In December, we went to Rutherford House School in Balham to showcase our early Google Classroom e-resource efforts and use the feedback to improve them.

Our e-learning resource is a Reading Club with activities based on The Gruffalo by Julia Donaldson. We have activities ranging from creating a new cover to filling in the blanks to drawing their own Gruffalo. We described the platform and our activities as best we could and were able to get some good feedback from the teachers of Rutherford House.

They highlighted that videos and audio of teaching / instructions were a very good idea since this is the usual way that students will access learning and activities. To that end, I feel that we should incorporate these throughout the resource. They also said that having embedded videos alleviates any need to browse the potentially age-inappropriate content of Youtube and similar. Potential future activities could include watching multiple videos and comparing. However, they did also mirror one of our concerns with the platform, creating new video resources for each activity takes time.

The teachers also noted that modelling and or WAGOLLs (What A Good One Looks Like) attached to each one will ensure that all children know exactly what they should be doing. There is the option for children to ask questions via Google Classroom, however, it may not be the quickest or most effective way of ensuring all children know what they need to do to accomplish the task. The best way would be to preclude any questions with significant initial guidance for completing the task, perhaps our own Q+As.

They were also able to confirm another of our fears with a platform as complicated as Google Classroom. Some pupils are so used to using iPads and tablets that they currently lack the necessary skills to effectively use word processors, online document creators, etc. We aim to somewhat aid this by making the activities themselves as interactive as possible, with lots to watch and click on in order to encourage curiosity and enable children the practice of using the platform.

“A digital badge is a validated indicator of accomplishment, skill, quality, or interest that can be earned in many learning environments.” (hastac.org/initiatives/digital-badges). They are similar to scout badges where you would earn a badge for a particular achievement. Examples could include running a marathon, swimming 100m, completing an online programming tutorial, learning chords on guitar. These badges / achievements can then be visible to employers, parents or friends.

There was a limited selection of companies that had their own badges (BASNO, HASTAC) until Mozilla Open Badges came along in 2011 providing a platform allowing anyone to create their own. According to openbadges.org, there are over 3000 companies using them.

A criticism I have is that many of these companies seem to have left their badges in 2015. Based on admittedly limited research, the notion does not seem to have taken off. I hadn’t heard of them before and I work in software development. I tried to find specific companies or schools that use them and came up short. Any sites that mention them did so several years ago. My worry is that anyone using this initiative, learning new skills and achieving badges over several years would attempt to share them with people that don’t know what they are so put no value in them. Sure, the skills themselves could come in handy but the badges could be worthless, an unrecognised achievement.

I believe the most obvious link to education is as a reward. Teachers are able to give their students badges for their school-based or community achievements. As an award scheme, they could work well, providing an incentive for children to attempt a variety of different things in order to show off their badges to classmates, friends or parents. Depending on the criteria of the badge, children would be encouraged to participate in independent, collaborative, social and / or community-based endeavours which could lead to a general motivation to becoming a successful independent learner.

A further criticism is to do with badges as a motivator themselves. Children, by their nature, have an intrinsic motivation to learn things they are interested in. These digital badges provide an extrinsic motivator that may be at odds with the learners own interests, possibly even promoting behaviour favourable to the badge issuer instead of the recipient.

Overall, I see digital badges as a good concept that never really took off. Like QR codes.

[embeddoc url=”https://eportfolios.roehampton.ac.uk/claridgm/files/2017/05/Makerspaces-20lpsnu.pptx” download=”all” viewer=”microsoft” ]

I would say that one of the key barriers preventing implementation of online learning communities in primary education is teacher subject knowledge in ICT. I have been on two placements now where the class teachers have not been experienced enough to teach the current National Curriculum, let alone set up an effective online learning platform.

I would say that overcoming this barrier is relatively easy, however, any of the freely available learning platforms come with tutorials enabling even the most hesitant technophobe to access them (Google Classroom). Some even provide demonstrations and bespoke training courses at your school (Frog). The barrier is, I believe, a personal reluctance to apply oneself into learning how to use new technology. The ones I’ve spoken to, the assumption that they aren’t good at or can’t do it and from very experienced teachers(!) is surprising. They must have forced themselves to learn subordinating conjunctions at some point (as I have recently), it’s no different to me.

Of course, there is always the “I don’t have time for that” which I suppose is valid excuse if you school has to devalue foundation subjects (as many do, particularly around Year 6 SATs time). The amount of time the pupils would have to use it, or rather, the amount of time the teacher is able to afford it can be a challenge to find. Luckily, as with anything, as you learn more and more software skills, the faster you get at learning newer skills. Both schools I have had placements in have had ICT once or twice a week (during SATs, not at all!), sometimes as a reward for completing work in other areas. While this was slightly disheartening, this encouraged the thought that even if a school decides to employ a particular (possibly expensive) learning platform, it could be money down the drain if the school doesn’t have a strong promotion of ICT. Giving time to use these platforms is essential if the numerous benefits are to be realised (see below). Furthermore, you would hope your system would become more efficient over time.

Benefits of online learning platforms:

• Improved organisation of information and communication across the school
• Parental involvement and supporting learning at home
• Increased opportunities for independent and personalised learning
• Enhancing the accessibility, quality, relevance and range of learning resources
• Improved processes of monitoring and assessment for learning and teaching
• Increased opportunities for collaborative learning and interaction
• Enhancing digital literacy
• Making best use of teachers’ time
• Facilitating effective and strategic leadership and management of teaching
• Supporting additional educational needs and inclusion
• Improved management of student behaviour and attendance
• Building the school identity and community

—School use of learning platforms and associated technologies – London Knowledge Lab Institute of Education – University of London March 2010

Herein lies the enablers. Surely, a pursuit of positives such as these is a worthy one. Even something as simple as Planbook, which was only for teachers at my placement school, triggers several of the above benefits. It’s a great example of a learning community that allows teachers to see, on one page, all their lesson plans for the week, resources, differentiation, targets and assessment. With everyone using it, they are able to see what all other teachers have planned. With enough detail, any teacher could take over if one happened to be absent. I fully intend to encourage the use of this or similar sites in any school I happen to be in in the future. Planbook helps to distribute the learning efficiently and manages teachers time effectively which will filter down to the children but only indirectly. Children should 100% be part of their own learning community.

Heeeeere’s a good one on the definition and benefits of learning environments (click the pic to engage):

 The writer opens with “A learning community is a group of people who share common academic goals and attitudes.” Hey, sounds like a classroom to me. Taking this online so that children can remain part of their community outside of school is, frankly, a no-brainer. It will aid the sense of belonging, promote collaboration between members and sharing of experiences which itself creates stronger trust bonds and the feeling of community. This bit is particularly The Good Stuff:

With these so obvious benefits, clear goals and zero discernible disadvantages, how can we as practitioners possibly achieve this? Where could we even start? If only there was a website with, like, 14 tips on building a thriving online community…..

https://elearningindustry.com/6-tips-build-thriving-online-learning-community

https://elearningindustry.com/tips-build-online-learning-community

What is clearly evident from the above articles is that online learning communities are significantly beneficial, successful, efficient and allow children to be part of greater experience during their time at school. Providing the initial, possibly time consuming, legwork has been done and (watch your feet on the sweeping generalisation) teachers get over their fears of technology, e-learning communities are quite worth it.