Meeting the Government’s latest eLearning targets, students and teachers at Villiers High School, Middlesex now have access to an engaging, interactive online learning environment that provides anytime, anywhere learning.

Choosing to tailor the free open source learning platform Moodle with the help of Moodle Partner Synergy Learning, the school is benefiting from technology tailored to the specific needs of its staff and students at the fraction of the cost of an off-the-shelf solution.

Government eLearning targets state that by 2010 all schools must have a Virtual Learning Environment (VLE) for pupils and use this technology to report in real-time to parents about key issues such as attendance and attainment. With a VLE, pupils can log on, search resources, receive and complete homework and talk to teachers and peers via internal email. Villiers High School is leading the way for the region by introducing a free of charge, open source online learning environment for schools. Open source software enables schools to use, change and improve the software with no restrictions.

The biggest advantages of open source software such as Moodle are its flexibility and cost savings. The software can be adapted to suit each school, from adding school colours and logo to selecting which functions they want for pupils. To gain maximum potential from their new tool, Villiers High School has enlisted the help of Synergy Learning, a Moodle Partner specialising in adapting the tool, technical support and training staff. The company provides 24/7 advice and support 365 days a year for less than the cost of an annual licence for similar off-the-shelf software. This support is particularly useful for schools that do not have a dedicated ICT coordinator and those that would like to free up teachers’ time that may otherwise be spent on overseeing the school’s technology.

Juliet Strang, Headteacher at Villiers High School commented: “Using Moodle and the support from Synergy Learning has been incredibly cost-effective, enabled us to meet government targets and create the highest quality educational tool for our pupils. We wanted technology that was unique to us, not a generic online environment that offered various functions we wouldn’t use and a style that wouldn’t appeal to our pupils. We now have a tool that meets our needs and the ongoing support we receive is invaluable.”

Source: PublicTechnology.Net

Learn Skills can also offer this support and advise for schools wishing to explore this option in line with these targets but also have a hosted LMS options targeting the needs of schools that would not be as familiar with the Moodle LMS.

Becta, the education technology agency, is urging schools to improve the way they use technology to support learning, as evidence continues to build around the positive impact on GCSE results and grades.

Research reveals that schools that embrace technology see a significant improvement in GCSE results compared with those that do not. Key findings from six years of research by Becta include:

* school ‘e-maturity’ – where technology is integrated across the curriculum and wider school life – is statistically linked to lower absence rates and higher points and percentage A*-C grades at GCSE

* in GCSE science, the average gain from ICT use is 0.56 of a grade (in 2002, 52,484 pupils moved from grade D to C as a result of using technology in their learning)

* schools making good use of broadband and connectivity demonstrated a statistically significant improvement in the percentage of pupils gaining 5+ A-Cs at GCSE in the year after broadband introduction

* a study of young people’s ICT use in the home showed a significant positive association between pupils’ home use of ICT for educational purposes and improved attainment in national tests for maths and English GCSE

* the introduction of interactive whiteboards results in pupils’ performance in national tests in English (particularly for low-achieving pupils and for writing), maths and science, improving more than that of pupils in schools without interactive whiteboards.

Stephen Crowne, Chief Executive of Becta said:
“The evidence is clear; when schools use technology effectively, it can have a direct impact on pupil attainment and results. As pupils across the country find out their GCSE results, schools need to think about whether grades could be improved even further by better use of technology. We know that currently only 20 per cent of schools are using technology effectively right across the curriculum, which means there is real potential out there to improve results and raise grades if schools take full advantage of the benefits technology can bring.

“Schools should make the most of the Internet, mobile phones, interactive whiteboards, school radio stations, blogs, podcasts and video conferencing, helping to create a stimulating and engaging environment for their students.”

It’s not just pupils that see the benefits of better use of technology. The majority of teachers feel that technology in the classroom has a positive impact on the engagement, motivation and achievement of their learners. Technology also has the potential to provide parents with more timely information about their children’s work and progress, for example via secure on-line access, so they can in turn support their children.

