Whilst considering possible examples of well-designed sites, the first school I thought of was Christchurch Primary School as it was the school I attended and completed a voluntary placement at. I immediately thought of this school as I am aware of the excellent level of education it provides its students being rated “Outstanding” by Ofsted as well as having exceptional ICT facilities for students to use. Whilst going through their website I liked several features including the bright, clear and structured format which is immediately evident on it’s homepage. I also warmed towards the welcoming home page as it allows users to select a language. A big proportion of students who attend have EAL so this assists parents enabling them to keep informed about their child’s education in a way they can understand. It additionally has different areas for Staff, Students and Parents. A feature I particularly liked was the ‘parent view’ page which gives parents the chance to tell Ofsted what they think about their child’s school so the school can be thoroughly inspected.
On the other hand, I also looked at another primary school which is fairly local to where I live. Snaresbrook Primary School is a fee paying school and by the looks of it’s website, a stereotypical private school it is. The lack of vibrancy and colour does not reflect a primary school, whilst looking through the website, it seems quite impersonal and does not provide opportunities for children to engage and access materials from home. Neither does it display any recent updates of children’s work or show anything which reflects a fun learning environment. In my opinion, the website is far too structured and seems to be active as a business opportunity rather than a website which celebrates the achievement’s of the school and the students that attend it.
How would teachers act like an e-moderator
In order for e-activities to work successfully in a classroom the 5-stage framework of teaching and learning has been implemented.
For every platform to work successfully each stage needs the “participants”, in this case the students, to work successfully. Each stage focuses on building the correct personal identities for individuals to collaborate and share information. Students would have to master certain technical skills and good human intervention and assistance is required for students to achieve this level. For example, if we put stage 1 and 2 in to context for an e-learning platform it would include children uploading pieces of work and sending comments to other students on their work. The class teacher would act as an e-moderator to assess whether the comments being made are appropriate, whether the audience are engaging well, providing students with helpful feedback and general maintaining an active online collaborative community.
A key area that e-moderators need to maintain includes motivation. One of the key messages of the text includes teachers having the responsibility of “enticing” children. This means a constant sense of engagement is required. As an e-moderator, teachers would need to ensure that the e-learning platform is kept current. For example, introducing new topics of discussion and tasks regularly in to the e-learning area. This means students will not get bored as there is live action taking place which takes up on to the next stage of arriving. Some students may not arrive and be active on the e-learning platform, they may require an extra push or level of encouragement. Therefore, a good design of the e-learning platform is crucial, making it fun and presentable. As a designer, it’s important for me to understand my audience, the students abilities and understanding their interests. If we do suitable research and exchange information well, we can construct an area of knowledge that can be shared amongst a wide community but is mainly specialized for the students we aim the reading club purpose for. Lastly, the point of maintaining the e-learning platform is another area of a successful frame of teaching. As mentioned above, children need to be kept interested as they often get bored. How would I plan to engage my students successfully? Well, of course, keeping the e-learning platform up do date and current is an important area, however, allowing the children to lead the focus of work is also important. Perhaps opening a room discussion on asking what students would like to read, giving them opportunities to share anything they have seen or experienced that is interesting etc.
Overall, the teacher acts as managers of learning, however, I see it as children being the directors of the assigned tasks as they lead the frame of discussion. Therefore, as e-moderators, it is important we listen to what children want and are interested in.
Whilst reflecting up on the effects blogging has on students, it made me realize the power and effect children portray from blogging. For example, the NeverSeconds blogger Martha Payne continuously blogged about the poor quality school meals she was provided and due to high popularity and interest she received from the media. However, there was a lot of controversy about her posts to the point of which she was banned from uploading them at a certain stage.
Other methods of blogging have become increasingly popular in schools such as the 100 word challenge where students create a piece of work that others can comment on and join a community of reading other people’s work. For example, here is a response I gave to a student’s blog:
Appropriate advice should always be provided where students fully understand the negative connotations they can be faced by so that they are aware and cautious of the signs.
However, if an appropriate filtering system is embedded into a school’s blogging system then there is a wide range of potential and opportunity children can access.
A summary of the reading included what makes good educational practice. Barrs and Horrocks listed this as “effective discussion and good writing skills”, the overall outcome of these topics when being taught and practiced by students found that children work most responsively when inviting topics of discussion are posed.
Overall, a project was conducted to allow teachers to reflect up on their practice, observe pupils closely and document their observations. Blogging was the main method of assessment and was a key area for children to provide a reflection of what they understood. However, the study showed that teachers often form a generic basis to a blogging task, for example, posing a simple question for the children to respond to. However, an effective blogging area should really generate a stimulating environment to engage students. for example, placing videos, an article or interesting resources which can work as a starting point for children to generate ideas and thoughts.
Barrs and Horrocks reflected up on using videos and them being highly successful when developed in to teaching. Children are very responsive to good science videos and should therefore be encouraged by teachers as they should use them more to stimulate the minds and thinking process of students.
The study showed that children thoroughly enjoy writing, composing stories and writing plays so therefore, this should be embraced in to blogging. Good writing must be for a real purpose and in context and the writer must truly understand ho the audience is/will be. Good writing is creative and expresses something, be that feelings or humor.” Therefore, it is agreed that good writing has real meaning and purpose with a strong sense of a reader/audience being present.
To conclude, if blogging is effectively pushed by teachers, it can generate a big frame of learning opportunities and practice for children to benefit from.
Learning communities can range from a variety of sources. For example, a learning community may include group study groups within a classroom, a reading club and even group study chats on mobile applications such as whatsapp. The main point is that a learning community should benefit an individual by adding new experiences to their learning journey.
As mentioned in the previous lesson, e-learning platforms are an effective way of achieving a successful learning environment. Not only does it provide learners with a wide range of scope to work from, it is also organized, manageable and easily accessible for a large audience which may include students, teachers, parents, governors etc. The benefits of using e-learning platforms has been widely recognized by many establishments and institutions even to the point of the government pushing forward online workspaces. The Department for Education and Skills highlights the benefits of using e-learning strategies for the 21st century as they can offer personalized support, online communities, flexible study, tools for innovation, collaborative learning etc. attributes which are all necessary for leading a progressive and successful learning environment.
When reflecting up on the benefits of an e-learning platform, it made me reflect and plan upon the properties I would like to incorporate in to my e-learning platform. The characteristics I would like to integrate in to my e-learning platform would include supporting teaching and learning (by allowing teachers to have a platform where they can communicate and collaborate with students) and unifying learner support (allowing students to learn from each other). Revolutionizing teaching by embracing the shift from traditional whiteboard lessons to online classrooms is something “Braincert” is passionate about and emphasizes on the increased opportunities for collaborative and interactive learning.
However, some may be reluctant to use e-learning platforms as traditionalists may not see the benefits of moving the focus away from personal tutoring. Therefore, there is confrontation within the teaching community as how to beneficial and effective e-learning platforms can be.