England

Partners situated in England

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England in a nutshell

England is the largest of the four "home nations" of the United Kingdom of Great Britain and Northern Ireland, commonly known as the United Kingdom. The whole of the United Kingdom is a parliamentary democracy with its seat of government in London, the capital of England, and a constitutional monarchy with the Queen as the head of state. The United Kingdom is an island country located off the north-western coast of mainland Europe and includes the island of Great Britain, the northeast part of the island of Ireland and many small islands. The Crown Dependencies of the Channel Islands (Guernsey and Jersey) and the Isle of Man, formally possessions of the Crown, are not part of the UK but form a federacy with it.

Northern Ireland is the only part of the UK with a land border, sharing it with the Republic of Ireland. Apart from this land border, the UK is surrounded by the Atlantic Ocean, the North Sea, the English Channel and the Irish Sea. The largest component country, England, is linked to France by the Channel Tunnel.

The United Kingdom is a political union of England, Northern Ireland, Scotland and Wales. In the much longer term the total or partial break-up of this union appears inevitable to some commentators but the best evidence is that such a discontinuity is still some years ahead, and further ahead than it was, given the recent global recession. However, already (as in Canada) the various education systems in the four home nations of the UK are significantly different and getting more so. Even the authoritative OECD finds it impossible to provide unified reports on some aspects of the UK educational system.

The population of England is 53 million. The capital city is London - also the capital of the United Kingdom.

For more details on England see http://en.wikipedia.org/wiki/England

Education in England

(mainly sourced from: [2] and [3])

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Source: origial jpg on: [1]

Since it is considerably larger in population than the others combined it is common for observers to equate England with the United Kingdom. In the realm of education, this is a mistake - one has to analyse the constituent home nations.

Schools in England

(mainly sourced from: [4], [5] and [6])

There are three levels of school education: primary, secondary and tertiary.

Pre-school in England is relatively unregulated, and is not compulsory. The first exposure many children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school.

Pre-schools are usually run by local councils, community groups or private organizations. Pre-school is offered to three- to five-year-olds. The year before a child is due to attend primary school is the main year for pre-school education. This year is far more commonly attended, and usually takes the form of a few hours of activity five days a week.

Most children in England start school during the Academic Year that they are going to be five. Primary school is from year 1 to year 6 (11 years old), with the emphasis on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. There are no formal examination requirements and students progress to secondary education at the completion of primary schooling. National Curriculum assessments are a series of formative assessments, colloquially known as SATs, used to measure the attainment of children attending maintained schools in England. They comprise a mixture of teacher-led and test-based assessment depending on the age of the pupils.

The tests were introduced for 7-year-olds for the academic year ending July 1991, and for 11-year-olds in the academic year ending July 1995. Similar tests were introduced for 14-year-olds for the academic year ending July 1998 but were scrapped at the end of the academic year ending July 2009.

The assessments are completed at the end of each Key Stage and record attainment in terms of National Curriculum attainment levels, numbered between 1 and 8.

Secondary education is from year 7 (11 years old) to year 11 (16 years old). Core subjects are taught for the first two years and a selection of electives are introduced thereafter, culminating in GCSEs. Pupils may leave secondary schools at this time or continue to study for A levels. Students generally need at least 5 A*-C GCSE Grades, including English and Mathematics as a prerequiste to start A-levels.

A-levels are part of the tertiary Further Education process. A-levels can also be studied by students in Years 12 and 13 in a Sixth Form institution, as an optional part of secondary school. This is an integrated part of a Secondary Education institution in many areas of the country, while others have separate Sixth Form Colleges - this is normally done as a direct continuation of the secondary education process and hence most students study for the qualification from ages 16 to 18. The term Sixth Form has been retained as a vestige of the old system and is used as a collective term for years 12 and 13. The first five years of English secondary schooling were previously known as forms. Pupils started their first year of secondary school in the first form or first year, and this was the year in which pupils would normally become 12 years of age. Pupils would move up a form each year before entering the fifth form in the year in which they would have their sixteenth birthday. Those who stayed on at school to study for A-levels moved up into the sixth form, which was divided into the Lower Sixth and the Upper Sixth.

