Digital Learning

Exploiting online information

The technological revolution shows no signs of abating and offers fantastic potential for learning so how can we ensure that pupils are making the most of technology and online information? Randall Wilhelm, chief executive officer of netTrekker, discusses how schools can make the most out of the abundance of available content across the internet.

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      string(389) "greater‘investment in learning’ by pupils.Helping children attain the criticaland evaluative skills to determine theaccuracy of  content is vital but is byno means an argument for unfetteredaccess to the internet for learningpurposes.  Online digital resourcesfrom educational publishers, such asthose made available by netTrekker,can provide the answer for schoolswishing ..."
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      string(380) "How can we ensure that pupils are making the most of technology and online information? Randall Wilhelm, of netTrekker discusses how schools can make the most out of the abundance of available content across the internet, and goes on to highlight things to consider when choosing to support the specifc educational needs of each child.
e-Learning Update issue 03"
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      string(3946) "greater‘investment in learning’ by pupils.Helping children attain the criticaland evaluative skills to determine theaccuracy of  content is vital but is byno means an argument for unfetteredaccess to the internet for learningpurposes.  Online digital resourcesfrom educational publishers, such asthose made available by netTrekker,can provide the answer for schoolswishing to tread the line between childprotection and self-determination.This search tool called netTrekkerhas been established to give schoolsaccess to thousands of  online images,supplemental content, newspaperarchives, learning content, and videoclips that have all been reviewed,assessed by teachers and tagged bylearning objective, curriculum areaand key stage. Taking this one stepfurther, all online content searchablethrough netTrekker also comes withsupport for children with specialeducational needs. For example forchildren new to the English languagethe dictionary translation tool definesunfamiliar words or translates any textinto a number of  selected languages http://www.teachingtimes.comTechnology Feature– therefore not only providing supportbut offering a highly effective teachingtool.Children who may be below theirexpected reading age can also usethe ‘read aloud’ tool or dictionaryto help them understand any wordsthat they are struggling with, withoutexperiencing the humiliation ofhaving to ask the teacher.Tools such as netTrekker meanthat pupils can enjoy the immediacyof  using fully searchable onlinecontent to further their knowledge.Authoritative information is mademore accessible and the speed withwhich pupils and teachers can reachappropriate copyright approvedinformation can provide a springboardfor more in-depth investigation;particularly when resources provideexternal links to encourage furtherresearch, or detailed timelines thatprovide thematic pathways through aparticular subject. The use of  credibleonline educational resources can offerpeace of  mind for teachers and a safe,trusted and interactive framework inwhich children can learn.Online resources can again helpovercome this challenge. Thosecreated specifically for educationalpurposes are copyright cleared foruse and source material is clearlycited, enabling easy adherence tolegislation. Added to this, netTrekkerusers can enable access to resourcesfrom a home PC, a laptop and evenan internet cafe via a safe and securenetwork, allowing for 24/7 usage.The fact that the resources can beaccessed simultaneously also has a costsaving aspect for schools; purchasinga subscription to online resources thatcan be used concurrently, at any timeof  day and from any computer chosenby the learner or the teacher. This is acost effective and sustainable way ofproviding credible education materialsfor use throughout the entire school.Now is the time to take advantageof  the way children entertainthemselves today, to employ thosesame media and thinking habits theyfoster for the betterment of  learningoutcomes.What netTrekker hopes to do islead transformation in schools. Welive in an exciting time of  learningtransformation both inside and outsideof  school.  Television, podcasts, socialmedia, internet, online images, videos,historical clips, blogs, to name justa few are delivering content whichcan, when used correctly, supportlearning. netTrekker aims  to broadenthe application of  all these checkedand approved resources by wrappingthem with additional functionalityto broaden their application, helpteachers and students access theinformation quickly and generallyhelp schools to use content moreeffectively, making their lives easierwhilst achieving their overall learningobjectives.http://www.teachingtimes.comButton 22: Page 1: OffPage 2: Page 3: Page 4: Button 23: Page 1: OffPage 2: Page 3: Page 4: Button 24: Page 1: OffPage 2: Page 3: Page 4: Button 25: Page 1: OffPage 2: Page 3: Page 4:"
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Digital Learning