The research cited in this PublicTechnology.Net press release comes from the following evaluations and research studies on the impact of ICT use in schools:

* Butt, S and Cebulla, A (2006), E-maturity and school performance – A secondary analysis of COL evaluation data. London: National Centre for Social Research

* Harrison, C et al (2002), ImpaCT2: The Impact of Information and Communication Technologies on Pupils Learning and Attainment. ICT in Schools Research and Evaluation Series No.7

* Somekh, B et al (2007), Evaluation of the Primary Schools Whiteboard Expansion Project

* Underwood, J et al. (2005), The Impact of Broadband in Schools.

* Valentine, G, Marsh, J and Pattie, C (2005), Children and Young Peoples Home Use of ICT for Educational Purposes: The impact on attainment at key stages 1-4, DfES

“This research highlight the need to embrace technology in Education and also training to enhance performance and training outcomes”, said Sean Griffin, Co-Founder of Learn Skills, the web-based skills and compliance training company.

USA – Oct 22 2007 – Nearly one in five higher education students now takes at least one class online, according to a new study of more than 2,500 colleges and universities nationwide. The 2007 Sloan Survey of Online Learning, released today by the Babson Survey Research Group, reveals that online enrollment rose by nearly ten percent in fall 2006, to 3.49 million students. Approximately 3.18 million students had at least one online course in fall 2005.

“The growth in online learning continues to far outpace that of the broader student population,” said study co-author Dr. I. Elaine Allen Associate Professor of Statistics & Entrepreneurship, Babson College. “Enrollment has increased at an average annual rate of 21.5 percent over the past five years compared with just 1.5 percent average annual growth for the overall higher education population.”

The fifth annual survey, a collaborative effort between the Babson Survey Research Group, the College Board and the Sloan Consortium, represents the state of online learning in the United States. The complete survey report, “Online Nation: Five Years of Growth in Online Learning” is available at www.sloan-c.org/publications/survey/index.asp.

“The survey results speak to the significance of online learning in America today,” said Frank Mayadas, Program Director, Alfred P. Sloan Foundation. “With online students making up about 20 percent of the higher education population, we are seeing – and will continue to see – online learning playing a major role in the education of America’s college students.”

The Babson Survey Research Group in the Arthur M. Blank Center for Entrepreneurial Research at Babson College conducts regional, national, and international research projects, including survey design, sampling methodology, data integrity, statistical analyses and reporting.

The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools, colleges, universities, and other educational organizations. The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.

The Sloan Consortium is the nation’s largest association of institutions and organizations committed to quality online education and administered through Babson College and Franklin W. Olin College of Engineering.

Source: Sloan-C News

UK – 5th September, 2008 –  Teachers are split over the merits of Web 2.0 tools in the classroom, according to research conducted for ntl:Telewest Business. Half of teachers questioned believe that Web 2.0 applications, such as Facebook, MySpace, YouTube and Wikipedia are valuable educational tools, yet the rest felt they are a distraction with no real academic benefit.

Tech-savvy parents are the biggest advocates of Web 2.0 in schools and colleges.

This confusion over the advantages of Web 2.0 tools in the classroom can be linked to teachers being in the dark when it comes to next generation applications. A fifth of all teachers polled felt that when it came to Web 2.0 tools, they lacked the knowledge or training to integrate them into their lessons. Another key barrier to their adoption in the classroom proved to be security concerns. Almost a quarter of teachers worry about the amount of personal information that students disclose online and their behaviour when using social networking sites.

Tech-savvy parents are the biggest advocates of Web 2.0 technologies, with two thirds of parents feeling that the tools were useful for engaging and teaching children as they encouraged creativity and helped students to develop their communications skills.

Dave Alderson, Public Sector Specialist, ntl:Telewest Business, said: “Web 2.0 has really crept up on the school system as social networking sites,blogs and YouTube have become a global phenomenon in a relatively short space of time. Many of today’s pupils live and breathe this technology, using applications such as instant messaging, Facebook, MySpace and Wikipedia every day to create content, communicate and collaborate with people worldwide. Whilst security is a valid concern, there are measures that can be put in place to address this.”