Sixth form education is not compulsory in England and Wales; however, university entrance normally requires at least 3 A-level qualifications, and perhaps one AS-level. Students usually select four subjects from the GCSEs they have just taken, for one "AS" year, the AS exams being taken at the end of lower sixth. Three subjects are then carried into the A2 year (the dropped AS being "cashed in" as a qualification) and further exams are taken at the end of that year. The marks attained in both sets of exams are converted into UCAS points, which must meet the offer made by the student's chosen university.

There are two categories of schools: State Schools and Independent or Private Schools (confusingly known as 'public' schools). Most of the older private institutions predate the availability of general compulsory public education in the 19th century and were "public" in the sense of an "initial public offering": anyone who can afford the tuition and meets the institutional requirements may attend, rather than the normal sense of being public, i.e. state run, institutions.

School is compulsory between the ages of five and sixteen, with, in recent years, over three quarters of students staying on until they are eighteen. State schools educate more than 90% of English pupils, with 7% in independent schools, rising to more than 18% of 16+ pupils.

State schools are free, while independent ‘public’ schools charge fees. The pupil/teacher ratio in Independent schools is 9.4:1. This compares with a ratio of 16.9:1 for maintained mainstream state schools (http://www.isc.co.uk/FactsFigures_TeachingStaffTeacherPupilRatio.htm). Regardless of whether a school is state-run or independent, they are required to adhere to the same curriculum frameworks. Most school students, whether in state or independent school, usually wear uniforms, although there are varying expectations and some schools do not demand this.

Primary education

Nick

Secondary education

Nick

Further and higher education

(mainly sourced from: [7])

Giles

Universities in England

Since it is considerably larger in population than the others combined it is common for observers to equate England with the United Kingdom. In the realm of education, this is a mistake - one has to analyse the constituent home nations.

England is the most complex of the home nations with well over 100 institutions which are universities or of university status and in receipt of HEFCE funding. Only one institution is fully private (University of Buckingham) but all universities seek to maximise their income from other than state sources. In addition some 200 colleges also receive some funds from HEFCE for teaching university-level courses and 29 of these belong to the “Mixed Economy Group” of FE-HE colleges.

Further Education & Sixth Form Colleges in England

There are currently (April 2011) 351 Colleges in the England further education sector. Just under twenty years ago there were around 450 but since 1993, when these colleges were removed from direct local authority control and became autonomous institutions incorporated by Act of Parliament, mergers and closures [mainly the former] have reduced their numbers by over 20%.

Colleges in the English further education sector are grouped in five categories:

• 227 General Further Education Colleges (GFE)
• 94 Sixth Form Colleges (SFC)
• 16 land-based Colleges (AHC)
• 4 art, design and performing arts Colleges (ADPAC)
• 10 special designated Colleges (SD)

GFE colleges largely provide vocational education and training for the 16+ age group and training for businesses. Most (but not all) provide some general education courses at GCSE and A/AS Level; many provide limited vocational training for 14-16 year olds by arrangement with local secondary schools and the majority provide some higher education courses in partnership with universities. A small number have contracts to provide prison education, but with internet access restricted in penal institutions, the opportunities for virtual education are limited. Both in size (measured by annual budgets) and numbers of institutions, they form the largest part of the further education sector. Annual enrolments are mostly in the range of 10000-20000 learners; some rural colleges are considerably smaller and the largest few have up to 50000 enrolments per annum. The majority of learners are aged 16-24.

Sixth Form Colleges (SFC) are much more like extensions of schools beyond the compulsory phase. They provide largely academic courses (GCSE and A/AS Level) in preparation for university entrance. Some provide a limited range of vocational courses and adult education programmes, but the bulk of their student population consists of 16-18 year olds, studying full time. They range in size from 650 learners (the smallest) up to 2500, with the majority in the 1000-1750 range.

The sixteen land-based colleges (AHC) focus on vocational training for land-based industries and recreational management, largely, but not exclusively, in the sectots of agriculture, horticulture, equine studies and land and recreation management (e.g. farm management, forestry and golf courses). Most of them include some higher education courses in their portfolio and undertake some distance learning, often with international students. They range in size from around 500 to 3000 annual enrolments, with the largest contingent in the age range 16-24.

