JISC RSC SW Newsletter Issue 19, June 2011

RSC NewsletterStimulating and supporting innovation in learning Issue 19 ‐ Jun 2011 In this issue... FREE Major Summer 1Welcome to Issue 19 of the JISC RSC SW newsletter Event S&B Automotive 2 JISC RSC South West Announce FREE Major Summer Event Academy Win Major AwardThe JISC Regional Support Centre SW warmly invites you to a lively and fast‐paced day of turbo‐talks centred upon e-books Increase 3the use of technology in education. The programme for Availability of Librarythe day will incorporate four simultaneous streams of Resourcesconcise, rapid presentations lasting no more than six JISC RSC CSS Survey 4-5minutes each. The entertaining format of this event promises to captivate and inspire attendees! Mobile Apps and iPad 6 Streamline SupportFocusing on successful and innovative use of technology within teaching and learning, this event provides an What is eSafety, Why Do 7excellent opportunity for staff to disseminate, share and It?discuss their Technology Enhanced Learning (T.E.L.) Triumphant Technologies 8-9experiences. There will also be ample networking opportunities for delegates to discuss issues of common RSC SW Online Eventsinterest and learn from each other in true collaborative ACL Funding 10spirit. Regional Events 11Audience 15th June, South Bristol Skills Academy Integrating Social Media 12This highly informative event is aimed at Senior Managers, Practitioners, Trainers, Support in EducationStaff and all IT enthusiasts involved in teaching and learning within FE, HE, ACL, WBL, Equality Through 13Specialist Colleges and Partner Organisations. Technology More Information Managing and Syncing 13 Mobile DevicesTo book your place please click here, early bookings are recommended. BCE JISC Support 14To get involved in pre‐event discussions around this event and access all the resources and information, please join our Ning social network. This is the JISC RSC SW’s Share, Debate, Create 15private network for all our supported providers and contains a whole host of useful areas of Using Cloudworks interest. http://jisc‐rscsw.ning.com Facebook Debate 16 - 17We also have a dedicated webpage available by following this link Access the programme by following this link Refreshing New Look For 18 Excellence GatewayPlease do not hesitate to contact us at: rsc‐advice@rsc‐south‐west.ac.uk with any queries. £6.5 Million Announced 19#turbotel For Universities Image by Robert thivierge

Excellence Gateway: S&B Automotive Academy Success at IMS GlobalS&B Automotive Case Learning Impact Awards 2011Studies S&B Automotive Academy, based in Bristol have won S & B Automotive Academy: a Bronze award at the annual IMS Global Learning Development of partnership VLE to impact Awards. These awards are designed to support vocational training and recognize those initiatives which have the greatest learning impact on the use of technology worldwide in support of learning. Finalists are selected to showcase their Thanks to funding from a Learning developments at the annual Learning Impact Innovation Grant, S & B Automotive conference in Long Beach, California, where a panel of has enabled the development of a global experts determine the winners, which are network‐wide virtual learning categorised as Platinum, Gold, Bronze and Silver. S&B environment (VLE) – known as the Automotive Academy were presented with 2 duplicate Hive, to be implemented across awards, one being presented to recognise the eight learning providers. This has sponsor. enhanced teaching resources and the learner environment, and Jon Winter, Managing Director of S&B Automotive has decided to award David Rowe of the RSC essentially enabled greater South West with the second duplicate award. This is in recognition of the support David collaboration between the provided during the bid writing process throughout the Jericho project’s. providers. “I would really like to thank the RSC SW, particularly David Rowe for your help, this award is for Read more about the case study by you as much as it is for us. Without your help we would not of known about it and your bid following this link writing skills have led to many successful funding bids.” ‐ John Winter, Managing Director S&B Automotive S&B Automotive Academy: Webcam technology streamlines The Learning Impact Awards recognise both the product and service involved as well the work‐based assessment and cuts exemplary real world implementers as both combine to create the “learning impact”. Therefore, costs submissions can be made by any product or service provider or end‐user educational institution or training provider. Submissions are made under any one of 19 Product categories or 9 Service S&B Automotive Academy has categories. These are then compared to the 8 evaluation criteria areas: Access, Affordability, developed a seamless and Quality, Adoption, Accountability, Organizational Learning, Interoperability and Innovation. interactive online system for remotely assessing its apprentices S&B Automotive Academy won the award for their highly on‐demand. The system utilises innovative work with NetCam technology, which was the focus state‐of‐the‐art video technology of two projects, generally know as the Jericho projects. Firstly deployed at workplaces throughout their work with employers, apprentices and their awarding the UK, which links into the body the IMI, which has resulted in the practical application of Academys virtual learning NetCam technology