21st century learning- harnessing the power ofgamesOasis Academy MayfieldSimon Poole-Anderson, VLE & Digital MediaGreenwoo...
21st century learning - Harnessing the power of gamesKey Concepts① Marc Prensky defines young people as ‘digital natives’ ...
‘…deep, radical and urgent (digital)transformation is required in highereducation as much as it is in schoolsystems. Our f...
Learning Technologies (such as VLEs) haveincreasingly featured in Ofsted reports ‘inline with (our) increased emphasis oni...
Engagement - Motivation - ConfidenceInteractivityEngagementMotivationProficiencyConfidenceDigital Natives & New Media
UK Parliamentary Office of Science & Technology, 2012
① Marc Prensky defines young people as ‘digital natives’ but it’s his ‘digitalimmigrants’ that make the decisions and shap...
Teacher of EnglishE-Learning Co-ordinatorLaurence Cole
TeachFirst 2011NQT – Teacher of ICT last yearAppointed E-Learning Co-ordinator inAutumn TermAsked to look at the way the s...
The issues
SLT“These teachersjust do not assessregularlyenough, or setnearly enoughhomework! Whatare we going to dowhen OFSTEDarrive?!”
Teachers“There is alreadyenough marking andpaperwork withoutcarrying out moreassessment andsetting morehomework…but I dost...
Pupils“I don’t wantto do myhomework, it’sboring, what’sthe point?”
What was needed?
1. More useful, relevanthomework
2. Something which would notincrease workload for teachers
3. More regular formativeassessment
4. Pupils to enjoy learning
The solution
1. More useful, relevant homework
2. Something which would notincrease workload for teachers
3. More regular formative assessment
4. Pupils to enjoy learning
The impact
Statistics• Students have done 3250:46:37 hours ofrevision• School is 10th highest using school in theUK• 709 students (99...
In conclusion…
Archbishop Ilsley CatholicSchool
Educateheartandmind.
• In terms of usage we are ranked 13thin the UK• 63% of our pupils use IAL outside ofschool• 65% have logged onto IAL
StatsJack Partridge16:25:29Ilan Nyiridandi13:55:34Jeo Jimmy09:52:28
Top Subjects:Science 33.64%French 24.23%D&T 14.66%History 12.01%Maths 8.65%English 6.82%
Homework Setters:ScienceDTMFLEnglish
Usage by Year Group:Yr7 - 23.06%Yr8 - 30.80%Yr9 - 22.63%Yr10 - 14.19%Yr11 - 8.41%Yr12 - 0.92%
• Frog• Homework• Our story• Taking opportunities• Celebrating successes• Resilience• Support
• Taking opportunities• Induction Days• Parents evenings• Regular training all depts.• DIP• Vivo
Any questionsTeach Talk
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
Teach Talk: 21st century learning - harnessing the power of games
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Teach Talk: 21st century learning - harnessing the power of games

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t’s no secret that education is changing. Discover how schools are harnessing the power of games based learning and real-time reporting to facilitate dynamic change and raise attainment for the new breed of 21st century learners.

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  • Day offWill be nice to speak for 10-15 minutes without 30 14-year-olds speaking over me
  • Going to talk to you about a case study of a school which is using technology to nurture learning in the 21st century and how we are doing it
  • Record pupil talking to attach to this slide
  • 1. More useful, relevant homeworkStudents needed to improve independent learning skillsLots of students not progressing at required rateSLT and parents needed to see teachers were making every effort to push students
  • 2. Something which would not increase workload for teachersTeachers were already being put on enough with paperworkTechnology needed to be used to the teachers’ advantage, rather than just to log everything
  • 3. More regular formative assessmentEssential to know where your students are atDiagnostic assessment needed so that students know how to improveNeed to prove that progress is being made (SLT, OFSTED)
  • 4. Pupils to enjoy learningPupils were not doing homework as they did not enjoy it and they did not see the benefit in itNo love of learning in the school
  • Needed to find something which would satisfy all 4 needs and also keep all 3 groups happy
  • We did a few things to address this in terms of our use of technology, but perhaps the most ground-breaking, interesting and effective measure was to introduce “I Am Learning”.What is I Am Learning? According to the company themselves, it is a “games-based revision and assessment system which engages learners, making them want to learn both in and outside of school”
  • Setrelevant exercise to what you have been studying. You can also choose to use unofficial exercises which have been created by other schools using the “community” section of the site. This is great as there are loads of ready-made exercises which you can choose from, thereby minimising the teacher workload.
  • What the student sees at the end – completely self marking as well as ready-made, thereby minimising teacher workload. Can revisit any questions they got wrong or skipped (they can also do this as they go through using the retry button if they get a question wrong) – can also view their progress in an easy red/amber/green chart on the left.. Makes progress clear. Formative assessment as it shows them the correct answers to the questions they got wrong.
  • What the teacher can see – Assessment – can see an overview but can then also click on individual studentsNo need to collect homework in, easy to see who has not completed it, who has put in the most time, if they didn’t do very well, was it because they did not spend enough time on it? Easy RAG scheme. Easy to give praise to students who have put in a lot of effort or shown a good understanding of the topic.Good to see progress, evident that they have set homework, more data to back them up and to keep SLT happy for when OFSTED arrive
  • Most commonly incorrectly answered questions – helps you see what parts of the topic have been taught better than others
  • When you click on an individual student – proving progress, evidence of formative assessment
  • When you click on an individual attempt – see which parts of the topic that student is struggling with, how much effort they have put into the assignment.
  • All of the students have their own log in to I Am Learning. When they log in this is what they see. Pupil interface – one of the most important things about the product.
  • Statistics are available on your home screen
  • Technology needs to be used to our advantage in assessment and proving progress, but most of all we need to use technology to instil a love of learning within the pupils, and only then will we truly have “nurtured learning in the 21st century”.
  • Teach Talk: 21st century learning - harnessing the power of games

