Board and a laptop (note that this will allow you to use the board as a simple screen only; it will not be touch sensitive):
–connect the laptop to the existing white video signal cable plugged into the wall outlet besides the PC in the classroom
–Press the Fn + Crt/Lcdkeys on your laptop simultaneously and repeatedly to switch the image from the screen to the Smart Board

Troubleshooting: if the Smart Board is not responding to tapping or the electronic pens and eraser don’t work:
–make sure that the switch located to the right of the PC is turned to position A
–make sure the electronic pens and eraser are enabled by double clicking/tapping on the Smart Tools icon on the desktop

How to use a Digital Camera

2007-04-09T11:41:00.000+01:00

How to use a Digital Camera

Taking photos with a digital camera is just like using a camera with film - point the camera, press the button and take the photo. The complicated bits come when you have to get your pictures out of the camera.

The Part

The main parts of a digital camera are just like the main parts of a film camera. You point the camera at whatever it is you want to photograph, look through the viewfinder to line up your photo and press the shutter button to take the photo. If you've got it set up to use the flash then most cameras will check how much light there is around, and flash if they need to. Apart from the top of the range cameras, you don't need to focus or think about technical stuff like shutter speed or exposure - the camera does all that for you. The difference is that instead of using film to capture the scene a digital camera uses a special sort of computer chip - the same sort used in video cameras - to turn the picture into millions of dots which can be stored in its memory. Once you've taken your photo it is stored in the camera until you decide what to do with it.

Useful Extras

Digital cameras have everything that a film camera has, like a flash for taking photos indoors or where it's too dark, and a zoom that lets you close in on the details that you're interested in. But they also have lots of extra bits too. Most digital cameras have a little screen in the back that lets you see what you're about to photograph without having to look through the viewfinder. This is great if you want to take a photo over people's heads, or if you want to be absolutely sure that you've got everyone in the picture.
The same screen will show you your photo after you've taken it, so you can see whether you've captured the moment or just taken a shot of someone's feet. Then you can get rid of the failed pictures and try again. And again, if you're really not much good at this sort of thing! Some of the top-end digital cameras let you change all the photo settings, just like using a posh film camera. That means you can alter the speed of the shutter and change the amount of light you let through the lens, or set the flash so that it get rids of redeye. Really expensive ones even let you change the lens you're using!

Camera memory

Before you start taking digital photos you'll need to make sure that there's some film in the camera. With a digital camera the 'film' isn't a plastic roll but some computer memory and it can get full of pictures just the same. Most digital cameras will let you take twenty or thirty pictures before they fill up, and once they do, you have to either get rid of some photos or copy them to your computer to free up space. Or, if your camera uses special computer memory like CompactFlash or a Memory Stick, put in a new card. Don't forget to keep the old one safe.
You'll also need to check the batteries. Digital cameras use power, and if you've got a camera that takes normal disposable batteries you'll find it eats them really fast. Better to get rechargeable ones or - if you can afford it - go for a camera that has its own rechargeable battery pack built in.

Downloading your Pictures

A digital camera holds your photos as computer files, and before you can do anything with them apart from look at them on the camera's own little screen you generally need to copy them to your computer. Some cameras can be plugged straight into your TV so that you can have a slideshow of your pictures - it's called video output, and you'll need a special cable for it. But mostly you'll want to copy your pictures to your computer, and probably print them out.
There are various ways to transfer your pictures from the camera to your computer.

How to do it - By swapping - which you do by taking the bit that stores the picture out of your camera and put it on the computer - and you do that by taking a card or disk out of the camera and put it in a special reader on your computer

How to do it - By linking up - This is done by connecting the computer and the camera and copy the files - which you do by using a cable, or a special holder or a wireless link.

Here's some jargon to look out for:

USB - The latest and fastest way to send computer data down a wire.
Serial cable - The old-fashioned and slower way to send computer data down a wire.
Cradle - A special holder for your camera that is plugged into your computer.
IR - Infrared - send the information over the air, just like a TV remote control.
CompactFlash - A common sort of computer memory, often comes as a square
Memory Stick - Another sort of computer memory, rectangular instead of square.

Whatever way you use, once you've got the pictures onto your computer's hard disk you can clear them from your camera - and then take some more. That's the real difference between digital and film, because film is used up when you take your pictures, but you can reuse the memory on your digital camera as many times as you want.