The four ADPAC colleges are specialist colleges, focusing on vocational training in art, design and performing arts, although, confusingly, not all cover all three sectors. They are more akin to small specialised FE colleges than other parts of the sector. They are small in size (smaller than most SFCs) and the majority of 16-24 year old students will be preparing for further vocational training.

The 10 Special Designated Institutions (SD) are largely colleges of adult education, and although they do contain a small number of students under 21 years old, they are relatively peripheral to VISCED.

In addition to the 351 colleges described above, there are some 70 independent colleges which provide learning and vocational training to people with physical and learning disabilities. The majority of their students are aged 16-24 and the colleges are members of NATSPEC, the national association of specialist independent colleges. Many of these (e.g. National Star College have pioneered online learning and virtual education for youg people with disabilities.

Education reform

The past twenty years have seen a continuing flurry of changes to all parts of the English education system, most notably in schools and further education. By the early 1990s the vast majority of secondary schools were non-selective comprehensives (though there remained wide variation in social and ethnic composition and academic achievements). Only 146 grammar schools remained, concentrated in a small number of local education authorities, especially Kent and Buckinghamshire. Sixth Form Colleges and FE colleges were still maintained by, and funded via the education authorities of local councils.

From 1993 onwards there have been large scale changes in governance, funding and curriculum in both the schools and further education sectors, resulting in increased diversity and numbers of schools, the removal of an increasing number of schools and all FE sector colleges from council control, and a gradual reduction in the number of colleges, through merger and occasional closure. These changes have not reduced bureaucracy and central control (as has often been sought), but have certainly increased confusion amongst parents and young people and stress levels for staff and managers. The major changes are summarised below and explored in more detail in the sub-sections following

Governance & Management:

• increasing numbers of schools (e.g. Academies) are now governed and managed independent of local authority control
• from 2011 onwards organisations are empowered to apply to set up 'free schools' based loosely on the Swedish free school model. There are very few of these yet
• since 1993, FE sector colleges, including SFCs, have been autonmous independent corporations out of local authority control

Curriculum and qualifications

• a national schools curriculum for the years of compulsory schooling was introduced in 1994 and has been tinkered with and modified several times since then
• separate GCE O Levels and CSEs were replaced by a single combined GCSE examination structure in the late 1980s
• the first year of 2-year GCE A Level courses was separately accredited as a stand alone qualification AS Level from 2002
• a new system of accrediting work-based vocational training NVQs was introduced during the early 1990s. A parallel set of qualifications for school or college-based vocational education GNVQs was introduced at the same time, but these were phased out by 2007 and replaced with Applied GCSE and A Levels
• in an attempt to bridge the academic/vocational divide and provide industry-standard qualifications of high status, Diplomas for 14-19 year olds were introduced in 2008; these may replace Applied GCSEs and A Levels by 2013, but take-up has so far been disappointing
• several attempts to simplify the enormous number of separate vocational qualifications have met with little success

Schools: Governance & Management

Nick

Schools: Curriculum

Nick

Further education: Governance & Management

In 1993 the further education sector (including SFCs) was taken out of local authority control and colleges became independent, autonomous corporations. This major change in governance was accompanied by changes in funding systems, which are described in Administration and Finance below. In GFE colleges one of the main impacts has been an increased search for external funding through providing customised training and business services and a reduction in the total number of colleges - there has been a net loss of almost a third of separate GFE colleges through mergers since 1993.

Qualifications and accreditation

General and academic qualifications GCSE is the main qualification taken by school pupils at age 16. English schools are largely judged by the percentage of pupils gaining 5 'good' GCSEs - at grade C or above - including English and Maths. The UK government announced in 2010 that it was extending this judgement into an English Baccalaureate and has publoished DfE Performance Tables to indicate which subjects can be counted in this.

The main general academic qualification for 16-18 year olds remains the GCE A Level. The first year of 2-year GCE A Level courses was separately accredited as a stand alone qualification AS Level from 2002.

Vocational qualifications There are still a myriad of separate accredited vocational qualifications in England, in spite of several attempts to simplify the system. Many of these are highly specialised and industry-specific. Sector Skills Councils oversee qualifications in their industry area.

A national system of accrediting work-based vocational training NVQs was introduced during the early 1990s: this is paralleled by Scotland's vocational qualification framework of SVQs. A range of more general qualifications for school or college-based vocational education GNVQs was introduced at the same time, but these were phased out by 2007 and replaced with Applied GCSE and A Levels.