    1. 1. 21st century learning- harnessing the power ofgamesOasis Academy MayfieldSimon Poole-Anderson, VLE & Digital MediaGreenwood AcademyLaurence Cole, Greenwood AcademyArchbishop Ilsley Catholic School & Sixth FormGlen Alexander, Head TeacherTeach Talk
    2. 2. 21st century learning - Harnessing the power of gamesKey Concepts① Marc Prensky defines young people as ‘digital natives’ but it’s his ‘digital immigrants’ that make thedecisions and shape the learning environment in schools today.② Digital natives are massively engaged by and motivated to use interactive online games. This enduring andevidenced behavior can be harnessed by educators for 24/7 learning.③ I Am Learning’s game based system incorporates wider social preferences for interactive engagement andinstant gratification. These compelling factors are then focused on education to raise attainment andpromote independent learning.Simon Poole-AndersonVLE & Digital MediaOasis Academy MayfieldSouthampton
    3. 3. ‘…deep, radical and urgent (digital)transformation is required in highereducation as much as it is in schoolsystems. Our fear is that, perhaps as aresult of complacency, caution oranxiety… the pace of change is too slowand the nature of change tooincremental.’An Avalanche isComing, UKIPPR, March, 2013.
    4. 4. Learning Technologies (such as VLEs) haveincreasingly featured in Ofsted reports ‘inline with (our) increased emphasis onimprovements’ and ‘references on theeffective use of VLEs have been rising…upfrom about 20% pre 2009 to around 40%having comment in 2012’Ofsted, January, 2013.
    5. 5. Engagement - Motivation - ConfidenceInteractivityEngagementMotivationProficiencyConfidenceDigital Natives & New Media
    6. 6. UK Parliamentary Office of Science & Technology, 2012
    7. 7. ① Marc Prensky defines young people as ‘digital natives’ but it’s his ‘digitalimmigrants’ that make the decisions and shape the learning environment in schoolstoday.② Digital natives are massively engaged by and motivated to use interactive onlinegames. This enduring and evidenced behavior can be harnessed by educators for24/7 learning.③ I Am Learning’s game based system incorporates wider social preferences forinteractive engagement and instant gratification. These compelling factors arethen focused on education to raise attainment and promote independent learning.InteractivityEngagementMotivationProficiencyConfidence
    8. 8. Teacher of EnglishE-Learning Co-ordinatorLaurence Cole
    9. 9. TeachFirst 2011NQT – Teacher of ICT last yearAppointed E-Learning Co-ordinator inAutumn TermAsked to look at the way the school usesE-Learning, particularly with regards toassessmentGiven possible pieces of software to lookat and a budget to play withBackground
    10. 10. The issues
    11. 11. SLT“These teachersjust do not assessregularlyenough, or setnearly enoughhomework! Whatare we going to dowhen OFSTEDarrive?!”
    12. 12. Teachers“There is alreadyenough marking andpaperwork withoutcarrying out moreassessment andsetting morehomework…but I dostill want reasons tobe able to praise thepupils”
    13. 13. Pupils“I don’t wantto do myhomework, it’sboring, what’sthe point?”
    14. 14. What was needed?
    15. 15. 1. More useful, relevanthomework
    16. 16. 2. Something which would notincrease workload for teachers
    17. 17. 3. More regular formativeassessment
    18. 18. 4. Pupils to enjoy learning
    19. 19. The solution
    20. 20. 1. More useful, relevant homework
    21. 21. 2. Something which would notincrease workload for teachers
    22. 22. 3. More regular formative assessment
    23. 23. 4. Pupils to enjoy learning
    24. 24. The impact
    25. 25. Statistics• Students have done 3250:46:37 hours ofrevision• School is 10th highest using school in theUK• 709 students (99%) use I am learningoutside of school hours
    26. 26. In conclusion…
    27. 27. Archbishop Ilsley CatholicSchool
    28. 28. Educateheartandmind.
    29. 29. • In terms of usage we are ranked 13thin the UK• 63% of our pupils use IAL outside ofschool• 65% have logged onto IAL
    30. 30. StatsJack Partridge16:25:29Ilan Nyiridandi13:55:34Jeo Jimmy09:52:28
    31. 31. Top Subjects:Science 33.64%French 24.23%D&T 14.66%History 12.01%Maths 8.65%English 6.82%
    32. 32. Homework Setters:ScienceDTMFLEnglish
    33. 33. Usage by Year Group:Yr7 - 23.06%Yr8 - 30.80%Yr9 - 22.63%Yr10 - 14.19%Yr11 - 8.41%Yr12 - 0.92%
    34. 34. • Frog• Homework• Our story• Taking opportunities• Celebrating successes• Resilience• Support
    35. 35. • Taking opportunities• Induction Days• Parents evenings• Regular training all depts.• DIP• Vivo
    36. 36. Any questionsTeach Talk

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