“Schools and colleges need to ask themselves if they are living up to the expectations of the digital generation. The interactive and collaborative nature of Web 2.0 tools is ideal for engaging children in the classroom and nurtures the skills and enthusiasm they have developed at home.”

According to the study, next generation applications are now an integral part of children’s personal lives:
– 54 per cent of 13 to 18 year-olds use YouTube in their spare time
– Half use social networking sites
– 47 per cent use Wikipedia

When children were asked what Web 2.0 tools would be useful at school:
– 44 per cent stated Wikipedia
– 35 per cent chose instant messaging
– 34 per cent said YouTube

However, less than a fifth of teachers used Wikipedia as a resource in classrooms and only five per cent used YouTube. Even general internet information sites only scored 14 per cent of teachers’ votes, despite the fact that almost a third felt the internet had added the most value to education.

Mr Alderson added: “Our study reveals that there is a Web 2.0 chasm between the tools that children would like to see in the classroom and what teachers are actually using. The key to using these tools effectively though, is having the right infrastructure to deliver them. Schools and colleges need to have a robust Next Generation Network (NGN) in place that can provide sufficient bandwidth and resilience to support media-rich applications and offer the necessary foundation for a collaborative, digital environment.

“Some schools and colleges are in the early stages of adoption and it is only a matter of time before Web 2.0 takes on a more extensive role in the classroom. Whether using YouTube to view the latest videos from around the world in geography, or visiting Facebook sites to collaborate with other students, schools need a provider that can help them plan, design, and implement the technology required to deliver to the digital generation, the interactive education they demand.”

LM Research interviewed 1,500 teachers, parents and students nationwide. The teachers were based at secondary schools, sixth form colleges and Further Education colleges. The parents questioned had children aged 13 to 18 years old and the children surveyed were aged 13 to 18 years old.

Source PublicTechnology.Net, for all you need to know concerning UK Public Sector ICT & e-Government news.

“These results would highlight a need for teachers to expand their understanding of ICT, outside of the standard ECDL Certificate to web-based tools that are freely available today”, said Sean Griffin, Co-Founder of Learn Skills, web-based skills and compliance training company,  “and teachers should set aside some hours of CPD to address this teacher training issue.”

Galway, Ireland – 2nd September, 2008 – Learn Skills, the web-based skills and compliance based company is pleased to announce its lasted partnership with TypingMaster (TypingMaster Finland, Inc.), a leading software developer for typing training and testing both for organizational customers as well as home users since 1992.

Today hundreds of schools and companies worldwide are using more than 100,000 copies of TypeMaster products designed to fulfill their special needs. Full network support, economical licensing and the internet based solutions among other things have made TypingMaster a premium choice for organizational and academic customers.  Unlike traditional typing drill programs, TypingMaster monitors your progress, identifies the areas where you need additional practice, and creates exercises designed to improve these areas. This personal approach dramatically reduces the time it takes to become a proficient touch typist.

With TypingMaster you can put your typing skills into practice after only three to five hours of training. As you learn to type more effectively, you concentrate less on finding the right keys, and concentrate more on the ideas that you need to communicate. Touch typists use their time more productively, and project a more professional image in their written communications.

“Whether you’re a business person who can increase your income by increasing your typing speed and accuracy, a student who wants to improve your grades by eliminating typos and increasing the quality of your writing, or a parent who wants a typing tutor that lets each family member receive personalized coaching, feedback, and statistics, TypingMaster has the tools that you need”, said Sean Griffin, Co-Founder of Learn Skills.

TypingMaster runs under Windows 95/98/Me/NT4/2000/XP/2003, and can be purchased as a single-user license through the Learn Skills platform.  TypingMaster is fully network-enabled with centralized user management. Multi-computer licenses for businesses and educational institutions are available supported by the Learn Skills LMS for monitoring and tracking user activity.