i.e. carrying out remote competence environment (VLE). It has assessments within the workplace via an internet connection successfully gained Learning without the assessor being present. In a second but parallel Innovation Grant 5 (LIG 5) funding development, NetCam technology is used to facilitate virtual workplace visits for Year 10 and 11 to develop the technology, which is school pupils. These virtual visits allow real world two‐way visual and voice communication already cutting down travelling between employers, apprentices, managers and others and the pupils, without the need for the costs for assessors, as well as saving pupils to leave their classroom. time and contributing to a substantial reduction in their The Jericho projects have not only streamlined assessment by providing assessors and carbon footprint. apprentices the technology to communicate in real‐time, but they have also enabled the whole process to be much more efficient. By using net cam’s in the workplace S&B Automotive Read more about the case study by Academy is seeing notable efficiency savings: following this link • Fuel savings for visiting remote apprentices • Co2 emissions, cutting the carbon footprint • Considerable time savings In fact S&B have a target of cutting their carbon footprint by 20% this year. They are also very keen for other sectors to embrace a similar model of delivery, which they feel could be very important during the difficult economic times. S&B would like to thank all those organisations who have supported these developments, including members of the Jericho project, members of the Western Training Provider network and LSIS who have supported the development through a successful application for funding under its Innovation funding programme. S&B would also like to thank the JISC Advance Regional Support Centre South West and David Rowe its e‐Learning Adviser for Work‐based 2 Learning, for the invaluable support and assistance with both the Jericho project and the IMS Global award application process.

e-Books increase access and availability of library Jolantas advice forresources other learning providers interested in usingJolanta Peters, Research & Libraries Services Manager at Somerset College, has pioneered the e-books within theirintroduction of Amazon Kindle e‐book readers for the College library. Not only has this libraries:enhanced the availability of reading resources, but it has also given technology students better access to library resources. With the Kindle devices technology students can ‘virtually carry “Not to just buy any books that are many books at the same time, which ordinarily would be very difficult or not possible due to the suggested, it is good to heavy weight of the books. follow reading lists so that you know the material will be The library at Somerset College provides relevant for the students.” a diverse range of books and learning resources. Some of the books for certain “Libraries should seek the subjects are very thick and heavy, which support of tutors to provide means that they are unwieldy for many relevant reading lists if the students. Some are too big to loan out materials are course‐related because many students have trouble otherwise they might be carrying and transporting them, with providing materials that will not be certain types of books being reference used.” only. This not only restricts access to the books, but also the availability of them “Look at which supplier you want to because the library in some cases only use. Amazon is very good in terms has one copy of the book. of prices and the range of books available, if you use another Jolanta decided that the library could benefit from using e‐books, after a colleague suggested supplier you might find that the that they could use mobile devices in the library. range of course materials are not as good.” Once the library had purchased the Kindle devices, staff within the Technology department provided Jolanta with lists of technology book titles that they needed, specifically related to the “We are now looking at working course materials the students required for their courses. with other College departments to try and develop more interest, as When Jolanta had added all the e‐books to the Kindle we can see that the use of devices she handed them out to technology staff and Kindles growing, this would students to trial and use straightaway. potentially be of great benefit for the College as a whole.” What is almost instantly apparent from the feedback Jolanta has received is the fact that the Kindle e‐book Useful linksreaders have really helped to open up reading materials for technology students. They have also Somerset College website enabled the students to devote more time to reading and, in fact, surprisingly made reading more View Somerset Colleges external accessible for many students who do not get on well Learning Resources Catalogue. with reading traditional paper‐based books. Somerset Colleges Scoodle (Moodle In physical terms the Kindle weighs in at only 289.2 VLE). grams, about the weight of a small paperback book. If you think that the Kindle can potentially store up to For more information about this 3,000 titles on one device that is like having a library case study, email the author Matt in your pocket. At the moment the devices being Ewens at loaned out to the Technology department have around ten titles stored on them, which in mattewens@rsc‐south‐west.ac.uk comparison to physical books still means a difference in weight of a couple of stones and more! For dyslexic students the Kindle has a text enlarging function, so the letters and words can be made much bigger on the screen. There is also a text‐to‐speech function included. Another benefit of the Kindles is that the screen does not glare like an iPad, for example. This means that the readers eyes will not tire in the same way. They also have very good battery power and can last without a charge for up to and over a month. Find out more by reading the full case study on the Excellence Gateway website by following this link 3