Exploiting online information

18 Mar 2010

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      string(187) "As the web develops, online security is no longer just about virus scanning. Graham Cluley looks at the threats of the ‘new internet’ – and what schools can do about them.
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      string(388) "... ofthreats that target the ‘new internet’. Last September hackersmanaged to steal a Second Life database containingpasswords and login information for around 650,000 players,by exploiting a vulnerability in the virtual world’s code. Therehave also been several examples of hackers posting malwareon MySpace sites, designed to steal information from ..."
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      string(5740) "22ICTICTICTICTICT SecurityManaging Schools Today     April/May 2007There’s been much talk over the past couple of yearsabout the need to promote great er IT securityawareness in schools. Indeed, it seems that theunprecedented growth in the use of computers in theclassroom has not really been matched by a similardevelopment in safe computing education. There aremany reasons for this – not least the rapid influx of newtechnologies and tools making it a real struggle for someorganisations to keep up.The widening gap between generations has meant thatall too often the pupils are well ahead of the teacherswhen it comes to the latest IT developments. In somecases, this has proved detrimental to school networksecurity – the people with the exper tise ar e notnecessarily the ones with the most online scruples. Thegrowth in web use has led to a rapid increase in thenumber of online computer threats such as viruses andhacking, and there have already b een cases ofinadequately secured school computers providing richHeadingoff the onlinethreatsAs the web develops, onlinesecurity is no longer justabout virus scanning. GrahamCluley looks at the threats ofthe ‘new internet’ – and whatschools can do about thempickings for cybercriminals looking to steal sensitivefinancial or personal information.Even if these aspects of school computing have provedchallenging, it’s hard to argue against the value of the internetto schools. A huge number of teachers have benefitedenormously from the web, while pupils too have been ableto harness its power to aid their learning. While there are,sadly, a growing number of cases in which coursework hasbeen plagiarised from internet sites, the benefits of havingso much information to draw upon surely outweigh thenegatives. When it comes to online security, then, for schoolsit’s not so much a case of whether the internet ought to beallowed, but more about how to best police access andprotect the network from being compromised.Unfor tunately, many school IT administrators alreadystruggle to cope with pupils downloading malicious codeor opening emails with viral attachments, and the new waveof internet activity currently sweeping the world threatensto exacerbate this security problem. The so-called ‘Web 2.0’23ICTICTICTICTICT SecurityApril/May 2007     Managing Schools Todayis upon us – a new, more interactive internet in which theusers themselves play the key role. Online games such asSecond Life and World of Warcraft, along with socialnetworking websites like MySpace and Facebook, are beingaccessed daily by millions of young people in the UK.It’s no surprise, then, that online criminals are starting toturn away from traditional email-based attacks in favour ofthreats that target the ‘new internet’. Last September hackersmanaged to steal a Second Life database containingpasswords and login information for around 650,000 players,by exploiting a vulnerability in the virtual world’s code. Therehave also been several examples of hackers posting malwareon MySpace sites, designed to steal information from anyusers who accidentally download the malicious files.These threats are global in nature. A piece of malware thatappeared recently on the MySpace page of a French rockband could have been downloaded by any visitor to the site,irrespective of their location. If the page was accessed andmalware downloaded in school, it could give the hacker anopportunity to steal the unwitting pupil’s password, thusaffording them access to the whole school network. Similarly,while it may sound as though swiping a Second Life user’slogin information is unlikely to affect school IT security, fartoo many people use the same information and passwordsto access multiple sites and services – which could leave thenetwork exposed as a consequence.More awareSafe computing education can make pupils more awareabout the likes of trojan horses, spyware and othermalicious programs, and about the need to use multiplepasswords which aren’t easily guessable. However, it can’tfully eliminate the r isk: some malware comes heavilydisguised in order to look like an authentic download, andon top of this, people often drop their guard when usinglegitimate and well-established websites like Second Lifeand MySpace. B locking access to all Web 2.0 sites onschool computers does therefore appear to be an effectiveway of mitigating against these new online threats.Unfortunately, the argument is not quite so simple. Amongother things, Web 2.0 has already provided a potential newavenue for online learning. Go back ten years and you’d findfew people predicting that in the not-so-distant futureinteractive e-learning facilities would be available on virtualonline worlds. Today’s reality is that more than 100universities and colleges use Second Life as a channel fordelivering lectures and information to their students. Whilethe jury is still out on whether these teaching methods willbe adopted by UK schools, it certainly emphasises howimportant the new internet has become.The fact is that Web 2.0 is changing the way that youngpeople interact and develop. A large number of childrennow converse with peers from around the world, all in thecontext of online games. Instead of k nocking on doorsgetting their friends to come out to the park, youngpeople are meeting up in virtual spaces andcommunicating in text or using their computers’microphones and speakers. Some would argue that thisis an inherently inferior form of interaction which breedsisolation and physical social unease; others suggest thatit"
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Leadership

