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Developing and Evaluating Strategies for Professional Learning

Developing and Evaluating Strategies for Professional Learning. Kathryn Barry Jo Inglis Richard Jones The Southport School Funding by AGQTP and by ISQ richard.jones@tss.qld.edu.au. The Southport School (TSS). 100 Years old, Boys, Private, The Gold Coast Strong Sports, leadersip

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Developing and Evaluating Strategies for Professional Learning

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  1. Developing and Evaluating Strategies for Professional Learning Kathryn Barry Jo Inglis Richard Jones The Southport School Funding by AGQTP and by ISQ richard.jones@tss.qld.edu.au

  2. The Southport School (TSS) 100 Years old, Boys, Private, The Gold Coast Strong Sports, leadersip “Raising academic standards*” EI, HoM, Tech *“Why would you lower them?” – Sir Ken Robinson

  3. eLearning Developments 2010 • CMS (Moodle) set up • Moderate/good take up • Mostly posting resources • Two depts using for course management. New position: eLearning Coordinator.

  4. eLearning Developments 2011 • The “Year of eLearning” • Academic courses auto-created from SMS • More departments using more features • Strong focus on “internal marketing” and PL

  5. The year at Prep • Different campus • Classroom based mainly • Looked at skills of teachers and boys via matrix

  6. Prep Teacher Skills Grid/Audit Borrowed from a combination of sources, applied to us: Covers a full range of hardware and software skills.

  7. Attitudes • The audit worked well in raising awareness: I wonder if they know enough, personally I’m terrified.

  8. Result: site audit – Sept 2011 • Next challenge: from repository to interactivity.

  9. Improving student access • Mobile devices • iPads and Netbooks trialled in Y12 • Next year 2 cohorts funded by DER • Y9 – iPads, Y12 - netbooks.

  10. At Prep • 50 laptops (existing) • 25 ipods (2012) • 50 ipads (2012) • No 121 – boys choose devices based on activities.

  11. PL Strategies Proposed • One-on-one sessions in-house • Small group sessions on CMS/LMS/ePortfolios in-house/external • Drop-in sessions or clinics held before school • Formal PL sessions built into the school day using relief teachers • Formal PL sessions on non-student days • Sending staff to appropriate national and international conferences. • Local online/f2f meetings with ISQ schools • Using media such as eLearning Blog, eLearning News (brochure) and eLearning Podcasts.

  12. Tried so far

  13. Some discussion

  14. Site news is accessed

  15. Elearning News Vol 2

  16. Some podcasting

  17. Evaluation • Data from surveys and audits. • Includes “leadership” and teachers. • Feedback and discussions at staff meetings. • Informal communications have their uses.

  18. Results from Moreton Bay College - also on the ISQ Projects List

  19. Data from our Prep Staff

  20. The required shift Transition  Transformation Creation – higher confidence Interaction – less so

  21. Maintaining focus/interest

  22. A little competition helps Published to the eLearning Blog Created a mini-debate about course views and numbers of students Just gets people talking Moodle 2.1 has a nice configurable reports block

  23. Chris Smith (shambles net) • Spoke to Prep Staff about Web 2.0 • Lot’s of hands-on and ideas • Late notice last Friday of term – well attended • Generated further interest/inspiration

  24. Stephen Heppell Visit • Spoke with curriculum developers • The Librarian • Talked about strategies • Addressed whole staff

  25. What should we do now? • In 2012 Encourage • more interactivity • pedagogical change • varied classroom activities • Year of ePedagogy? • Take more risks – eg “triple the timetable”

  26. And next 2012/2013 • Improvingstudent learningoutcomes with Moodle and other web 2.0 tools • Using the Mahara ePortfolios so that students (and teachers) can have a record of their learning, reflections and achievements to take away.

  27. And how • More interesting and varied types of PL (eg speed dating) • Encouraging teachers to use mobiledevices in the classroom (taking risks) • Asking boys routinely for feedback on classroom practice (eg via a standard Moodle survey)

  28. Specific to Prep • Include eLearning Coordinator in planning scope and sequence including use of ICT’s • Will lead directly to involvement/requests for PL • Hopefully more mobile hardware provision as well – increased access to tech

  29. What the LMS brings • Extended access for teachers and students • Area for debate to take place • Opportunity to proceed “stepwise” • Provides a “focus” for many activities

  30. Devices • Year 9 with iPads • Year 12 with Netbooks • Support via LMS – eg apps matrix on wiki.

  31. What has worked? • Sessions with individuals and small groups over a half-day have transferred skills to staff. • The “rationale” type talk has its place. • The visit by Professor Heppellhas validated our strategy. • Attendance at conferences has given new ideas. • School visits have helped identify and confirm optimal pathways for progress.

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