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www.inventionj.walsall.sch.uk

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An initial half day briefing for heads. ... the project each just before a holiday to allow time for reflection before work began. ... – PowerPoint PPT presentation

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Title: www.inventionj.walsall.sch.uk

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www.invention-j.walsall.sch.uk
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We were looking for a new website. Our old site
was a showcase for the school but its use was
limited because

Updating required knowledge of additional ICT
programmes not in common use
The work of updating relied heavily on time
commitment from one person
Few members of the school community accessed the
site on a regular basis
The only interaction we had was from previous
pupils who found it by searching and emailing to
maintain contact
We were limited on what could be placed on the
website due to the need to maintain security for
pupils.

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We were seeking a website that would

look professional with minimum effort
allow use of existing documentation
update easily quickly using existing expertise
of staff
encourage different members of the school
community to access for meaningful purposes.
Genuinely improve offsite learning.

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How we got started

We discussed our needs with a supplier
They came up with a new product which we agreed
to pilot.
Four senior members of staff used mind mapping
software to brainstorm who might use our website
and for which purposes.
We shared this model with staff and asked for
their ideas.

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Next core group working

The core group looked at our plan and identified
where we already had documents or web pages on
our old site that would meet the need.
The core group received training on our new
product and began to experiment with some ideas.
Our eyes were opened to new possibilities for
exploiting the learning platform.

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What we learnt

We could assign rights of access to each page on
our site protecting some with a log-in
We identified named roles for SMT, governors,
staff pupils so each could access only those
pages that we specified
We learnt how to model our own pages in word or
convert word documents into web pages by adding
simple hyperlinks.
To make notice boards onto which we could attach
documents for specific amounts of time. Uses
include staff memos letters for parents etc
To set up discussion groups protected by login
for staff, pupils or governors to discuss issues.
To set up collaborative areas from where shared
documents can be logged in and out and do not get
lost.
To use personal work space (50mb / person) to
which each member of staff can upload individual
documents for personal use.
To use the learning platform to store and
organise school paperwork so that it is
accessible for different audiences

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The senior group planned a strategy for website
development

We planned what to teach, to whom when.
We Modelled. For approximately two months we
prepared pages to illustrate to staff what could
be done before we launched.
To involve all staff
in planning for pupil involvement we used on-line
discussion.
In ownership we ran competitions to design
banners etc.
We identified the key ITC skills needed by staff
and prepared simple training packages aide
memoirs. Staff meeting time was then devoted to
allowing staff to experiment with support from
the core group.

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Planned Pupil Involvement

Assembly was used to showcase the site.
The Parrot Needing a name began on-line
discussion.
A series of competitions revealed weekly on
notice boards encouraged site exploration.
Puzzles to find your way around the site
Competitions to design pages
Competitions to design clip art
Staff identified pupils without home internet
access
Computer club was launched before school at
lunchtime - staff encouraged website use in these
clubs.

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The Big Launch.

Children launched their website to parents.
They showcased its features on all school
computers during an open morning
They celebrated with a balloon launch.
All pupils parents were given pens with the
website address.

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Problems overcome or lessons learnt

The personal commitment of an ICT coordinator to
previous websites.
We sacrificed some flexibility in terms of the
prettiness of the screens in order to obtain
ease of use.
Reliability of internet connection in school.
Even three years on we still need to promote the
site to parents, pupils staff..
We needed a PDF writer to improve speed of
download for larger documents.
A realisation that a learning platform is dynamic
and never finished unlike a static website it
needs constant attention and daily use.

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How we use the site today

The design of the web pages, before log in, has
become less important.
We use more web links to direct users to other
sites than at first e.g. The parents centre,
Local authority pages for specific information,
charity sites etc.
The pages after log in and the sharing of
documents has become more important.
Networking with other schools using a platform
has become more desirable.

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Quickly sorting documents

We can place files in a searchable repository by
tagging them in a specific yet easily taught way.
We can use content manager to place packages of
documents on any website page. Extra documents or
revisions added to a package appear
automatically.
We can add documents to a resource gallery and
from there - position them onto a page as a
download.