In addition to GCSEs, school pupils may also take vocational courses, either at their school or a linked GFE college.

Academic/vocational qualifications In an attempt to bridge the academic/vocational divide and provide industry-standard qualifications of high status, Diplomas for 14-19 year olds were introduced in 2008; these may replace Applied GCSEs and A Levels by 2013, but take-up has so far been disappointing.

QCF GFE colleges have maintained their core business of vocational training, largely for 16-24 year olds, and have absorbed the accreditation and qualification changes described in the section above. They are also currently involved in adapting their programmes and courses to the Qualifications and Credit Framework (QCF), which aims to link the English vocational accreditation framework with European systems.

14-19 and University Technical Colleges

The 14-19 year age range has been the focus of much curriculum reform (both attempted and partially implemented) during the early years of this century, although the end of compulsory schooling at 16 cuts across this age band. The Diplomas have been at the heart of this, following from bolder and more sweeping proposals in the Tomlinson report which have not been implemented.

The most recent attempt to focus on this age group has been the introduction of University Technical Colleges (UTCs). So far (mid-2011) only three are in existence, with a further 12 due to be approved shortly and increased numbers over the next 4-5 years. It seems likely that the UTC curriculum will be centred around a mixture of 14-19 Diplomas and traditional GCSEs and GCE A Levels.

Administration and finance

(mainly sourced from: [8] and [9])

Schools

Nick

Colleges

FE sector colleges are independent autonomous corporations which administer their own affairs but are subject to inspection from Ofsted and audit from the Skills Funding Agency (GFE colleges) or Young Peoples' Learning Agency (SFCs). The Skills Funding Agency funds provision for the 19+ age group (and GFE colleges overall) and the Young Peoples' Learning Agency funds SFCs. Funding levels are decided by the agencies and funding follows the learner, but only for agency approved courses - provision which is not agency approved is at colleges' expense and they can decide what fees they will charge learners.

Training Providers

Giles

Quality assurance

(mainly sourced from: [10] and [11])

Schools

Nick

Colleges and Training Providers

Giles

ICT in education initiatives

Virtual initiatives in schools

The South Yorkshire e-learning Programme (SYeLP) , branded as ‘e-sy.info’, was set up in 2001. It was a partnership of the four local authorities in South Yorkshire: Barnsley Metropolitan Borough Council, Doncaster Metropolitan Borough Council, Rotherham Metropolitan Borough Council and Sheffield City Council, with support from Yorkshire Forward and the Learning and Skills Council (LSC). Established as a European Union (EU) Objective 1 funded project, which began with an initial feasibility study, followed by a pilot phase in 2001/2002 and roll-out of the main programme from 2003 onwards, the programme’s vision was:

1 to contribute to economic regeneration in the sub-region and support the growth of information and knowledge-based industries through developing the digital skills of the current and future workforce;

2 to harness the potential of digital technology to support and enable learning for all ages 10 and above, in schools, colleges, businesses and the community.

Aims

South Yorkshire is an area of around 1.25m inhabitants. It is mainly urban but with rural pockets and has no unitary political authority.

When the programme started, the area was in severe economic decline due to the collapse of its traditional industries of coal and steel, and it was judged by the EU as an area of economic deprivation with GDP less than 75% of the EU average.

As a result the programme was set up to deliver and realise the benefits of Information and Communication Technology (ICT) in education and training, across South Yorkshire by: Improving educational achievement in schools and colleges Addressing social exclusion Increasing the skill-base of the current and future workforce to attract high technology companies Narrowing the digital divide Accelerating inward investment in ICT-related activity Sustaining the growth of e-learning throughout South Yorkshire

At the heart of the programme was a Virtual Learning Environment, a single point of access to learning resources shared by all organisations in the programme and by users through the Internet anywhere and anytime.