About the survey JISC RSC Customer Satisfaction Survey - JISC RSC UK statementThe survey questions were developed by JISC Advance in The JISC RSC Customer Satisfaction Survey confirms the significant benefit the JISC RSC network consultation with selected brings to the sector nationwide. Three areas of support ‐ improving the learning experience, representatives from the JISC RSC advice on staff development and optimising shared services ‐ were identified as being the most network and LISU. valued, demonstrating that the JISC RSC network is responding to the current issues and challenges facing the UK‐wide community. The survey was administered online over three weeks during March The results highlighted an overall customer satisfaction rate of 87%, with no less than 50% of 2011. respondents declaring themselves ‘very satisfied’ ‐ an outstanding result ‐ and many respondents stating that the support that they received from the JISC RSCs couldn’t be found The survey went out to anywhere else. approximately 13,000 recipients, with an overall response rate of Tracey Boston‐Townsend, Operations Director for JISC Advance and heading up the strategic 13%. We went out to a wider remit direction of the JISC RSCs said: of contacts than on previous surveys. “This survey is just one example of the many ways that we measure the impact of our work. The results reinforce and confirm our service is valued and useful across the community and will help This time, all JISC RSC contacts in us to continue to deliver relevant information and advice to keep the sector better informed for learning providers were asked to the future.“ contribute regardless of whether they had engaged with us once or The survey was conducted by LISU, a national research and information centre based in the had an established relationship with Research School of Informatics and the Department of Information Science at Loughborough the JISC RSC. Due to this University. methodology, results cannot be directly compared with previous JISC RSC support was clearly valued; many stated that the support they received from Customer Satisfaction Surveys. the JISC RSCs couldn’t be found anywhere else. To quote: A variety of roles were represented in the survey with the largest “Very valuable support which I couldnt source elsewhere.” categories being Management and Leadership (23%), Learning “If it wasnt for the JISC RSC, I wouldnt have half the knowledge or the ability to support the staff Resources (20%) and Teaching at the learning provider that I work for. The JISC RSC has been invaluable.” (16%). “Always ahead of the game with new ideas and projects and provides training which is hard to find anywhere else.” Recipients were from a wide range of FE learning providers: FE Colleges, Sixth Form Colleges, “Always ahead of the game with new ideas and projects and provides training which is hard to find anywhere else.” Higher Education Institutions, Work Based Learning, Adult & Community Learning, Independent Specialist Other RSC‐UK findings Colleges, local authorities, apprenticeship providers plus a E‐communication was the most popular method of engaging with JISC RSCs, with 93% of small number of recipients came customers using this method and 63% frequently. from the HE Sector. The greatest satisfaction was had from engaging at face to face events and meetings with 95% More than half of all respondents satisfied or very satisfied. were from FE Colleges. Satisfaction with all means of communication was high. More than 90% customers were satisfied or very satisfied with Forums and Networks and e‐communications. Staff development was the topic area most used at present and most often mentioned for further support in the future. E‐learning, VLEs and strategic planning had multiple mentions for future support. 4

JISC RSC South West regional CSS JISC RSC SW CSSA total of 94 responses were received from customers of RSC South West, representing a What category of learning provider? response rate of 18%. Overall findings show that customers are very satisfied or satisfied with the services we provide, with no negative responses. What does your role involve? 5