ICT and E-Learning Equipment and Resources

2007-04-09T11:22:00.000+01:00

ICT and E-Learning Equipment and Resources

The WEA NE have ICT equipment and resources available - on a first come first served booking basis - for WEA tutors and staff to use for courses, briefings or presentations. The equipment includes:

Laptops - individual or groups
Data projectors
Digital cameras
Videos & DVD's
Video & DVD players
Tape recorders

In addition bids for funding for additional equipment is always being sought. If there is any specific equipment you are interested in please inform me and I will see what I can do.

On a personal basis I do always recommend that tutors consider purchasing for themselves - costs permitting - a mobile telephone (these now have recorders, digital cameras and video cameras on them) a laptop and a data projector as their minimum tools of the trade. It is also best to purchase these items via the internet; although I recommend having once identified the make and model for you that you examine it in a shop before purchasing.

Other equipment available includes:

Portable OHP’s
Portable Flip Charts
Sewing machines
Photocopier
Leaflet stands
Laser and colour printers
DDA equipment
Binders for portfolio’s
Laminators

The equipment is available against signature from either Christine Foster, Liz Langdown or myself (ICT equipment only) or via your Course Organiser/Project Worker.

There are also WEA portable banners for presentations or briefings.

Health and Safety in the WEA

2007-04-09T09:15:00.000+01:00

Health and Safety in the Classroom

The Association has a Health & Safety (H&S) Policy that covers both you as an employee of the WEA, and also our learners. You can find out more about the WEA’s approach to employee health and safety through your Regional Office. There is a H&S booklet that focuses on our commitment to our learners’ health and safety.

All learners are entitled to learn in a safe, healthy and supportive environment. You, as tutor, are often the only employed representative of the WEA that a learner may have direct contact with. Part of your role, therefore, is to ensure that learners:

- are fully aware of the health and safety aspects of the venue(s) for the class
- are fully aware of any risks to do with activities in your particular subject and, where appropriate, are aware of and have taken individual measures to minimise these risk
- always act in ways that minimise health and safety risk

The booklet will provide guidelines and information on the systems we have in place to enable you to carry out this important function. The ‘safe learner’ concept is a fundamental value of the Association and your application of the systems we have in place to ensure this are important.

Areas covered in the booklet are:

- Using a Safe Venue
- Preparing a Safe Course
- Running a Safe Course

If you are not already in possession of this booklet please contact me for a copy.

WEA NE ICT Blog

2007-04-09T08:05:00.000+01:00

The WEA NE ICT Blog

Background

This Worker's Educational Association (WEA) Information Computer Technology (ICT) blog was developed as a tool to:

- post WEA policy and procedures

- share good practise including lesson plans, scheme's of work, activities and materials

- for information with regard the delivery of ICT in the region by WEA

- to develop e-learning awareness in the delivery of all WEA provision across the curriculum areas

- for the continuous professional development (CPD) of staff and tutors who deliver ICT provision - embedded or discrete - for the WEA NE

- to provide evidence of all the above for the ICT Regional Self Assessment Report (SAR) in accordance with Quality Assurance and inspection issues

- to negate the need to hold ICT Curriculum meetings

And as ICT tutors and staff should we be doing this any other way with the time and financial constraints that are upon us?

This is a private blog so it is by invitation only, anyone invited will have to sign in with their own account details or create an account. This is cleary explained on the email sent to you inviting you into the blog - normal blog protocol with regard to not sharing your password outside the team will be practised - and all are invited to contribute to and comment on items published.

Should team members identify a WEA tutor or staff member to whom access to this blog would be useful, they are requested to contact the ICT Curriculum Area Leader for the issue of a password for that individual

The Regional Management Team (RMT) will also be issued with a password for information purposes.

When an item is published team members are requested to send an email to that effect to the team. It is advised that a 5 working day policy of response time is in place - that is any responses/comments with regard to an item published on the blog are posted within 5 working days.

Team members are invited to adapt and add to the blog to develop and improve the blog so that it is fit for purpose, innovative, current and most importantly useful to the team.

Future Plans

This blog will be run until the WEA NE have access to the National Moodle which is currently under review.

The blog will be reviewed monthly as to its suitablity and usefulness

Any tutor or staff memeber who would like further information please do not hesitate to contact me