1. Evaluating the application of re-usable learning objects to support Key Skills

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

3. Issues with Key Skills New Evolving Cross-curricular Strong need to contextualize and make relevant for students Requires combination of stand-alone coaching and integrated delivery

4. 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 Largely ineffective

5. 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

6. Intended benefits Access to wide source of appropriate materials Re-use of materials versus constant re-invention New culture of collaboration and sharing New pedagogy Shift in axis of control away from publishers and vendors towards users More relevance for students

7. The Project Users - schools/colleges in South East England Virtual Education Action Zone (SEEVEAZ) Publishers Digital repository/content management Key Skills Support Programme (LSDA) DfES, BECTa, QCA, Demos & Ithaca

8. 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

9. SEEVEAZ Aims Introducing innovation in teaching and learning Using leading edge technology in classrooms Delivering high quality professional development Creating the capacity of the school to self- evaluate and take responsibility for its own improvement ESTABLISHING A CULTURAL CHANGE OF CONTINUOUS SCHOOL IMPROVEMENT

10. Innovative use of Technology Principles of Excellence & Quality Outstanding Professional Development & Training World Class Student Learning Outcomes Teaching Learning Student Expectations Curriculum Parent/ Community Partnerships Student Welfare Leadership Management and School Organisation ` SELF EVALUATING - SELF MANAGING SCHOOLS

11. Implementation SEEVEAZ Teachers working as consultants to the field trial –Reviewing web-based, CD ROM and paper-based materials within the ‘browsing library’ –Selecting and rejecting materials –Defining learning episodes and course assembly –Developing pedagogy in the classroom –Ensuring that e learning content is appropriately integrated into the learning cycle

12. Course Assembly Browsing Library Content Suppliers Content Repository SEEVEAZ Students Selection (Fitness for Purpose) Review

13. Evaluation objectives How is the trial distributed learning environment supporting the teaching and learning of key skills for sixth formers? How is the trial distributed learning environment affecting schools and teachers and the way they work? What are the future implications of the trial for e-learning and publishing ?

14. Research Methodology Efficiency Effectiveness Culture change Student tests Online questionnaires Diaries and timetabling analysis Dictaphone records In depth interviews with pupils and teachers Observation days and group sessions

15. Challenges How to measure change over time including an appreciation of each school’s starting point How to understand the impact of other variables How to measure progression without a VLE How to foster good relationships with the schools

20. Contact Rod Paley, Ithaca Associates rodpaley@ithaca.org 0207-916-1933 Martin Clark, Greensward College tmclark@greensward.essex.sch.uk 01702-202571 Gillian Thomas, Demos gillian@demos.co.uk 020-7401-5330