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London Online E-learning Collaborative Project. An innovative approach to training for online interactive materials production. London Online E-learning Collaborative Project. How did we do it?. Trainers: James McGoldrick & Ron Mitchell Project manager: Mary Arnold. London Online Groundwork.

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an innovative approach to training for online interactive materials production
London OnlineE-learning Collaborative Project

An innovative approach to training for online interactive materials production

trainers james mcgoldrick ron mitchell project manager mary arnold
London OnlineE-learning Collaborative Project

How did we do it?

Trainers: James McGoldrick & Ron Mitchell

Project manager: Mary Arnold

london online groundwork
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
esol e learning collaborative project
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
course aims were
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
course aims were1
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
  • 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.
training team
Training team
  • Ron MitchellTrainer with particular responsibility for materials development and ILT
  • James McGoldrickTrainer with particular responsibility for ESOL content and coverage
what happened on the course
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
input sessions covered
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
additional support given
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
issues and lessons learned
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.
issues and lessons learned1
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
  • 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
  • Empowers learners and breaks down barriers
  • Building central London e-learning partnership
  • 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
  • Friends – 90% complete
  • Health – not yet available
  • Jobs – 70% complete
  • Neigbourhood – 95% complete
  • Shopping  - 95% complete
  • Packaging & support information – 80% complete
  • Final release (Date for diaries) – 10th May 2004