An innovative approach to training for online interactive materials production

1. London OnlineE-learning Collaborative Project An innovative approach to training for online interactive materials production

2. London OnlineE-learning Collaborative Project How did we do it? Trainers: James McGoldrick & Ron Mitchell Project manager: Mary Arnold

3. London Online Groundwork • Umbrella project, initiated in 2001, in response to CLLP key strategic priority – learning through ICT • Vision - all London learners have access to relevant, high quality e-learning- a single portal • Collaborative approach to e-learning development in central London - cross-sector • Positioning – working with key national, regional and local players towards multi-agency partnership Strategy Unit, Becta, Jisc, NLN, NIACE, London Connects, London Grid for Learning, digitalbrain, HE • Steering Group members – FE, ACL, learndirect, voluntary sector – range of backgrounds and skills - commitment

4. ESOL e-learning Collaborative Project • ESOL programmes not meeting demand • Very few materials available for online learning • Community languages not used for services offered through internet – digital divide • ESOL learners at increasing disadvantage for participation in e-government agenda • Opportunity to develop interactive multimedia materials • Tools for teaching and learning – access, skills, flexible • 2002-3 – commercial software developer and tutors • 2003-4 – team-based training in-house using tutor content and digital developer skills as a model

5. Course aims were • To produce 5 modules of interactive ESOL materials (approx. 30 minutes each) at Entry 1, mapped to the ESOL core curriculm • To use the DfES read/write/plus materials as a springboard • For participants to work collaboratively in pairs (1 materials developer and 1 ESOL specialist from each college) • For participants to disseminate work at their colleges and continue producing and using e-learning materials beyond the scope of the project

6. Course aims were • For participants to obtain a practical and transferable understanding and experience of the needs and roles involved in collaborative production of e-learning materials • To produce materials which could be easily adapted and re-purposed – where possible without the need for specialist skills • To share all the files and resources with the wider community to facilitate further and continued development • To provide guidance on further application and progression for course participants

7. How? • Participants completed a pre-course survey reflecting their skills and training needs • Participants attended 10 sessions (spread over 2 terms). During these sessions participants received training, support and advice • College pairs met weekly, using the 3 hours per week development time • Participants communicated with trainers and other participants using a full range of ICT: WebCT course, JISC mailing list, email, text messaging and telephone. This included sharing information, files and resources between sessions.

8. Training team • Ron MitchellTrainer with particular responsibility for materials development and ILT • James McGoldrickTrainer with particular responsibility for ESOL content and coverage

9. What happened on the course? • At the beginning, more emphasis on input with the latter stages of the course focussing on participants feeding back and discussing work in progress • Participants looked at different aspects of creating interactive materials • Technical Specialists and Subject Specialists would sometimes split up to cover relevant areas • Work in progress was also discussed in tutorials • Participants completed a pre-course survey, mid-course review and an end of course evaluation

10. Input sessions covered: • Agreeing ground rules • Analysing examples of interactive ESOL materials • Negotiating script pro formas • Writing instructions • Planning navigation and technical specification • Learner profile • How to write teacher guidelines • How to write SMART objectives • Guidance on coding, software and asset creation • Packaging

11. Additional support given • JISC mailing list • WebCT course • Steering group and managers in colleges • Peer support • Web resources • Examples of blended delivery - varied for each session

12. Issues and lessons learned • Participants’ training needs analysis need to be as detailed and specific as possible* • Participants need to have a realistic impression of the demands of the course* • Success of the college teams is crucially linked to participants’ ability to work as a team • Participants must have a commitment to learning and developing skills and support from line managers (for some the learning curve has been a very steep one) • Trainer support time needs to be anticipated*Should have been direct f2f or telephone contact with trainers in advance. Possible need for pre-course training for technical team – either specified or provided.

13. Issues and lessons learned • Contingency plan needed in the event of participants changing employment and/or line management changes • Additional learning hours needed – possibly additional time for one to one tutorials • List of tools, facilities and support mechanisms needed by participants in their colleges should be distributed/organised/tested in advance • Clearer outline and understanding of the model – 1. participants commitment to collaborative production of materials2. participants own professional development/learning

14. Outcomes • Training programme – accreditation as future aim • Relevant for Skills for Life teacher training • Model for digital materials production for providers • Build provider capacity and avoid duplication • Interactive multimedia E1 ESOL blended and e-learning • Core curriculum & quality control through editorial role • Tested with London ESOL learners • Accessible to ESOL tutors in FE, community and work-based learning www.talent.ac.uk/londononline • Empowers learners and breaks down barriers • Building central London e-learning partnership

15. Outcomes • Toolkit of examples and source files to facilitate more efficient future development • Mechanism to encourage wider collaboration and reduce replication • Transferable model for other subjects/activities • Current participants keen to continue involvement and progress skills

16. Materials… • Friends – 90% complete • Health – not yet available • Jobs – 70% complete • Neigbourhood – 95% complete • Shopping  - 95% complete • Packaging & support information – 80% complete • http://www.talent.ac.uk/londononline • Final release (Date for diaries) – 10th May 2004

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