Supporting media: Mobile apps & iPad streamline supportVideos Martial Bugliolo has successfully used RSS (Really Simple Syndication) feeds to synchronise an iPad so that it aggregates all his students digital sketchbooks. This has enabled him to employ a Martial demonstrating an iPad with much more streamlined approach to delivering teaching and learning support for his students. RSS feeds ‐ follow this link to watch The iPad and iPhone applications have really made it possible for him to move his teaching the video practice into a truly innovative and refreshing digital era. Video of Martial Martial wanted to see how he could use mobile technologies and modern devices like iPads to demonstrating LAN School to help enable his students to progress more fluidly with their studies and provide a platform that monitor student screen as well as could enhance formative and summative assessment. Martial also wanted to utilise something adding interactive quizzes on the that would give him a better way to monitor student progress. Universal subtitles website ‐ follow this link to He looked into the possibilities of using RSS feeds with Google Reader (an RSS reader) and then, watch the video when the iPhone/iPad came into the market, Martial discovered many new applications and RSS readers that were available to use with these devices. It was at this point that Martial realised Syncing student blogs with RSS that he would be able to sync his students digital sketchbooks through an iPad and be able to feeds through innovative mobile almost instantly see when his students had submitted new work. applications and ipad devices, part 1 on the Universal subtitles website Once his students have submitted a blog post with their ‐ work, or as part of a project related to a module, Martial follow this link to watch the video can monitor their activity in real time through his iPad. All Martial needs to do is copy the website address, Part 2 of the video ‐ follow this link which contains the RSS feed for the students blog, and to watch the video add the address to a new feed within the Acrylic reader application. The program then immediately syncs to the Useful links students blog and all Martial needs to do is use the intuitive ‘drag and drop features, which he controls with Plymouth College of Art his fingers directly on the screen to navigate and access the students work. Acrylic reader for the iPad ‐ the website for aggregating RSS feeds “It’s like having their sketchbook on your table all the time” ‐ Martial Bugliolo, Course Leader for Diploma in Google Reader ‐ a free RSS reader Interactive Media & Game Arts for mobile devices Through the digital sketchbooks, Martial has LAN School software website undoubtedly provided the students with better access to resources and their work, as well as enhancing his own teaching practice. The digital Blogger ‐ free blogging website sketchbooks have improved many areas as a whole: Information about the Pulse reader • peer assessment; on the Apple website • self‐assessment; • formative assessment; For more information about this • summative assessment; case study, email the • streamlining the delivery of coursework and access to resources; author Matt Ewens at • assessors realise real‐time and cost savings; • students have an e‐portfolio of work they can access after they leave College; and mattewens@rsc‐south‐west.ac.uk • the students work does not need to be printed out. Ultimately, Martial has employed a more blended learning approach to help his students, which is providing them with additional e‐learning support. This suits their learning needs, as some students work better individually as opposed to working in groups. Developing the digital sketchbooks through blogs has provided the students with a platform they can access and use through their own mobile devices. Find out more by reading the full case study on the Excellence Gateway website by following this link 6

What is e-safety and why should we do it? Publications JISC RSCs have a new e‐safety online resource to support providers across the Learning & Skills sector in developing and Updated Accessibility implementing good practice and appropriate e‐safety Kits procedures. An increasing demand for cost effective, responsive, differentiated educational opportunities and the The accessibility kits inclusive potential of personal technology, mean that have been updated teachers are employing an every larger range of technologies recently with new and online social tools to reach and engage learners; often equipment. To find out using their own personal devices. Managing and monitoring more please access to content and online behaviour has become central to follow this link to view teaching and learning delivery. Although there are many resources being developed to aid this, the flyer e‐safety cannot be managed in the post‐16 sector in the same way as it is managed in schools. In fact, the issue of staying safe online is only one factor in the increasingly complex environment of online delivery. Or directly view the list In the L&S sector the variety of activities, diversity of age and ability of learners, as well as the of equipment by range of teaching and learning delivery methods employed in FE, WBL and ACL mean that following this link staying safe online has to be a two‐way process. Both learner and provider have responsibilities to fulfil. That is why we have used the term e‐responsibility to define the RSC approach. As with every‐day life the key to staying safe online lies in raising awareness, improving skills and in encouraging an understanding of the implications of unsafe or irresponsible behaviour. Staff and learners must be enabled to act to protect themselves, each other and the provider Archived JISC RSC SWorganisation. Newsletters The JISC RSC’s have compiled an online resource which brings together the best existing Issue 17 strategic and operational resources. It aims to address as many variables as possible but will Follow this link need to be supplemented by your own specific experience, knowledge and context. In order to share this expertise you are encouraged to give