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Fronter Open Learning Platform - A Bridge Across Borders Service Children’s Education (SCE) chose Fronter as their Open Learning Platform, to enable pan-world collaboration and facilitate communication between all schools that form a part of the SCE community. Service Children’s Education (SCE) is an Agency of the British Ministry of Defence (MOD), and was formed in order to provide for the education of the children of Service families and MOD personnel, serving outside of the United Kingdom. SCE operates 43 schools, attended by approximately 10 000 children in total, ranging across Belize, Belgium, Brunei, Canada, Cyprus, Falkland Islands, Germany, Gibraltar, Holland, Italy and Turkey. The Fronter platform is able to meet the needs of SCE students and staff. Shared resource areas and collaboration rooms allow the Agency’s headquarters and schools to share knowledge, skills, information and educational practice. SCE is using Fronter as an intranet and communication platform by integrating email facilities and general forums and communities to encourage the introduction of a ‘one-stop shop’ and an education network. Content has been uploaded and SCE staff, and some students, around the world access and share this via the learning platform. SCE, with the help of Fronter, is now able to offer their students the opportunity to embrace more continuity in their education as they travel the world with their parents. Children’s Interface Design in Fronter The Fronter Open Learning Platform is on the cutting edge of learning platform development,providing a special interface design for its youngest learners, developed in close cooperation with primary school teachers. This new feature in the Fronter platform, comes as a part of the standard platform pack acquired by any school, but is up to the school’s administrator, whether the ‘child-friendly’ settings are to be turned ‘on’ or ‘off.’ In this way, the customer has more options and opportunities to customise their students’ learning experience, according to the particular context in which the education is taking place. The children’s design is less text intensive, uses larger icons, brighter colours, and sometimes presents the Fronter tools in a ‘light’ version. All these features ensure that the student is encouraged to concentrate on efficiently using the platform to enhance their learning experience, as opposed to a new young user being distracted and possibly intimidated by an unfamiliar tool. A direct example of the way in which the children’s design simplifies the platform, can be seen when the standard ’text editor’ is customised to operate in ’Child Mode.’ Using this setting, the number of editing tools and options is limited to only the essentials needed by a young beginner. This way, younger learners may be slowly introduced to writing and editing on a computer, in a simple environment, before gradually being introduced to the full range of tools and functions available within a standard text editor. The Children’s design is just one of a series of developments to create a modern Children’s version of the Fronter platform. PAGE 2
Fronter Leads With Parental Log-in New parental log-in gives parents access to ‘real-time’ parenting, and gives schools the ability to strengthen the role of parents within the childrens’ education, both at school and at home. With the Fronter Parental Log-in, schools now have the ability to assign parents their own unique username and password to allow them access to sections of a student’s portfolio, as well as certain Fronter ‘rooms.’ Different information and access is required for the different age groups, and access can be customized accordingly by the individual school’s platform administrator. “Recent research has shown that parental engagement is a decisive factor in determining learner achievement. What really matters is that learners feel their parents are paying attention, engaged in the children’s learning and care about their performance” (Becta). “Recent research has shown that parental engagement is a decisive factor in determining learner achievement” Real time access to key information on a student’s progress, attendance, school activities and participation will ensure that parents and guardians can play a more active and informed role in their child’s education. Information on school activities and future plans, policies and performance, can all be communicated through the Fronter learning platform, guaranteeing efficient and informed communication between all parties. “Real-time reporting to parents is a means of stimulating parent-pupil conversation about their child’s work and progress in school, by making meaningful information available to parents via secure, online access, available anytime they please” (Becta). According to Becta guidelines, ‘all secondary schools will be expected to provide frequent, specified information on students by 2008, and offer this same information in real-time by 2010.These requirements also apply to Primary schools, but must only be fulfilled by 2010 and 2012 respectively.’ Education is no longer linear and limited, but must involve all spheres of a child’s life and all relevant participants that together influence the child’s education and development. With the new parental log-in, Fronter continues to be up to date with trends and developments in education, providing the tools for the next generation of learning on the web. “Real-time reporting to parents is a means of stimulating parent-pupil conversation about their child’s work and progress in school, by making meaningful information available to parents via secure, online access, available anytime they please” (Becta). PAGE 3
Page 1: Fronter magazine International edit
Page 5 and 6: UK Education Authorities Visit Oslo
Page 7 and 8: Now Available: New E-Learning Cours
Page 9 and 10: What London Schools Say... Four Mon
Page 11 and 12: Becta and Beyond Tips and Tricks De

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