Achievements

The programme’s achievements include:

The creation of a single e-learning environment, which has aided the development of e-maturity and confidence in ICT and digital technologies in the sub-region Engaging 150 educational organisations in e-learning across South Yorkshire including, 31 primary schools, every secondary school and all Further Education (FE) colleges Engaging 450 Small & Medium Enterprises (SMEs) to participate in e-learning Developing e-learning in local community facilities such as Libraries and New Deal for Communities’ Projects Installing & upgrading ICT infrastructures in schools, colleges, businesses and local community organisations Engaging over 36,000 learners in e-learning 18,000 learners gaining ICT qualifications at Level 2 or above A growing national and international reputation for successful delivery of the largest e-learning programme in Europe through partnership working, as part of an economic regeneration strategy

Awards

Since the programme was set up in 2001, it won a number of awards including:

International “Supporting Excellence in e-Learning“(SEEL) Quality Award for e-Learning Regions National “e-Learning age Award for “best example of supporting learners online” from the e-Learning Network (2006)

Throughout the sub-region the programme has also directly contributed to:

A rise in the number of pupils gaining ICT qualifications, with attainment in South Yorkshire rising faster than the national average and the sub-region’s closest statistical neighbours The numbers of General Certificate of Secondary Education (GCSE) ICT entries doubling over the same period Substantially closing the gap between South Yorkshire schools and the national target for pupil to computer ratio, with over 13,000 pieces of kit supplied

Virtual initiatives in colleges and training providers

Both

MoLeNET

The Mobile Learning Network (MoLeNET) initiative funded and supported 104 projects involving approximately 40,000 learners and over 7,000 staff, in the 3 years 2007/08, 2008/09 and 2009/10

MoLeNET was a unique collaborative approach to introducing and supporting mobile learning in education and training via supported shared cost mobile learning projects. The LSN MoLeNET Support and Evaluation programme provided technical and pedagogic advice and support, materials development, continuing professional development, mentoring, facilitation of peer-to-peer support, networking and resource sharing, research and evaluation.

LSN are continuing to provide services which support institutions, organisations and practitioners to introduce and embed mobile learning into their teaching and learning delivery

MoLeNET was the biggest mobile learning programme in the UK and probably the world. Collaboration at national level involved participating institutions and the Learning and Skills Council (LSC) sharing the cost of mobile learning projects, with the LSN providing support and evaluation. The programme included technical and pedagogic advice and support, materials development, continuing professional development, mentoring, facilitating peer-to-peer support, networking and resource sharing, research and evaluation. National online support included MoLeTV (www.moletv.org.uk) and MoLeSHARE (http://www.moleshare.org.uk)

MoLeNET used a broad definition of mobile learning: “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.” The attraction of mobile learning is that it can take place in any location, at any time, including classroom, workplace, home, community locations and in transit. Mobile devices include mobile phones, smartphones, PDAs, MP3/ MP4 players (e.g. iPODs), handheld gaming devices (e.g. Sony PSP, Nintendo DS), Ultramobile PCs (UMPCs), mini notebooks or netbooks (e.g. Asus EEE), handheld GPS, video cameras, voting devices, etc. Mobile learning also involves connectivity via wireless networks, mobile phone networks and linking to institutional systems.

The first phase of MoLeNET began in 2007. The second phase included 30 new projects. The programme completed its third and final phase last year. http://www.molenet.org.uk/

The Sheffield College MoLeNET project

The Sheffield College joined the MoLeNET programme in Phase 2, a £300,000 bid targeting Sheffield City College, using the acronym ‘MATTS’ (M-learning – A Tool for Transformation in Sheffield). The partnership bid led by the college for MoLeNET3 was awarded £237,500 as part of the national £2.5m MoLeNET3 allocation in 2009/10. Phase 3 targeted the college centres at Hillsborough and Norton. Partners were the Sheffield Diploma Consortium and six local secondary schools: All Saints School, Chaucer Business and Enterprise College, The City School, Myers Grove School, Stocksbridge High School and Wisewood Sports and Community College. The Project Manager was Dave Pickersgill, reporting to a steering group and a project implementation group, consisting of college and school managers, critical friends and consultancy from Sero Consulting Ltd.

Throughout the MATTS project there were various face-to-face events which enabled staff to meet and talk about what they are doing. However, because of the demands on staff time it was appreciated that not everyone was able to attend all the events. For this reason a well-used Moodle was set up to support a MoLeNET Community of Practice. http://vle.sheffcol.ac.uk/moodle/course/view.php?id=854

In a related initiative, Sheffield College was one of eight colleges receiving £40,000 capital funding to set up a MoLeNET Academy. The Academy was a centre of excellence for mobile learning CPD and helped to support three micro projects at Franklin College (Grimsby), Hartlepool College and John Leggott College (Scunthorpe).