feedback. You will find links to the best Issue 18 resources for raising awareness and planning e‐safety which will support a range of roles across Follow this link the sector. They include resources for self‐assessing personal and organisational risk, raising awareness and 5 Ways to Use Your RSCskills with learners and staff as well as advice on meeting legal and inspection requirements. The Regional Support Centre in your area will be able to support your organisation directly to Find out how the JISC make good use of this resource as a strategic tool; to assess your current e‐safety practice and RSC SW can help you to develop the necessary skills and resources that will enable legal compliance, help meet inspection requirements, and identify and manage risk appropriately. They will be able to Follow this link to view offer both strategic and practical support and respond to specific sector and regional issues. We can offer: • Workshops on e‐responsible behaviours • Guidance on using the online resource for staff development Best of the NING • Help in assessing your practice in e‐safety • Formal and informal CPD opportunities Our Ning social network is continuing to If you would like to know more visit: https://eresponsibility.pbworks.com develop, and for those practitioners that are or get in touch with your JISC Regional Support Centre unable to access the resources, here is a roundup of the best of the Ning Follow this link to view To access all our publications please visit our Issuu account by following this link To access all our presentations and publications, please follow this link to our Slideshare account 7

Event Dates Triumphant Technologies for Testing Times: An RSC South West Online Seminar Series - June 20113rd June, 11am Martial Bugliolo (Course leader for Diploma in Interactive Media & Over the course of June, the JISC Regional Support Centre South West will present a variety of Game Arts/Design for Games BA online seminars focusing on how Teachers and Support Staff have effectively integrated (Hons) Coordinator) technologies into their practice. These will cover a large variety of topics, some explicitly Plymouth College of Art technological, whilst others focus on the processes and procedures which have underpinned the successful incorporation and development of new approaches. Enhanced access to resources through RSS feeds syncing with All of the sessions are free to attend, and as they will be facilitated via the RSC’s web student Blogs and utilising Mobile conferencing software, you can participate from anywhere with an internet connected PC. Each Technologies and iPads session will last a maximum of 45 minutes. Spaces however are very limited, so if you want to attend, early booking is recommended. There are a few more sessions in prospect, and once I This session will focus on the use of have details of these I will circulate information about them. hand‐held/portable technology such as iPad, iPhone and Android You can book online for any of these sessions at the JISC Regional Support Centre Website: devices to support students BOOK BY FOLLOWING THIS LINK experience. Martial will also be sharing the results of his research 9th June, 2pm during the last 12 months, Vicki Weavers ‐ Weston College regarding new apps and software Using the VLE standards as a College wide Quality Improvement Tool management. There will also be an opportunity to look at the latest Through the development of a set of standards, Weston College has improved the quality of its mobile technologies and apps for Moodle virtual learning environment (VLE) course provision. education and as well as keeping the focus on how learning Weston College has had a VLE since 2003. In August 2007 it went live with Moodle as its technology can be linked to the preferred VLE, developed, hosted and supported in‐house. In the first year of cross‐college curriculum. For more information deployment, Moodle was well adopted without any particular pressure on staff to achieve on Martial’s work at Plymouth specific targets. The new system, in comparison to its former VLE, was seen as intuitive and College of Art in advance of the there was a general level of enthusiasm from staff to receive staff training. ILT enthusiasts were session, go to: http:// used as champions of the new VLE, developing and sharing good practice. A student and staff www.excellencegateway.org.uk/ Resources User Group was established to feedback on the new VLE and guide its early page.aspx?o=316573 development. 8th June, 11am The VLE standards were devised to set a minimum expectation for online provision to ensure Max Sauter that all learners on full‐time courses had a corresponding VLE course. The aim of the standards Bridgwater College was to provide and facilitate exemplary course provision through dynamic materials and Mobile Learning with Foundation e‐learning resources. Every course must be at Bronze standard and yearly targets are set for the Degree Students achievement of Silver/Gold standard courses. Vicki was instrumental in devising and implementing this pioneering system, and she will discuss her experiences. This session will look at a number of ways that different mobile 9th June, 11am technologies can be used to engage Patrick Kelly (Assistant Director, Learner Development) and Deborah Peat students higher order analytical Open University skills. These will enable students to Blended Student Support ‐ making effective use of online