2. Configuring digital resources to support diverse community needs

3. The Challenge Deploying e-learning to support Key and Basic Skills …what works best and why?

4. Issues with Key and Basic Skills Huge and varied needs Strong need to contextualize and make relevant for students Requires combination of stand-alone coaching and integrated delivery Critical role of support from schools, colleges and community centres

5. Issues with e-learning Courseware often monolithic Difficult to manipulate and integrate Mixing the best elements of one publisher with another is not usually possible Difficult to adapt and integrate into local teaching and learning strategies

6. Field trialling a new approach Classification and storage of content in small- sized, re-usable learning objects All publisher content compatible Mixing and matching best-quality and most relevant content from multiple sources…including in-house materials Playable on any system Individualized, contextualized courseware

7. Intended benefits Access to wide source of appropriate materials Re-use and flexible assembly of materials versus constant re-invention More relevance for students and their communities Encourages culture of collaboration and sharing Enables teachers and support staff to support more personalised learning

8. The Project Users - schools/colleges/community centres in South England Publishers from commercial and public sector Digital repository/content management Key Skills Support Programme (LSDA) DfES (Adult and Basic Skills Strategy Unit), BECTa, QCA Demos & Ithaca

9. Why Kaleidoscope? Pool of common resources Can be personalised to fit the individual and his/her community Spinning on the kaleidoscope to locate appropriate resources puts controls in hands of users

10. Fit with other projects Curriculum On-Line JISC (JORUM+) National Learning Network Learning and Teach Scotland College On-line UfI Others (incl. abroad)

11. South East England Virtual Education Action Zone Unique Headteacher-led bid Geographically spread 19 schools Essex and Bromley 10 Primary - 9 Secondary Not primarily low socio-economic New approach to improve student outcomes

12. FE and On-line Centres FE colleges 6 th Form colleges UK On-line centres Supported by FERL and Community Programmes teams at BECTa Seeking to enhance ability to meet particular learning needs using ICT

13. Issues for users Technical Motivation to teach Key and Basic Skills Training Organisational issues Project Management

14. How it works Content Suppliers Content Repository SEEVEAZ Students In-house content Project portal & control station FE Students UK On-line Centres ( via intranet or virtual learning environment) Selection & assembly

15. Evaluation objectives How is Kaleidoscope supporting the teaching and learning of key and basic skills? How is the way the Kaleidoscope is being used affecting teachers, mentors and the way they work? How can the tools, resources and methodology be improved? What forms of organisational support facilitate the process?

16. Research Methodology Methodology Infrastructure Culture change Questionnaires In-depth interviews with students and teachers Observation days and group sessions

17. Findings Engagement Professional learning Time Management The wider context

18. Challenges How to measure change over time including an appreciation of each communitys starting point? How to understand the impact of other variables? How to foster good relationships with the communities?

19. Progress Infrastructure in place Materials from a variety of sources (including practitioners) assembled and catalogued Lesson planning for next term underway Evaluation capturing drivers, inhibitors and overall process of adoption

30. Contact www.k-scope.org.uk For username and password contact rodpaley@ithaca.org rodpaley@ithaca.org Tim Rudd, BECTa Matthew Horne, Demos Rod Paley, Ithaca Associates