Author: George Milliken

planning and resourcing learning clpl

This is Digital CLPL programme: planning and resourcing learning

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Reading and watching

This episode of CLPL focuses on the elements to consider when planning and resourcing lessons with digital. 

  • How does digital make learning more accessible
  • Using the SAMR model to make learning more relevant and engaging
  • How dual coding resources and learning content can make learning more effective

Accessibility

The UN Convention on the Rights of the Child (UNCRC) states that:

  • A child with a disability has the right to live a full and decent life with dignity and, as far
    as possible, independence and to play an active part in the community. (Article 23)
  • Every child has the right to an education. (Article 28)
  • Education must develop every child’s personality, talents and abilities to the full. (Article 29)

 

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SAMR

SAMR (substitution, augmentation, modification and redefinition) was developed by Dr R. Puentedura, following research into how the use of digital technology was transforming classroom-based teaching and learning (JISC, 2022)

The SAMR Model: Effective Technology Integration in Classrooms

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Dual coding

Dual Coding is an excellent strategy that learners can employ to aid learning and revision, however, practitioners can employ the same strategy when developing materials for learners.

dual coding

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Discussion points

To enable more effective and meaningful discussions during the webinar, please consider your thoughts on these points beforehand:

  • Is it worth the time to make learning more accessible or engaging?
  • How long do you typically spend looking for resources online? Is it time well spent?
  • What skills do your learners need to access digital tools, such as accessibility ones?

delivering learning clpl

This is Digital CLPL programme: delivering learning

Back to This is Digital page

Reading and watching

This episode of CLPL focuses on the elements to consider when designing and delivering lessons with digital. 

Creativity

These documents are central to embedding creativity in Scottish edcuation:

And this is internationally-recognised:

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HOTS

Digital should enhance the learning (this may require new modes as explored in episode 2 with SAMR) and central to that is digital’s power to make learning more personalised to the individual learner and enabling them to make realistic products that can be shared with a relevant audience.

Blooms Taxonomy Vanderbilt University Center for Teaching

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Discussion points

To enable more effective and meaningful discussions during the webinar, please consider your thoughts on these points beforehand:

  • How can we be more creative in the class?
  • How does this affect our learners?
  • How can digital support our learners be more independent?

Using flipped learning approaches can develop learners skills, knowledge and confidence – enabling them to make more informed decisions over how they learn. The use of digital platforms can also enable learners with particular learning needs or preferences, particularly around literacy.

Digital platforms make it easier to share instructions, content (such as videos), and activities with learners – complementing, or even replacing, existing paper-based systems, such as jotters and worksheets. Using digital platforms for learning enable us to create video tutorials that can be viewed by learners before attending lessons, allowing them to start with prior knowledge, and also to revisit any ideas they were unclear about, at a later time.

Flipped Learning – DigiLearn (glowscotland.org.uk)

learner at computer

preparing for learning clpl

This is Digital CLPL programme: preparing for learning

Back to This is Digital page

Reading and watching

This episode of CLPL focuses on the rationale for using, or not using, digital technology in learning. An Education Endowment Foundation report in 2021 states that:

  • Effective use of digital technology is driven by learning and teaching goals rather than a specific technology​
  • ​New technology does not automatically lead to increased attainment​
  • Pupils’ motivation to use technology ≠ more effective learning

So, if digital does not intrinsically enhance learning then why do we use it?

Collaboration helps “build social capital among teachers and other educators improves student learning… it also improves the ability to initiate and implement change, as ideas spread and last beyond a few individual brainwaves.” – A. Hargreaves and M. T O’Connor

In the same paper they also state that “The strongest case for digital technology in education or life, however, is when it uniquely provides something of value that cannot be offered in any other way.”

This session will outline the expectation of the programme that ideas and resources are shared between participants but also with the wider teaching community.

