1. Teaching and learning using ICT Teaching vulnerable learners and those on community orders or probation 1

2. Overview 1.Example of reflective practice: Voting Technologies for assessment 2.Principles of good practice 3. Examples of good practice: HMP Wealstun; Nacro Services 4. Current initiatives 5. ICT support in the community 2 ICT

3. 1. Example of reflective practice: assessment using Voting Technologies 3 ICT

4. Example of reflective practice: assessment using Voting Technologies The project Voting Technologies for assessment (Betts & Kambouri 2007) illustrates principles for using ICT to teach Voting technologies or voting systems (VS) are portable interactive audience response and electronic voting tools used in meetings, training, and research applications 4 ICT

5. Example of reflective practice: assessment using voting technologies The project was based around the team’s reflective practice The model followed was to review current practice, identify elements that needed improvement and select one Then to find an alternative method, pilot it, evaluate it and make appropriate changes before finally rolling out with other tutors 5 ICT

6. Why use Voting Technologies? Assessment of learners is usually either paper- based, or done through question and answer Voting technologies are a way to deliver assessments that are: –Non-threatening –Quick –Have potential to be fun 6 ICT

7. Areas to reflect on Questions asked when using the new technology: Would the use of the technology actually change the way we teach? Would it provide a more effective means of measuring the progress of our learners? Would it prove to be an efficient method in terms of time to create assessments, analyse results and transport the equipment? Would it provide a non-threatening means of assessing learners? 7 ICT

8. Areas to reflect on Research findings from the Voting Technologies project include: –Use of voting technologies for instant assessment made it easier to tailor the lesson to learners’ abilities –The technology cut down on marking time, as no need to hand-mark the work of the learners –Learners enjoyed using the technology –Takes time to become familiar with new technology or software 8 ICT

9. Lessons learned Reflecting on your teaching practice is essential when implementing a new method of teaching, in order to determine if it is effective and of benefit to the learner Watch your learners whilst delivering the assessment - you will learn so much Being able to analyse results quickly and export them to Excel is of great benefit 9 ICT

10. Lessons learned Plan sufficient time to use the software, make assessments and become confident in using the technologies. Set up peer support mechanisms The assessments may take a long time to produce initially, but they are re-usable. A way to reduce time is to create an assessment that covers the whole course and simply hide unwanted questions in the individual sessions 10 ICT

11. Lessons learned The issue of transporting and sharing new technologies across a team is something that needs to be considered carefully For example, buying more than one base unit allows a set of electronic voting handsets to be split between tutors 11 ICT

12. Lessons learned In the class or lesson: Have a practice question for learners who are using the handsets for the first time before you actually start the assessment This provides the opportunity to explain exactly how the technology and software work 12 ICT

13. 2. Principles of good practice 13 ICT

14. Principles of good practice Be clear about why you are using ICTs: Provide clear lesson aims (both in ICT skills and any other skills), introduced at the start of the session, and a review of what has been learnt at the end This helps learners to know what they are expected to learn from the use of the technology and how they are expected to do this 14 ICT

15. Principles of good practice Be practical Learning through use is important for most learners, because it enhances understanding and memory Learners benefit from a practical approach, eg understanding how they can apply what they learn The use of technology to construct artifacts such as project materials encourages motivation, collaboration and purposeful activity 15 ICT

16. Principles of good practice Be flexible Flexibility in classroom management is essential Encourage collaboration - through joint tasks for example Encourage peer learning - small group work, using learners’ work for class discussion 16 ICT

17. Principles of good practice Autonomy Promoting self-directed learning is strongly encouraged Tutors should move from seeing themselves as experts to seeing themselves as facilitators and supporters in the process of developing autonomous learners 17 ICT

18. Principles of good practice Variety The use of a wide range of up-to-date technologies can be motivating for adults This might include mobile phones, pads or tablets and digital videos or voting technologies The choice of ICTs depends on our aims – for example, Phones and Pads for ubiquitous learning, and VT for assessment 18 ICT

19. Principles of good practice Embedding Effective approaches to teaching and learning ICT often involve ‘embedding’ ‘Embedding’ ICT: incorporating the teaching and learning of ICT into a wider learning programme This may be a vocational programme or an adult literacy or numeracy programme 19 ICT

20. 3. Examples of good practice HMP Wealstun – Interactive whiteboards and voting sets Nacro Services – The Music Project 20 ICT

21. HMP Wealstun: Interactive whiteboards and voting sets This example is a good illustration of: Using appropriate software and resources with the interactive whiteboard Improving understanding of new concepts through presentation, demonstration and modeling Using interactive software: Star Spell, BKSB workbooks and diagnostics 21 ICT