Case Studies of micro projects:

Case Study 1: Using Qwizdom voting devices with Carpentry and Joinery students. Aims: to further engage level 2 Carpentry and Joinery students.

Addressing the challenge: • Learners took part in quizzes to check if learning had taken place by using the hand held voting devices to submit answers to prepared questions. The responses were recorded and their progress fed back to them in the form of a game (racing cars). This created healthy competition as well as requiring the students to meet their learning objectives. • Each learner’s progress was monitored against learning objectives set by the teacher and the results tracked in the game. • Students enjoyed using Qwizdom.

Impact on teaching and learning: • Students using Qwizdom got better results • Students were more engaged with their learning when Qwizdom was being used. • Students were more active and contributed more towards the lesson. • The tutor facilitated the lesson but the session soon became more student-led.

Learner’s reaction: • One student suggested that they could create the content for future Qwizdom sessions. • Students are requesting the use of Qwizdom for future lessons

John: “Qwizdom has helped me to remember important bits of information.”

Sam: “I enjoyed using Qwizdom because it makes learning fun.”

Teacher’s reaction: (referring to an Ofsted observation during the March 2010 inspection of the Sheffield College)

"The inspector fed back to colleagues and other departments that if they would like to see active learning taking place they should go and see one of my lessons as the inspector was impressed at how the students were involved in the session. This has increased competition within the group to achieve, in a fun and productive way. I have been assessing my learners with this resource and I love it and so do my learners. One particular group recently took their Gola on line end exam where they achieved 5 distinctions, 5 merits and 1 pass out of 11 learners. This was their first attempt at the test and these are results that I am extremely proud of." Michael Cook, Carpentry and Joinery, Sheffield City College.

Lessons learned: • Setting up initial power point presentations to use with Qwizdom can be time-consuming. Better to add to an existing power point presentation. • Develop uses as a team of teachers rather than alone!

Next steps: • Develop more lessons with Qwizdom software. • Use reports created in Qwizdom to track student’s progress.

Links: http://goo.gl/TCSNu Qwizdom Education: http://education.qwizdom.co.uk/index.php

Case Study 2: Using iPod Nanos at All Saints Catholic High School Sheffield

Overview Year 7, top set: As part of two schemes of work, 'Debating and Presentation' and 'The Merchant of Venice', students used the voice memo function on iPod Nanos to record themselves practising presentations, speeches and audio guides. They worked with a learning partner to listen back to this work, identifying strengths and setting targets. The targets were then reflected upon and discussed before students created final, 'neat' copies of the speeches. This work could then be marked in the teacher's own time, maximising the drafting time available in lessons for students. The devices were also taken on a trip to Stratford-upon-Avon for students to record details, which they developed and expanded back in class.

Impact on teaching and learning • Improved speaking and listening grades by an average of one sub-level per student; • Increased understanding of students' own speaking habits and strengths. Planning lessons with the iPod Nanos gave students time to work on their speeches and as they were able to listen back to them, they were keen to create a 'perfect' recording. Students took ownership of their own work and understood speaking and listening grades more clearly. Crucially, they were much more engaged in speaking and listening work using the Ipod Nanos than with previous tasks, where they wanted to "just get up and do it"; using the iPod Nanos helped them understand the importance of drafting and practising. Significantly, students could identify the improvements they had made between the first and final recordings.

Next steps Continue using with top set year seven next year and trial a similar project with another class for their speaking and listening assessments to encourage similar engagement, independence and pride in their work. Ten of the current group help run a lunchtime news group; the iPod Nanos can be used in a similar way to improve their news broadcasts.

Case Study 3: Using PSPs in a Mencap competition A group of LLD learners who attend Norton College wished to enter the ‘MENCAP Snap! 2010 photo and film competition.’ The 2010 theme was, ‘to tell us what you like doing to be active.’ The ‘School Sports Partnership – SEN Athletics MLD 2010’ event at the English Institute of Sport in Sheffield was a good venue for image-gathering as the learners would be entering many of the events. Some twenty schools and colleges from across the region took part in this day (18th May 2010). Student Adam Cowlishaw was subsequently one of the 100 winners in the photography competition: http://goo.gl/RenRs Aims: (i) a structured opportunity to use the camera function of the Sony PSP (ii) the opportunity to enter a national competition and (iii) opportunities to increase their self-awareness and esteem.

