The Kingswood Partnership launched e-learning KP wide and I had a special session with Newly Qualified Teachers (NQTs). The bottom line if you want e-learning to have an impact on results?
1) Putting resources (power point, worksheets etc…) online has no impact on learning. It makes sense to organise your resources online but it won’t have any impact on learning. Organise your cutlery cupboards by all means, but don’t think it will improve the food.
2) If you neither have a detailed quality Scheme of Work nor an assessment structure, give e-learning a miss. e-Learning is about supporting what you do in class. If you don’t know where you are going, there’s no point calling for a taxi.
3) Having information online isn’t important, it’s what students do with this information which is important. This brings you to interactive exercises and online assessments integrated with feedback (automatic or teacher led).
4) You cannot have brand new interactive exercises for all levels in one go (even if the Kingswood Partnership will do them for you). So, at what level do you target these interactive exercises? At the high end to stretch students or at the C/D border for GCSE and C/B border for GCE?
5) Take on board experience and work on supporting a base line. The last audit we conducted on exam performance shows that students are more often let down by gaps in their basic knowledge rather than gaps at the higher levels. If they cannot cope with the higher levels it is always because of gaps of understanding in the basics…Ergo…Focus on the basics.
1) Putting resources (power point, worksheets etc…) online has no impact on learning. It makes sense to organise your resources online but it won’t have any impact on learning. Organise your cutlery cupboards by all means, but don’t think it will improve the food.
2) If you neither have a detailed quality Scheme of Work nor an assessment structure, give e-learning a miss. e-Learning is about supporting what you do in class. If you don’t know where you are going, there’s no point calling for a taxi.
3) Having information online isn’t important, it’s what students do with this information which is important. This brings you to interactive exercises and online assessments integrated with feedback (automatic or teacher led).
4) You cannot have brand new interactive exercises for all levels in one go (even if the Kingswood Partnership will do them for you). So, at what level do you target these interactive exercises? At the high end to stretch students or at the C/D border for GCSE and C/B border for GCE?
5) Take on board experience and work on supporting a base line. The last audit we conducted on exam performance shows that students are more often let down by gaps in their basic knowledge rather than gaps at the higher levels. If they cannot cope with the higher levels it is always because of gaps of understanding in the basics…Ergo…Focus on the basics.