resources (Information, Advice and develop specific skills required for Guidance) Higher Education via the use of mobile technologies to make The Open University uses a blend of media to provide information, advice and guidance and accessible and different for student support. We still use print, the telephone and some face‐to‐face contact but almost all students. students are now online and this has opened up lots of new ways of communicating with and supporting students. These include online resources to support induction and study skills, timely communications at key points during study, support forums, careers IAG, and resources to support disabled students. We have only made limited use of social media so far but think there is huge potential to encourage peer group support and foster the development of learning communities. Patrick and Deborah will be over‐viewing the OU experience, and will be very interested in hearing about your Institutional experiences. 8

20th June, 11am Sue Lewis (Support for Learners Project Coordinator) and Elaine Fisher (Lifelong Learning 29th June, 11am Manager) Bex Ferriday ( Western Vocational Lifelong Learning Network/LifePilot Lead Teacher (ILT)) Supporting progression from vocational pathways to higher education level study through Cornwall College online tools providing Information, Advice and Guidance Teaching Digital Literacy: Real An opportunity to learn more about online tools developed through the Western Vocational Skills, Virtual World Lifelong Learning Network that support those with vocational experience and qualifications in starting their journey to higher education level study. The session will briefly show the WVLLN We live in an increasingly digital site’s Staff Room and then take you through the Lifepilot website ‐ which provides IAG to world; people need to use computer vocational adults. The Lifepilot site offers information, tools and stories to help adults take the technology in everyday life to first step towards higher education level study ‐ even if they are starting with few qualifications. develop new social and economic The site, currently South West wide, receives more than 1500 visits a month and 98% of those opportunities for themselves, their surveyed say they have found something useful in the site, 100% say it is interesting and useful families and their communities. and 94% say it is inspiring. Therefore, being digitally literate is not simply a case of being 21st June, 11am Information Technology Adept, but Rebecca Galley (Curriculum Design Project Officer) and Nick Freear more about feeling confident in Open University ‐ (Institute of Educational Technology) communicating using a range of Cloudworks and CloudEngine: Open, participatory and social software for discussing and digital technologies. As sharing ideas and resources in education participation in virtual worlds gives users access to a range of literacy Cloudworks is a specialised social networking site for sharing, debating and co‐creating ideas as practices I was interested to well as designs and resources for teaching, learning and scholarship in education. Central to the discover whether digital literacy development of the site has been the belief that one of the key challenges in encouraging more skills would be honed by an online innovative learning design and better use of technologies is getting educators to share designs cohort of trainee teachers spread and ideas. The site is based around the idea of "social objects" surrounded by a social space for across Europe whose only discussion. These social objects can be cumulatively and collectively improved. The site has relationship with one another would been co‐funded by JISC and The Open University, and has ca.4000 registered users and visitors be within the parameters of Second from 165 countries (Feb 2011). Recently (October 2010), the code behind Cloudworks was Life and through their released as free and open source software under the name CloudEngine. The CloudEngine avatars (their on‐screen software has been built with accessibility in mind. It is lightweight and enables communities to characters). This seminar will easily and quickly set up their own social networking site with all the functionality of provide some of the answers! Cloudworks. This presentation will outline the rationale which has informed the development of both Cloudworks and CloudEngine, and will provide an overview of how they work and the If you have any enquiries please benefits they can be seen to offer learning, teaching, research and other communities. email: rsc‐advice@rsc‐south.ac.uk 23rd June, 11am Alex Di‐Savoia (Lecturer) University College Falmouth Intellectual Property Rights for Educational Environments: Enhancing learning development resources for shifting pedagogies In a climate in which HEIs are exploring alternative modes of curriculum delivery, learning developers are having to respond to the needs of learners engaged in distance and blended courses. For some institutions this requires a reappraisal of how learning development resources are developed, accessed and shared. This session explores how the sharing and repurposing of learning development resources may be underpinned by a greater understanding of IPR and licensing. In 2009 JISC/HEA launched a series of projects to develop open educational resources (OERs). A shared concern was the complex issues related to lack of understanding of IPR and the variety of