Addressing the challenge: PSP devices (with GoCameras) were first introduced in the classroom. On event day, learners were encouraged to record events, using both still and video digital imaging. After the event, images were studied and appropriate entries made to the Mencap competition Outcomes and reactions: Learners quickly became adept at using the PSP GoCamera function Learners enjoyed seeing results immediately and were able to act on results Speech and language improved significantly Impact on teaching and learning: The PSPs have made a great impact on teaching and learning within the department. The students were quick to respond to requests when using the equipment and they enjoyed inventing new ways of using them to learn. They helped spark new ideas and students have gained in confidence and self-esteem. eg using eye contact when talking to someone. Memory recall has also improved.

Learners’ reaction: Learners can connect with this technology immediately; whatever their learning difficulty they need very little demonstrating on how to use it. The technology has been key to opening doors which were previously locked with some students. They may not have the ability to write a diary of events but they can record it! It brings their ideas to life and they respond with great enthusiasm. This in turn encourages speech and language therapy. "I like using the PSP in lessons because I don’t like writing, my writing and spelling isn’t very good. I don’t feel embarrassed using the PSP and I like being able to see my pictures so I can see how good they are." (Chris Wells, age 18) "It’s magic I like using the PSP for taking pictures and videos better than playing games on it. My memory isn’t very good and when I look back at my videos I remember things better." (Danielle Barson, age 17)

Teacher’s reaction: Some teachers some were worried they wouldn’t be able to demonstrate the PSP and help the students use the device effectively enough to get the desired results. They soon realised the students needed very little tuition on how to use the device. The students enjoyed teaching the teachers! Staff then enjoyed encouraging the students to be more creative with their ideas. "I wasn’t surprised at the increase in learner engagement: even though our students have learning difficulties they grasp new ideas quickly. What did surprise me was the knock on effect of using the PSP’s video function. Students responded to questions on video more readily than in Q & A sessions in the classroom. It sparked positive reaction and students who are normally very quiet and unresponsive to many activities ‘woke up’ and took notice. These were the students who produced the best video and picture results." (Jeanette Bell, Lecturer Additional Support)

Managers’ reactions: "A programme of staff training is planned around the use of the new technology being offered to Additional Support. The team is keen to explore ways in which the new technology can be used to enhance our curriculum area. I am excited at the prospect of staff using other technologies which may become available. It’s about time we used resources which allow our students and teachers to be more creative. The results have been very encouraging so far." (Paul Blakeney, Additional Support Manager) What Worked The PSP created opportunities for an expanded learning environment, from classroom to offsite learning to home. It instantly engaged learners who would normally take a long time to grasp new concepts. Instant assessment made a huge difference: improvements and alterations could be made there and then thus allowing the student to feel less frustrated.

Next steps: Wi-fi access is planned for parts of the Norton building which will allow increased use of other PSP functions Student-led sessions will extend the boundaries of using mobile technology in offsite sessions. Links: http://goo.gl/E9y12 English Institute of Sports Sheffield: http://www.eis-sheffield.co.uk/ Mencap Snap! 2010: http://www.mencap.org.uk/page.asp?id=3704

Case Study 4: PSPs at City School English and Media class, Y9 Using PSPs to identify the key aspects of film trailers, explore camera angles and analyse film for purpose. Also to increase student engagement, increase independence in learning and to personalise learning. Each student had their own PSP, working independently, identifying key features of a documentary film trailer. Each student had their own task to do. The PSPs helped the teacher to avoid having to play the same video over and over again to the whole class on the whiteboard. Each student could watch the film as many times as they needed to. T: “We’re probably getting twice as much work done…The PSP has saved our lives.” Students concentrated very effectively on the task. Mobile devices provide variety, an alternative mode of delivery and a solution to the difficulty of differentiated learning in a class. Resources used: PSPs, headphones, trailer video which each student can pause when they need to, rewind, etc. The task was to answer specific questions analysing the trailer, such as: ‘Speed – does the film speed up or slow down?’ ‘Use of Captions’ ‘Describe the music and any changes you hear’; ‘The last image you see’; ‘use of voice over – what is said.’ ‘How many scene changes can you count?’ Sound effects – can you identify any sounds?’ The teacher (Martin Greenhough, Faculty Head – Communications) used the PSP to develop independent work. The device enables differentiation in how students respond to task, from level 4 to level 7. Each student can work at their particular level, rather than having to fit in with the pace or depth of rest of class. Link: http://goo.gl/2w7Jr

