late draft 1st september 2008 - Seb Schmoller

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late draft 1st september 2008 - Seb Schmoller

SYeLPThe South Yorkshire e-learning Programme (SYeLP) was set up in 2001and is a partnership of the four local authorities in South Yorkshire:Barnsley Metropolitan Borough Council, Doncaster Metropolitan BoroughCouncil, Rotherham Metropolitan Borough Council and Sheffield CityCouncil.SYeLP is funded by the European Social Fund and European RegionalDevelopment Fund through Objective 1 and supported by the Learningand Skills Council (LSC).The project is aimed at improving the digital skill levels of the current andfuture workforce in the sub-region, and at harnessing e-learning acrossthe curriculum. It involves secondary schools, colleges and communityorganisations across South Yorkshire. LATE DRAFT 1ST SEPTEMBER 2008


Barnsley*All names have been changedBarnsley Metropolitan Borough Council’s allocation ofthe SYeP funding was wholly assigned to the SpringwellCommunity Special School which supports BESD(Behavioural, Emotional and Social Difficulty) studentsand is Barnsley’s Pupil Referral Unit.Due to the number of exciting ICT initiatives whichare taking place within Barnsley at the moment it wasdecided that, rather than introducing another initiative,Barnsley would spend its funding on improving thecurrent network. This would help embed the use of ICT inteaching and learning at Springwell, thereby supportingthe development of a diverse set of courses for differentabilities, skills and interests. These courses were aimedat delivering the following outcomes:------Increased self esteemAcademic achievementImproved ICT skills and knowledgePreparation for working lifeAccess to a wider range of life choicesEnvironmental GroupThe Environmental Group is made up of a number of male students who areall at Key Stage 4. The majority of them have been excluded permanently dueto behavioural, emotional and/or social issues and have difficulties staying inmainstream schools.These students are all recognised as having more ‘hands-on’ aptitudes ratherthan academic classroom abilities. Although the majority of them struggle withbasic key skills they have all shown a keen interest and have demonstrableabilities and skills in practical outdoor activities.To support and nurture these interests and skills, and help the studentsattain a recognised qualification, the group play a big role in a number ofenvironmental initiatives. These include the management of an allotment,regeneration work at Howell Wood and clearing the Royston Canal, wherethe students will be rewarded with fishing rights.The group are working towards an accreditation which is equivalent to aGCSE. Each student completes diaries and worksheets in order to build aportfolio. The funding has enabled the Springwell Centre to purchase laptopsand memory sticks which allows students to complete their work whilst outworking on the site. It is felt that using ICT with this group is an innovative wayof motivating the students as well as increasing their academic ability in basickey skills and helping them gain an accreditation.The following projects have directly benefited from this funding: LATE DRAFT 1ST SEPTEMBER 2008


Barnsley*All names have been changedEducation Other Than At School (EOTAS)Barnsley currently has a number of tutors who are employed to deliver tutoringto students who are not at school. Instead, they learn at a variety of locationssuch as at home and in resource centres and libraries. These students allhave difficulties in staying at mainstream school due to illness and thereforethey need to be taught in smaller groups or in one-to-ones. This ensuresthat they receive a good quality education leading to improved attainment,standard qualifications and access to a wider range of life choices.A number of laptops, memory sticks and educational software have beenpurchased to support these students and their tutors in delivering andreceiving education. At the moment, they are being deployed on an as-andwhenbasis but it is anticipated that, as further funding becomes available topurchase internet connectivity, it will be possible to deploy the equipment ona long-term basis so that students can use it within their homes.The students are currently using the laptops to access a number of onlinetraining facilities such as ASDAN and Adult Literacy and Adult Numeracy.The equipment is also used to help the pupils build their portfolios and allowsthem to access the Studywiz VLE and Portal.Without the laptops, the students would have no other way of using ICTequipment for their work and would not be able to compile their portfolios orcomplete any online or ICT based qualification or coursework. The laptopshave allowed them to gain experience of the world of technology; without thisequipment the digital-divide would have been perpetuated further.LATE DRAFT 1ST SEPTEMBER 2008


