1. the Further Mathematics network www.fmnetwork.org.uk

2. the Further Mathematics network www.fmnetwork.org.uk Using Elluminate for Professional Development Let Maths take you Further…

3. Background In summer 2007 that there was potential to offer subject-knowledge professional development to small groups of teachers using Elluminate. The Remote Professional Development (RPD) courses would be offered in Further Pure and Applied Mathematics modules and would focus on subject knowledge, covering common ground from all current specifications.

5. Background It was felt that the courses would be best suited to small groups of roughly 6 to 8 teachers, so that the sessions could be truly interactive. The FMN decided to pilot subject support sessions with FMN Centre Managers in Autumn 2007. This involved roughly 15 pilot sessions with FMN Centre Managers covering different topics from a range of modules. This enabled the RPD presenters to gain experience of planning and conducting sessions with small groups of adults and to anticipate some of the technical problems that might arise. The sessions were well-received by the managers who took part and problems were few and were overcome.

6. Advantages of RPD courses Sessions take place outside class teaching time, so no cover would be required No venues would be needed and no travel costs A course runs over several weeks, covering a topic in some detail. Teachers have time to study the material and can seek help if required The same teachers could meet online each week, facilitating supportive group working Participants can join courses from anywhere in the country

7. Possible drawbacks Teachers will need a headset and graphics tablet to participate in sessions There could be difficulties accessing Elluminate, especially from a school/college There is no face-to-face contact No class teaching is demonstrated or assessed Experience of the manager pilot showed that fixing a time for sessions that would suit most people and fit in with both work and family commitments could be difficult

8. FP1 course In January 2008 four teachers began the Fp1 pilot course They were asked to fill in an initial questionnaire so we could gauge the level of knowledge Participants are given a course handbook which gives details of what will be covered in the sessions and includes essential and recommended reading and study before (and after) each tutorial.

9. The structure of the course One introductory session introducing the participants to the features of Elluminate and the structure of sessions. Nine topic Tutorials each lasting for roughly 1 hour. Tutorials take place from 1700 to 1800 so that participants can take part either from school or from home. Two optional surgery sessions have been timetabled for the end of the course. Tutors offer email support to participants throughout the course.

10. The structure of the course If participants wish to receive a certificate at the end of the course they are required to submit a short portfolio consisting of A specimen exam paper with annotated solutions A learning resource that can be used in the classroom for a topic from the module. **

11. Report on the current FP1 course Teachers were given a mid-course questionnaire: feedback is very good. All have said that it has been better than they expected One teacher who wished to participate has not been able to due to firewall problems at his school It is difficult to fix the times of sessions to suit everyone We provided the graphics tablets and headsets for this initial pilot but this will not be practical for future courses Shared tutoring is a good thing.

12. Future developments The current FP1 course will finish just before Easter There are courses in M1 and D1 planned for the summer term. Details are on the FMN website There will be a range of courses for the academic year 2008/09. Details of dates and times will be available in the summer term

13. More information The Further Mathematics Network website www.fmnetwork.org.uk/cpd My email Sue.depomerai@mei.org.uk