Case Study 5: Using Mobile Technology in a Learning Resource Centre

Aims: The Learning Resource Centres at both Hillsborough and Norton Colleges wished to increase use of the LRC by (i) attracting hard-to-reach learners and (ii) enhancing the service available to learners.

Addressing the challenge: A wide variety of devices were introduced: • A lunchtime Nintendo ‘games club’ • Graphics tablets loaned to students • Dell mini-9 notebook pcs used to supplement desktop devices • IiPods loaned out to students for exam revision • E-readers

Learning Assistant Melinda Green believes; "students are already really enjoying using these devices, so we're excited about trying out some other ideas to ensure we're utilising them as effectively as possible. After that, our next challenge is to develop a QR-code treasure hunt ready for Induction in September."

Next steps: • A wider selection of Nintendo games will be obtained using other funding sources • Learners will be encouraged to suggest suitable games. • Wi-fi access is planned for the LRC at Norton from September 2010 (other centres already have this) Link: http://goo.gl/YA6zX

Findings of Sheffield College project

The Sheffield MoLeNET Camel process used a radically different approach to traditional CPD: buy the kit first, distribute it to teachers willing to experiment with it, then share successes and failures with other staff (combined with a buffet to encourage informal networking and guest speakers to give further ideas on how the kit might be used).

A perennial problem for staff development is: which comes first – the kit or the training?

It is easy for institutions to waste money on staff training where teachers are introduced to innovative practices which turn out to be impossible to implement in classrooms because they lack the necessary equipment. This waste of money is, however, invisible, so the practice tends to continue without a proper examination of its effectiveness. Any waste of money is much more visible using the MoLeNET model, if kit is bought but then not used. But precisely because it is so visible, there is a much stronger incentive to do something with it and kick-start the process of staff development.

‘Show and tell’ events to share experiences were successful because staff felt completely free to be open and honest about shortcomings as well as triumphs. This too is unusual in most project reviews, where implementers feel an obligation to highlight successes and minimise or brush under the carpet any failures. This openness in turn encouraged other teachers to have a go, feeling less in awe of ‘experts’ or innovators who might decry their faltering steps or limited ambitions. The model also neutralised the common conservative response that an innovation might work in the trainer’s subject area, but ‘couldn’t work in my class.’ Nobody is told, ‘This is what you should try and do’. At most the advice is: ‘This is one way you might try, but you will probably find a better way yourself.’

This devolution of the source of innovation from trainer to teacher can also be carried further, when students come up with their own ideas of how to use new devices which the teacher had not thought of. Such a collaborative approach to innovation seems much more likely to win hearts and minds than any new approach imposed by managers.

The project has proved the learning value of mobile devices. Both teachers and learners have embraced the potential of the technology with great enthusiasm. This potential would have remained hidden without the injection of funds and impetus provided by the project. However it is doubtful that the college can afford to provide new devices for students on the same scale year on year. Fortunately, this scale of provision is not necessary, since students own a large number of mobile devices themselves – devices that they would prefer to use, since they’re familiar with their operation. The project has proved cost-effective in having a significant impact on the culture of the college, encouraging institutional acceptance that mobile learning can and will be highly effective and that the network therefore needs to be accessible by wi-fi to both college and learner-owned devices. It is hoped that this culture change will help the college to make the most of the potential offered by mobile technologies and maintain its reputation for innovation in learning technology.

References

Both

• [12]
• [13]
• [http://www.pisa.oecd.org/pages/

Relevant websites

Both

• European Commission
• [14]
• [15]
• [16]
• [17]
• [18]
• [19]
• [20]
• [21]
• [22]
• [23]