Heading off the online threats

7 Aug 2007

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      string(387) "... against e‐learning as soon as budgets started to flow. By neglecting effective implementation practices, there is a danger of organisations repeating history rather than exploiting the opportunity that increased demand has provided.Supporting social learningTop quartile organisations are more likely to:· Use technologies that allow information to be shared ..."
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      string(431) "This study, originally commissioned by Becta, is the fourth in a longitudinal research series looking at the trends in the use and implementation of learning technologies in the workplace. The report shows clearly that a mature use of innovative and technology-enabled learning has been measured to deliver on average: 18% cost savings, 22% reduction in study time, and 2x volume of learning delivered.
Leadership Briefing 6.01(61)"
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      string(3924) "ResourceACCELERATING PERFORMANCE 2010-11 TOWARDS MATURITY BENCHMARKOriginal DocumentAccelerating performance 2010-11 Towards Maturity Benchmark. This study, originally commissioned by Becta, is the fourth in a longitudinal research series looking at the trends in the use and implementation of learning technologies in the workplace. The report shows clearly that a mature use of innovative and technology-enabled learning has been measured to deliver on average: 18% cost savings, 22% reduction in study time, and 2x volume of learning delivered.KeywordsTrends, learning technologies, workplace, practices, skillsSummaryThis study, originally commissioned by Becta, is the fourth in a longitudinal research series looking at the trends in the use and implementation of learning technologies in the workplace. The report shows clearly that a mature use of innovative and technology-enabled learning has been measured to deliver on average: 18% cost savings, 22% reduction in study time, and 2x volume of learning delivered.400+ organisations participated in the 2010 TM benchmark creating a great basis for comparison across the private and public sector, a total of 1200 organisations have now been through the benchmark since it began.The aims of the 2010‐11 Benchmark were:1. To identify emerging trends and changing practices in workplace skills delivery over time from the employer perspective;2. To encourage effective practice by:· Providing independent evidence to support business planning, effective learning technology strategy and implementation;· Providing all participants with a free personalised benchmark report with activity recommendations to support their journey.Main Findings:Technologies· There has been continued growth in tried and tested technologies – with 80% of all participants now using electronic content, learning management systems online assessment and surveys.· Whilst no technologies reached the adoption rates predicted in 2008, some have still shown significant increases in use ‐ mobile learning is now in use by 36% of organisations (up from 6% in 2008) and use of content management systems has doubled with 50% of organisations now using them.· Mature organisations are using a greater range of additional tools and technologies -embedded users are four times a likely to be using virtual classrooms and online books (even though use of these tools has dropped overall since 2008).· The forecast meteoric rise in the use of social media for learning is not evident despite the fact that nearly 50% of participants allow access to third party social network to staff.· 16% of organisations are starting to use third party networks such as face book but we are more likely to see experimentation in the not‐for‐profit sector than any other.In previous recessions, organisations increased their use of standalone e‐learning content but also experienced a backlash against e‐learning as soon as budgets started to flow. By neglecting effective implementation practices, there is a danger of organisations repeating history rather than exploiting the opportunity that increased demand has provided.Supporting social learningTop quartile organisations are more likely to:· Use technologies that allow information to be shared more innovatively.· 75% of top quartile organisations encourage the use of communities of practice (compared with 28% of bottom quartile).· Encourage collaboration.· Top quartile is nine times as likely to encourage learners to share experiences and solve problems using online social media tools than bottom quartile.· Allow co‐creation of content by staff.· Top quartile organisations are 4 times as likely to encourage blogs by learners.ActionNotesAuthorR ChimaDate CreatedJune 2011Enquiries to:raspal.chima@yahoo.co.uk (Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Accelerating performance 2010-11 Towards Maturity Benchmark