22. HMP Wealstun: Interactive whiteboards and voting sets Using an interactive whiteboard can: help to improve the planning, pace and flow of lessons actively engage the learners by encouraging them to come up to the whiteboard and contribute encourage learners to participate - e.g. adding data to a spreadsheet to explore the use of data and constructing a graph 22 ICT

23. HMP Wealstun: Interactive whiteboards and voting sets Learners: Benefit from focused class activities and fully participate in each lesson Have their responses tracked instantly and individual progress monitored Become active participants by using voting pads to promote group participation during discussion 23 ICT

24. Nacro Services – The Music Project Aim To provide technology-based skills and knowledge by using music production and website design to engage learners. 24 ICT

25. Nacro Services – The Music Project Learners are introduced to: Basic audio and software manipulation Music techniques Musical structure and theory Basic ICT skills Basic skills and key skills Teamwork skills Website development 25 ICT

26. Nacro Services – The Music Project Artefacts After 12 weeks the learners will have produced a CD showcasing their completed work As a group they will have presented tracks to be featured on a professionally produced 12-inch vinyl with an in-house record label 26 ICT

27. Nacro Services – The Music Project The twelve-week course includes a ten-week segment on music production: Sample manipulation Production layouts Additional effects and devices Additional effects and automation Strategies for mixing and burning CDs 27 ICT

28. Nacro Services – The Music Project The project’s diverse ICT offering and links to music hold the interest of young people Students showed a great interest in the project and extra sessions had to be organised to accommodate demand 28 ICT

29. Nacro Services – The Music Project Feedback from learners and assessments of learners suggested that they had improved their skills in: ICT music structure and audio applications working with others problem-solving and communication 29 ICT

30. 4. Current initiatives 30 ICT

31. Current initiatives Offender Learning and Skills Service: The Offender Learning Journey includes basic ICT training as well as learning delivered through the medium of technology Learndirect centres – currently in approximately 20 prisons 31 ICT

32. Current initiatives Virtual campuses being developed in prisons in two ‘test bed’ regions This allows prisoners closely controlled access to specified websites in order to access a range of learning and employment related applications without compromising security 32 ICT

33. Current initiatives The Polaris project: Currently in eight London prisons Allows controlled web access without compromising security 33 ICT

34. Current initiatives Prisons ICT Academy Programme of ICT training in prisons Established in 20 sites across the UK 34 ICT

35. 5. ICT support in the community 35 ICT

36. ICT support in the community Remote learning examples: Learndirect The Open University Alternative provision of Virtual Learning Environments (VLEs) 36 ICT

37. ICT support in the community Skills and employment example: Meganexus is an application which puts offenders at the heart of a social network of employers and local third sector organisations Offers training and employment opportunities 37 ICT

38. ICT support in the community Health: online advice and services ICT provides access to health advice and guidance Examples: NHS Direct and NHS Choice Examples: CD ROM-based cognitive behavioural therapy such as Beating the Blues and Fearfighter for mental health support 38 ICT

39. ICT support in the community Drugs and alcohol rehabilitation Online, email and SMS-based ‘remote’ cognitive behaviour programmes for treatment of addictions Example: Addictions UK 39 ICT

40. ICT support in the community Finance, benefit and debt Financial advice can help learners manage their money and stay out of debt Access to financial advice online and support is available from the Citizens Advice Bureau, including advice specifically for those aged 25 and under, on debt, benefits and tax credits 40 ICT

41. ICT support in the community Gaming technologies Games on serious developmental subjects are available to support learners in the community For example: ‘Soul control’/’Beat the Dealer’, ‘Lifting the Weight’ These games provide helpful advice on how to avoid some of the pressures and temptations that await learners after their sentence 41 ICT

42. Activities and Resources If you wish to pursue any of the ideas included in this presentation please see the accompanying activities and resources 42 ICT

43. Materials in this CPD were devised by: Brian Creese (numeracy), Jay Derrick (assessment and embedding), Jane Hurry (motivation and exit strategies), Maria Kambouri (ICT), Irene Schwab (literacy) and John Vorhaus (continuing professional development and learner contexts) at the Institute of Education. Helpful suggestions and comments were made by Joe Shamash and Olivia Varley-Winter at City & Guilds Centre for Skills Development. If you would like to contact us please email Jane Hurry at j.hurry@ioe.ac.ukj.hurry@ioe.ac.uk 43 ICT

44. The CPD Framework An outline of the sessions 44 ICT