Read the full paper

Discussion points

To enable more effective and meaningful discussions during the webinar, please consider your thoughts on these points beforehand:

  • Examples of interesting practice you have done or witnessed
  • How digital fits into other approaches, such as flipped learning, tapestry or retrieval practice
  • The standards and expectations you have for learners when using digital in class or at home​

Scottish Government Have Released £1.3m Capital Spend for Computer Science Equipment in Scottish Schools

The Education Secretary has announced up to £1.3m for Computing Science education in Scottish schools. Schools will be able to use this money, which will go directly to them, to buy physical computing resources to support engagement with Computing Science in the BGE stages. They are able to access £2000, with additional £500 available for resources that will be incorporated into transition events with associated primary schools or pupils with additional support needs.

 

She also announced two appointments to the new teacher-led the University of Glasgow ‘STACS’ initiative, which aims to help prepare pupils for careers in tech.

Read the full announcement here

Computing Science in Local Authority Secondary Schools

This paper provides an overview of Computing Science delivery in Local Authority secondary schools.

Education Scotland carried out a survey of 356 schools between July 2021 and October 2021. The survey was promoted via local authority technologies leads, Computing Science teacher groups and Education Scotland officer contacts with local authorities and RICs. At the point of writing, the survey had 309/356 unique local authority school responses. This represents 86.8% of local authority secondary schools. While this is the majority of schools, it is acknowledged that the survey data is not complete and that this paper should be treated as provisional in this respect.

The survey collected data relating to Computing teacher numbers, delivery of Computing Science in S1/2 and opportunities for learners to study Computing Science or related courses in the senior phase.

The paper also provides an overview of Senior Phase Computing Science uptake and attainment, including summary data relating to attainment and deprivation.

View the document here

Learning with Google Workspace (This is Digital)

Google Workspace has a range of tools and apps that can be used to support teaching digitally.

Google Workspace in Glow – DigiLearn (glowscotland.org.uk)

Classroom

Google Classroom Assignments are an effective way to share learning activities with learners – share learning intentions, activity instructions and assessment feedback in one place.

Jamboard

Jamboard allows your learners to share ideas and understanding with pre-made mind-mapping layouts (effective for scaffolding thinking) and post-it notes

Teaching with Google Workspace (This is Digital)

Google Workspace has a range of tools and apps that can be used to support teaching digitally.

Google Workspace in Glow – DigiLearn (glowscotland.org.uk)

Classroom

Google Classroom allows you to check in with learners using the Stream comments page; and assign learning and activities to individual learners, groups or whole classes with Assignments.

Jamboard

Google Jamboard can be used to share ideas and thinking on a collaborative whiteboard, or learners can use the app to make their own notes and order their thinking.

Planning with Google Workspace (This is Digital)

Google Workspace has a range of tools and apps that can be used to support planning digitally.

Google Workspace in Glow – DigiLearn (glowscotland.org.uk)

Google Meet allows you to work together on video calls.

Google Jamboard allows you to share ideas with pre-made mind-mapping layouts and post-it notes.

Google Drive can be used to create and collaborate on documents together.

Creating Videos for Learners

Video is a major component of educational delivery using technology.  We need to ensure that the content we create is as accessible and effective as possible.  Video alone is not a single solution to learning online.  It is likely that a single video will be part of a suite of learning resources which may include practical tasks, diagnostic assessments, interactive challenges etc. 

Multimedia instruction is defined as “presenting words and pictures that are intended to foster learning” (Mayer, 2009).  The cognitive theory of multimedia learning makes three assumptions about how the mind works:

  1. there are two separate channels (auditory and visual) for processing information;
  2. channel capacity is very limited and can hold very little information for short periods of time;
  3. learning is an active process of filtering, selecting, organizing, and integrating information.

Cognitive Overload happens when the content being presented exceeds the processing capacity of a learners cognitive system.  

In order to reduce cognitive overload, there are some principles to consider when developing a video or multimedia resource, including…

Coherence principle

Learning is better when words, pictures, and sounds are directly related to the subject matter. Keep your content simple.

Segmenting principle

Creating multiple, short videos illustrating a single concept/area instead of one long video. 6 minutes is the recommended length.

Contiguity principle

Place printed words near corresponding parts of graphics to reduce need for visual scanning

Signalling principle

Use cues such as  numbers, arrows or labels to direct learners attention to the content.

Options for recording videos