8 Jun 2011

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e-Learning Update issue 02"
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      string(487) "... SEN andreporting.•	 Parental	engagement	anddialogue Consulting parents and shapingtheir expectations: Schools are expected to haveconsulted parents and  learnersin deciding what information istimely, meaningful, useful andappropriate. Information thatexplains to parents how  theycan best support their child’slearning should be readilyavailable over the internet.•	 Staff	involvement Developing professional practicethat enables online reporting ..."
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      string(3272) "REPORTS REPORTSThe support and involvementof families can make a crucialdifference to learners’ success.This Becta publication explainshow technology at home or in alearning environment can help thewhole family engage in learningand make a crucial difference tolearners’ success.Main Findings:• 95% of parents in a recent surveythink that technology can helptheir child learn.• 97% of children from social classAB have internet access at home.• 69% of children from social classE have it.• 8% of parents surveyed in 2008were kept informed throughonline reporting.• 80% of parents say they see thebenefit of regular parent-schoolcontact.• 60% of teachers think thatparents believe their job stops atthe school gate.• 58% of school leaders believeICT has improved the school’sability to involve parents in theirchildren’s attendance.• Parental interest in theirEngaging Families.REPORTSchild’s learning is the singlemost powerful predictor ofachievement at age 16.• 42% of teaching staff say‘invisible’ parents lack theconfidence to approach themto discuss their child.• 67% of parents would likeschools to use technologiessuch as text messaging and theinternet to communicate withthem more often.• 69% of learners aged 7–11 claimto be aware of how to keep safeonline, but only 34 per cent cangive an example of how to dothis in practice.• More than a third of 12 – 15year-olds now have internetaccess in their bedrooms.• Just under half of parents useinternet filtering or parentalcontrols.• One in six users (about 17per cent) aged 5 – 7 aremostly left to use the internetunsupervised, but this rises to60 per cent for young peopleaged 12–15.The online reporting frameworkcontains four strandsagainst which schools shouldreview their current practiceand consider ways of makingprogress towards onlinereporting.•	 Policies Embedding online reporting inschool improvement strategies:Update your wider school policiesto relect parental engagement,including online reportingexpectations. Schools areexpected to review policies,such as those on assessment,attendance, behaviour, SEN andreporting.•	 Parental	engagement	anddialogue Consulting parents and shapingtheir expectations: Schools are expected to haveconsulted parents and  learnersin deciding what information istimely, meaningful, useful andappropriate. Information thatexplains to parents how  theycan best support their child’slearning should be readilyavailable over the internet.•	 Staff	involvement Developing professional practicethat enables online reporting: All staff should be aware ofhow online reporting will affecttheir professional practice. Theyshould have access to supportfor securely recording andsharing personal or sensitiveinformation that may bereported to parents.•	 Exploiting	technology Using innovation that harnessesthe range of technologyavailable to schools and parents: From surveys and parents’feedback, schools should knowwhat technology is availableand most appropriate forkeeping parents informed.Schools should have consideredhow to use these technologiesto manage information andcommunication with parentsmore effectively and efficiently."
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Digital Learning

Engaging Families

11 Feb 2010

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