Case UK006<br />Coleridge Community College (1850 students)<br />two-year on-line GNVQ2 course (3+1 hours per week)<br />used the materials devised by Walton High School<br />Walton High School prepared the material and guidelines<br />Coleridge College upload to their intranet, or deliver through CD ROMs.<br />
Innovations?<br />General<br />higher personal motivation<br />Student be more independent<br />teaching time is less<br />Teaching<br />Teacher is facilitating rather than teaching<br />Multimedia supported<br />opportunity to repeat sections<br />
Achievement & Outcomes<br />enable students to leave school with an extra qualification (equivalent to four GCSE passes)<br />students were motivated and enjoying the course<br />
Where to improve<br />GNVQ requires a 1-1 student-machine ratio<br />lost access to computers when others is using<br />additional workload, online work to do <br />
NO003: "We will survive" - Rural schools using videoconference to compensate lack of learning resources<br />
Background<br />Two small primary schools in Norway were studied: Karlosy and Skogsfjordvatn Primary Schools<br />Schools in Norway are small and scattered around<br />“The new school path”: using videoconferencing to link up two schools<br />
Innovative practice<br />Using videoconferencing and internet<br />To have joint lesson for two schools<br />Students were required to post their homework onto the internet so schoolmates from partner school can share<br />
Reason of promoting innovative practice<br />To save the small schools from being closed down<br />To see how ICT can be a catalyst for better learning<br />To make teaching resources accessible<br />
Pros<br />Teaching resources can be shared and supplement each other<br />New ways for communication, both school level and community level<br />Both teachers and students can widen their horizon<br />
Pros (cont)<br />Created larger forum for students (as schools are too small), can enhance students presentation skills<br />“virtual classroom”: make use of each other’s knowledge<br />
Cons<br />Difficult to pay attention both on the screen and in the classroom for teachers who are not familiar with videoconferencing<br />
Things to pay attention<br />Required IT support<br />Training for teachers to use videoconferencing<br />Required a more scheduled timetable for both schools<br />Just short lectures can be used with videoconferencing as it’s difficult for children to concentrate on screen for long time<br />Communication of two schools teachers<br />Flexible for small schools, but may be too demanding for large schools<br />
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