Rotherham*All names have been changedRotherham joined the SY e-learning project late onbut a successful team of committed educationalistswith knowledge of vulnerable groups was set up. Thisgroup met and networked with a forum of like mindedpeople, sharing ideas and airing concerns in a veryopen environment. The Rotherham projects have helpedsome of the most vulnerable children and young peoplein the authority by re-engaging them with learning andgiving them more opportunities to access the internetand learning platforms. Programmes such as Notschooland mobile internet access for the Hospital Teaching andHome Tuition Service have helped the group achievetheir aims, which were to:---Enhance the somewhat sparse ICT facilities at aprimary Emotional and Behavioural unitPilot and evaluate the pros/cons of virtual schoolsEquip mobile tutors with laptops, a sustainableinternet connection and up to date engagingsoftwareMobile Internet Access for HTHTSThe Hospital Teaching and Home Tuition Service provides education forpupils of all ages and abilities who are unable to attend school for medicalreasons. The service exists to provide an educational experience as similarto school as possible. Unfortunately, some pupils do not have access to acomputer or the internet at home and therefore their tuition has not been aswide ranging or as stimulating as it could have been. Wherever possible,pupils are transported to centres where internet access is available. Butin cases where this is not possible, some pupils have missed out on theenhanced educational experiences possible.With the SYeLP funding, this issue has been addresses by providing mobileinternet access via laptops. These laptops allow home tutors to offer theirpupils a greater range of activities and also give house-bound pupils a widerwindow upon the world. Under tutor supervision, pupils are able to e-mailtheir friends as well as send and receive work. They are able to engagein research, use online simulations and utilise educational websites just asthey would do if they were in their own school. In short, they have equality ofaccess to the Internet.The laptops also benefit the tutors as the mobile internet access enhancescommunication across the service. This means that tutors no longer need towork in isolation as information sharing via the internet is now much easier.LATE DRAFT 1ST SEPTEMBER 200811


Rotherham*All names have been changedEngagement through NotschoolSarah* is a 15-year old who has been permanently excluded from mainstreamschools in Rotherham. She became disaffected with learning due to a varietyof reasons including sexual abuse when she was younger, ADHD, difficultiesat home due to marital breakdown and substance abuse.Since being permanently excluded, Sarah has tried a range of coursesincluding adult literacy and numeracy and IT as well as more vocationaloptions such as beauty therapy, construction and hair dressing. Factors suchher inability to sit still or concentrate for any length of time made it difficult forher to complete these courses. Sarah also had a lot of absences becauseshe refused to use public transport or taxis to reach the training providers andshe wanted to stay at home with her mother who was concerned about hersafety in town.Due to these issues it soon became obvious that another route was requiredto help Sarah back to learning. This route was e-learning and was deliveredvia Notschool, a virtual online learning community which is accessed througha PC with broadband connection in the home and is available 24/7. Sarahjoined Notschool in collaboration with Sheffield LEA. Since joining Notschool,Sarah and her mother have both been much happier. The system is wellsuited to Sarah because it allows her to work from home so her mother doesnot worry about her whereabouts or her playing truant. Notschool also offersflexible working times and gives her access to an online mentor.Sarah has made an excellent start so far. She is re-engaged with learningand has a much more positive attitude towards learning. She actively asksfor more work and her behaviour has improved. Sarah is starting to look tothe future and has achieved some valuable accreditations which will help herprogress. She wants to continue with her learning do even more. She wouldultimately like to join the police force and knows that by continuing her e-learning this goal is more achievable.12 LATE DRAFT 1ST SEPTEMBER 2008


Harnessing Technology*Diagram taken from Becta’s “Harnessing Technology 2008”The attitudes and aspirations of practitioners from the four projects and the lessons learned map strongly on to theBecta Harnessing Technology performance framework.7. Use technology to broaden choice10. Select solutions at the point of need2, 3. Share practice acrossboundaries8. Ensure qualityinfrastructure acrosslearning locations9. Engage practitionersin management anddecision-making11. Access to appropriateservices16. Assess content in its learning andsupport context6. Empower learners and families withacess and ownership14. Position technology appropriately18 LATE DRAFT 1ST SEPTEMBER 2008


Credits“The positive outcomes from this initiative result from the activities of a groupof committed practitioners. They worked together in a spirit of openness andcollaboration and it was an enlightening and uplifting experience to sharetheir enthusiasm.”Kevin Donovan, CAMEL FacilitatorCredits17 local authority colleagues were involved in the CAMEL exchange visits:Barnsley: Sharon Copping, Claire Guest, Dominic Sleath and Becci ThorntonDoncaster: Ian Archer and Anjam AslamRotherham: David Ashmore, Katy Edmondson, Lorraine Lichfield, Paul Meakin, David TalboysSheffield: Tricia Anderson, Peter Danieluk, Pauline Good, Nick Jeans, Steve Ward and Paul WhiteGuest contributors to the exchange visits were:The Sheffield College: Julie Hooper and Eleanor LeitchEducation Leeds: Ian ThompsonTribal Group: Jo Colley and Geoff SteadSero Consulting: Kim Balmer, Barry Phillips and John PophamThe CAMEL facilitators were Kevin Donovan, David Kay and Seb SchmollerFurther information is available from Sero Consulting, please email info@sero.co.ukLATE DRAFT 1ST SEPTEMBER 200819


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