SocialTech

DigiLit Leicester: Projects and Activities Report

The DigiLit Leicester project is a two year collaboration between Leicester City Council, De Montfort University and 23 of the city’s secondary schools. The project focuses on supporting secondary school teaching and teaching support staff in developing their digital literacy knowledge, skills and practice, and their effective use of digital tools, environments and approaches in their work with learners.

Using recommendations generated from the 2013 Survey Results, a wide range of activities, projects and events have taken place across the city - designed to support and develop staff confidence in the use of technology to support learning. In keeping with the project team's commitment both to working in partnership with schools, and to supporting access to opportunity as widely as possible, we organised activities in two key ways:

DigiLit Leicester team managed activities

Centrally supported activities provided opportunities across all schools, allowing individual staff members to participate. Activities were either promoted openly to all BSF school staff members, or targeted at specific groups – either to staff role (for example, school leadership) or to survey area or area and level (for example, entry level staff in Technology supported Professional Development). The majority of activities took place within BSF Programme schools, allowing colleagues from across the city to visit other - often newly built - teaching spaces, and increasing accessibility for staff working at the host school.

This category includes our digital literacy focused TeachMeet, our e-Safety Pioneers Event and our Autism and Online Safety project - a collaboration between Childnet International and three of our SEN schools.

School led activities

These projects were supported through calls that were open to individuals and schools. Individual projects were designed to support members of staff in carrying out small scale projects which help them to take their practice forward in one or more of the DigiLit Framework strands. School level projects may have been led by an individual or team of staff, e.g. a department, and focused on developing practice across the school in one or more of the DigiLit Framework strands.

This category of activities includes projects such as Hamilton Community College's Siyabonga project, which involved learners collaborating via Skype on a live concert with children from South Africa and The City of Leicester College's Bring Your Own Device trial, the first of its kind in the city, using iPad minis with a Y8 tutor group.

To date, we have carried out six projects centrally and supported 21 school based projects. We've rounded up all of the DigiLit Leicester project activities, and provided links to further information and related resources. These can be downloaded here. The short version provides brief summaries of all of the projects - the longer version provides more detail.

Full report:       

DigiLit Leicester Project Activities Report - May 2014 (word) 

DigiLit Leicester Project Activities Report May 2014 (PDF)

Short report:

DigiLit Leicester Project Activities Short Report May 2014 (word)

DigiLit Leicester Project Activities Short Report May 2014 (PDF)

Next Steps

Feedback from schools has been very positive in relation to all of the approaches taken to support staff development this year. However, several issues have emerged that will be taken in to account for planning for the next year:

• Staff ambition relating to project opportunities is high and this has sometimes resulted in over commitment to project activity and outputs. The team have worked with some school staff to help reduce project scope in order to better focus on the quality of their outputs and the manageability of their project schedules.
• Schools often need or would welcome additional support in the production of outputs, particularly relating to framing projects in research terms and having capacity to provide very high quality outputs.
• Pressures on staff time remains one of the key reasons staff cannot engage with opportunities and activities. The flexible approach taken to by the project team, supporting a range of ways that staff can engage with project opportunities, has helped address this to some extent.
• Significant activities relating to the project focus have taken place across the schools. Communications relating to work not directly carried out or supported by the project team have, however, been limited. This is an area that needs improving.

The approach taken for the Autism and Online Safety project recognised issues relating to capacity and the schools’ need for external support for larger projects – particularly in relation to brokering external partnerships and connecting projects to external expertise and organisations. It allowed us to trial a hybridised approach to support for staff development. The DigiLit team took responsibility for preparing the project scope in consultation with the schools who proposed the project, and managing the appointment process through public tender. This approach has proven to be very effective, and we will be looking to implement and manage further projects in this way.

The 2014 DigiLit Leicester survey was open between 17 March and 16 May 2014. Once collected and analysed, these data will be used to review current recommendations and their related action priorities, in the context of this year’s successes and identified issues.

 

 

Cross-posted from LCC SchoolTech

Twitter for School Staff Professional Development

All school staff benefit from engagement with continuing professional development (CPD) – keeping up to date in their subject and curriculum area, and in teaching approaches and methods. Web and mobile based technologies have changed the landscape for school staff in terms of how they can connect to other educators both locally and across the globe. Personal Learning Networks (PLN), developed and managed by educators, allow school staff to discover, discuss and share relevant ideas, resources and approaches.

