learning platforms and anywhere anytime

Steve

This study concerned the use of a Learning Platform to enable pupils to access ICT extended learning. The resources used were the school learning platform, a set of pre-prepared resources and time in lessons to guide the pupils through the process. It was found through analysis of the pupil engagement (hand in rate), pupil interviews, pupil questionnaires and teacher interviews that this approach improved the engagement and independent learning of pupils when completing extended learning. Pupils and teachers and keen to develop this approach further in ICT and other lessons in the school.

Katie

This was an investigation into the use of the Learning Platform in the Geography department at my present school. Part one attempted to define action research using existing literature. It focused on the merits and limitations of action research and explained how the focus of this investigation was discovered. The initial reconnaissance work for part one involved a student-focused discussion group and a questionnaire as well as informal conversations with relevant colleagues. This work resulted in a change of focus question, from raising the attainment of Pakistani students through the use of the Learning Platform to a more general focus of getting GCSE students to use it for their revision.

Part two of this investigation will explain the direction the investigation went, the methods used and the rationale for why they were chosen, an evaluation of the evidence produced as well as a conclusion demonstrating what I have learnt throughout the process of action research and how the results will benefit my students, my practice as well as other interested parties.

James

While blogging does not encourage students to become independently in charge of their own learning, used effectively, a system of online submission in this way can be a central part of a more efficient system of addressing those with poor homework records. An unexplored area of potential here is the possibility of parental feedback on students work. At one open evening, several parents stated that they had seen documentaries and films using the blog. Making parents more aware of the student sites, how to access them and leave comments is a strategy that could also improve the uptake of homework.

Chris

It is clear from this investigation and from further reading that most schools are still struggling to make their VLE an efficient learning and communication tool. ‘Integration of learning platforms appears to be high on the list of concerns for school leaders.’ (Davies 2010) But the challenge is to create a culture of learning that embraces the immediacy of communication that can be provided by a learning platform mixed with an archive of interactive resources. This micro investigation has concentrated on accessing online curriculum only and yet it has uncovered many areas that require further study.

It seems that our school is reasonably advanced when it comes to archiving interactive curriculum and it is certainly striding away from the process of using learning platforms to house a collection word documents and PowerPoints. The way in which material is presented needs to at least pay homage to in some way the presentation style of successful online operators such as YouTube and Facebook. It is clear from this study that can learners can be signposted towards relevant information and indeed from there find new knowledge that is not held by the teacher – an essential skill for a 21^st Century learner.

Emily

The focus of these research projects was on the impact of independent learning aids on student progress in Year Ten GCSE Geography lessons. The main focus group of the Action Research project is boys, as results gained at GCSE and A level by the Geography department and the whole school are lower for boys than girls. The research project will focus around developing a revision DVD, the production of which will be student led. The aim of student creating a revision resource is to develop deeper student learning.

Hayley

This project involved Y11 history students in producing learning aids for revision purposes. In deevloping this work in the future I would eliminate to a large extent the luxury of choice. I would assign certain topics to certain groups however I would allow the groups to be formed as before. By doing this I can ensure that all topics are covered not just the ‘easier’ topics. This would also allow me to effectively differentiate the lesson. Alongside this I would also designate a particular presentation style to each group so we would have a bigger variation of presentations. To tackle the issue of technology I would give myself a bigger timescale in which to operate and begin with fully familiarising myself with the technology especially the visualizer as I believe this piece of technology has not had its potential fulfilled. I would also do a demonstration lesson with the students on how to use the technology before beginning the creative lessons. I however would continue to use the flip cameras rather than the Canon camcorder. This is because of accessibility and relatibility for the students, they know how to use them and further to this they know how to use the editing software that accompanies the flip cameras so therefore in future a more professional quality can be applied to these independent learning aids.

Karly

The main focus of this research is to investigate the use of video tutorials to improve personalised learning and to investigate whether video tutorials aid the learning of new applications. This research project will be testing the use of adobe captivate and investigating whether enables pupils to learn access and whether it promotes personalised learning. Due to a delay in the arrival of adobe captivate, the research will take place in November using questionnaires, learning diaries and interviews. Once the research is completed a summative evaluation will be made to evaluate the overall worth of the project

Rick

This report investigates whether there is a difference in the amount of teacher intervention received by pupils and mistakes made on their practical projects when taught through multimedia video streamed via the e-learning tool VoiceThread, compared to pupils taught through the ‘traditional’ lecture style and practical demonstration teaching methods in Design and Technology. The study is focussed on 2 classes of pupils that are demographically similar.

Jennie

The purpose of the project was to explore the opportunities available using New Technology to develop a “Virtual Art Gallery” on which to display students’ work.

My aim was firstly to explore three different Formats which could be used to create an Online Gallery, enabling students’ work to reach a ‘wider audience’. Secondly I aimed to monitor the responses of students, parents/carers and others to the Online Gallery.

Initially I looked at the students’ use of different online social networks, school networks and current School Art Galleries online. My aim was to then produce three separate galleries based on this research, using the school Visual Learning Environment, the school website and Facebook.

The purpose was to explore the strengths and weaknesses of different online galleries and the ease with which they could be set up and managed, to reach a wider audience than the students and their peers and to look at the use of the different sites.

I evaluated the responses and the strengths and weaknesses of each website as a means to developing one further.