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Documents we store on the web

School policies prospectus
Guidance notes for parents
Staff handbooks guidance notices
Useful resources
Governor papers dates for meetings etc
SEF documentation
Assessment exemplar samples of work
Staff Training

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Creating E-learning materials

With our VLE we also gained software for the
collation of e-learning lessons
This enables us to create our own packages of
work suitable for use on a white board.
These packages operate in word but attach into a
single package all the hyperlinks, supporting
software etc needed to deliver the lesson. These
packages can be shared between teachers using the
methods already described.
E-learning objects can be placed on a website so
that pupils can revisit them after a lesson for
independent work or to share their learning with
their parents at home.

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Creating shared learning materials

At first the core group were trained by external
trainers provided by our software company.
During our first year we used external grant
money to cascade this training to all staff by
releasing them for two school days each working
together in small groups.
We then obtained more grant money to continue
this work with other schools. To date we are on
our third project.

29
Aims of the Projects

To raise the quality of whole class teaching with
the use of music/video clips/sounds/enhanced
experiences
To organise the use of resources available for
teaching into a more useable packages.
To enhance geographical, historical
mathematical teaching by the use of modern
technology

30
How the projects were structured.

An initial half day briefing for heads.
Each project then began with an orientation
meeting to show demonstrative material and
discuss the project each just before a holiday
to allow time for reflection before work began.
Groups of 10 -12 teachers from half a dozen
schools met for three days at New Invention.
There was a gap between each day to allow time
for independent work.
On the third project an extra dimension was added
requiring each delegate to train another from
their school.

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Prior knowledge.

A core group from New Invention Junior identified
some key skills necessary for using this approach
to ICT and designed a questionnaire to assess
confidence.
Experience with the geography group then further
clarified some key issues that could quickly and
usefully be shared. For the second history
project a CD of useful source material (music
clipart etc) was pre-prepared and key skills such
as hyperlinking taught at the beginning.

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Deciding what to do

Part of the initial half day with teachers
involved discussing the focus for their work and
avoiding obvious duplication of effort.
Where two teachers were researching the same
topic as in Tudor history for example, we agreed
different lines of enquiry.

33
Clarifying the Tight Learning Focus

Experience has taught us that authoring is
addictive, time consuming and it is easy to get
enticed into blind alleys!
How to avoid this?
Mind mapping software was used pre-installed with
key questions to identify important decisions
with the added advantage of teaching a new skill!

34
The stimulus!

Projects need a stimulus.
Samples of authored material from New Invention
Junior School
snippets of teachers TV.
were used to show possibilities.

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The Result

We have created some new materials for the
teaching of geography, history, maths English.
We have established a parallel learning platform
to our own to which each primary school has
access.
Our aim is to meta- tag the learning resources
made by these schools into a shared repository
accessible to all teachers in each school.
We hope if we can continue and expand this
network the repository will accumulate sufficient
resources to convince the most reluctant teacher
that it has something to offer their pupils.

36
Extra Benefits

An increase in the ICT skills of all participants
An increase in the confidence with which the
participating teachers showcased their finished
work to others.
The sharing of good classroom practice such as
for example the use of primary source material.
The exchange of working methodologies.
The evidence for all this development could be
seen in the contrast between interim exchanges of
ideas and the viewing of unfinished work at
regular intervals.

37
The Keys to Success

Having experienced ICT confident staff to help
solve problems as they arise.
Working together in the same space in dedicated
time.
Individual laptops on which to work.
A clear vision of teaching objectives.
Exemplar material to set a standard.
Regular input from a senior manager to challenge,
praise, encourage or refocus as required.
Support from the heads of each school to view
completed projects etc.
The opportunity for teachers to showcase their
work.

38
The vision our wish list for the future!

A world in which e-learning packages are
available for any person with allocated rights to
access.
A VLE as the heart of a school community and a
gateway to wider learning via the world wide web.
E-learning packages that exploit the power of the
world wide web
E-learning packages that could enable learning to
take place beyond the classroom by
re-visiting work packages at a later date to
reinforce learning
Or exploring work packages alone when not in
school
Or re-visiting work packages to explore new
avenues in more depth.
Wider on line consultation by using a survey tool
to be offered at the next VLE upgrade.
Links between our facility management system and
our VLE for integrated timetables, assessment
report writing.
Sufficient time and energy to complete our list!