Twitter is jam packed with educators from all over the country, and all over the world, who are interested in sharing with and learning from colleagues. I ran two Twitter for Educators CPD sessions in March, designed to support staff in using Twitter in developing their professional networks. The workshops support work around the DigiLit Leicester project sixth framework strand – Technology supported Professional Development, and were designed to help staff improve their confidence and skills in this area.

Two sessions were held at De Montfort University: a beginner workshop, aimed to get staff up and running with Twitter and to introduce the basics and an intermediate workshop, offering essential tips and tools for improving the Twitter experience.

Create your Twitter Presence

Josie Fraser - Twitter Workshop - getting started (March 2014) from Josie Fraser

This session was aimed at absolute beginners and assumed no prior use of Twitter. The workshop began with an introduction to the basics of Twitter; creating a username, choosing an avatar (profile picture) and writing your Twitter bio (160 character biography). Attendees were then supported in setting up their profiles through a ‘desktop tour’ of Twitter, a walkthrough of the sign up process.

For many beginners, the anatomy of a tweet can be the most complicated part of getting to grips with the service. With hashtags, retweets, mentions and more, beginners can easily be overwhelmed. A Twitter basics worksheet (word) was provided for staff, identifying the key conventions used in tweets, to help staff familiarise with these elements. Attendees were also encouraged to work together, tweeting one another, to build up confidence.

Top tips were also shared, focusing on the use of Twitter as an educator, and the implications that has for online behaviour and identity. Issues such as following students, parents or carers and the importance of checking the validity of information before tweeting were covered.

Developing your Personal Learning Networks (PLN) on Twitter

Josie Fraser - Twitter Workshop - build your network (March 2014) from Josie Fraser

The second session was designed for staff who are familiar with Twitter basics and already have profiles. This session focused on engaging with communities on Twitter and tips for growing PLNs. The workshop looked at how to write ‘sweet tweets’ – to share in a way that engages others.

The final section of the workshop focused on tools to aid effective tweeting: URL shorteners, like goo.gl which can track the number of times your link is accessed; mobile  and desk-based clients; and social bookmarking tools, to save and share useful tweets.We also looked at reviewing Twitter profiles (word).

 

Bonus links:

• You can see how the team used Storify to collect and curate tweets from our recent TeachMeet event
• The Teacher's Guide to Twitter - from @Edudemic
• Have you got a great Twitter resource that has been really useful? Recommend it in the comments!

 

Cross-posted from LCC SchoolTech

 

Understanding Open Educational Resources: Information for Schools

I'm happy to announce that  Dr Björn Haßler, Helen Neo, and Janet Blair, who will working with Leicester City Council's DigiLit Leicester project to create guidance for secondary school staff, designed to introduce and promote the use of Open Educational Resources (OER) across city schools.

OER describes teaching, learning, and research resources that are shared by people in the public domain, or released under an open licence which allows others to use and remix them.

There are millions of free to use resources that have been shared globally as Open Education Resources. These resources have been created and openly licenced by and for educators to use – for example  lesson plans, courses, classroom activities, and revision materials.  If school staff don’t know what Open Licences are or how to find OER, they are going to miss out on the benefits of making use of existing, high quality resources. Staff and students in our schools create amazing resources all the time – if they openly licence these they could share them nationally and globally – helping out other educators and learning communities.

The OER project is part of the Council’s DigiLit Leicester initiative, designed to support schools in making the most of the city’s current investment in technology, as part of Leicester’s £340 million pound Building Schools for the Future Programme. The project has identified a gap in support and information for teachers relating to the use and creation of Open Educational Resources. An understanding of OER and open licencing will support schools and staff in sharing and accessing resources, and in developing staff and learner digital literacy skills and knowledge.

The team have previously worked on several initiatives which support the creation and use of use of Open Education Resources by schools across Europe and internationally, including the ORBIT project and the OER4Schools programme, at the Faculty of Education, University of Cambridge.

 

 

Cross-posted from LCC SchoolTech