institutional practices relating to the ownership of teaching and learning materials. Those involved in developing learning for open release often found the task of copyright clearance daunting and in some instances this affected the pedagogic structure of the on‐line resource (McGill et al 2010). This session explores the development of a JISC/HEA funded project to develop an introductory module that builds awareness of aspects of intellectual property rights (IPR) and copyright for learning development resource design. It is intended to offer CPD for learning developers and academics responsible for designing on‐line resources. The session will use a quiz to explore participants perceptions of IPR. It will explore how awareness of copyright issues at an early stage of resource design informs the way in which content may be developed and/or repurposed support on‐line, blended, distance and open education learning. 9

Who can apply? ACL Funding The Adult and Community Learning Organisations from across England can bid for their share of £2.25 million from the Adult and Fund is open to learning providers Community Learning Fund for new and imaginative adult and community learning opportunities in England regardless of whether or that engage and motivate, in particular, disadvantaged adults. not they currently receive funding for IACL directly from the Skills The maximum amount for any bid is £75,000 and the minimum is £10,000. Funding Agency Adult Safeguarded Learning (ASL) budget. The Adult and Community Learning Fund, administered by NIACE on behalf of the Skills Funding Agency, will contribute to the Governments aspirations for Informal Adult and Community However, providers not currently in Learning (IACL). receipt of direct funding from the Skills Funding Agency will be The Adult and Community Learning Fund can support a wide range of projects and activities in expected to involve in their project England ‐ though all of them should deliver learning to adults. Projects will need to demonstrate a partner who is already directly the role adult learning plays in the achievement of a range of the Governments wider social funded by the Skills Funding Agency policy goals. from the ASL budget. These potential partners include almost all In addition all projects will be expected to develop robust measures to demonstrate their impact Local Authorities and many Further and outcomes for learners and communities. Education colleges in England. Key themes of the Adult and Community Learning Fund How to apply The following are important themes in Adult and Community Learning Fund activity and NIACE Applications should be made online will look favourably on projects that exemplify one or more of these key themes in applications: by following this link by 12 noon on Friday 10 June 2011. • support for civic engagement and community decision making; • support of better mental or physical health; A full prospectus is available online. • support for enhancing financial capability; If you have any questions about the • involvement and enhancement of both volunteers and the engagement of voluntary Fund, please check online first. If organisations; you cannot find the answer to your • widening access to digital and other important skills; query, please email: • building stronger families; aclf@niace.org.uk , where your • connecting non‐formal learning opportunities with formal learning, and question will be dealt with within • opportunities for individuals and communities to develop social and economic three working days. independence. Unfortunately, NIACE will not be What sort of projects can be funded? able to deal with questions by phone and cannot enter into any Although its not an absolute requirement to meet all of the criteria below we will look correspondence once the closing favourably on projects that: date for applications has passed. When can projects start? • widen participation in learning for adults • contribute to the reinvigoration of IACL by developing innovative and effective approaches If you are successful, you can start to engaging learners and supporting their learning journey your project as soon as possible • involve partnership working after you have been notified by • are sustainable Friday 22 July 2011, and by 1 • have wider benefit or impact September 2011 at the latest. All • exemplify one or more of the key themes listed above projects receiving funding must • encourage progression for learners have completed activity by 31 • encourage those learners who are able to do so to contribute to the costs of their learning March 2012. either financially or in‐kind. Projects will be expected to deliver direct benefits to adult learners and potential learners. In this context the term adults refers to anyone aged 19 or over. 10

Regional Events Regional Events Cont…. Enhanced access to resources through RSS feeds syncing with student Blogs and utilising Supporting progression from Mobile Technologies and iPads vocational pathways to higher education level study through Date: 03/06/2011 ‐ Location: Online online tools providing Information, Price: FREE ‐ Starts: 11.00am until 12 noon Advice and Guidance To find out more view the flyer by following this link Date: 20/06/2011 Book your place by following this link Location: Online Price: FREE Mobile Learning with Foundation Degree Students Starts: 11.00am until 12 noon Date: 08/06/2011 ‐ Location: Online Book by following this link Price: FREE ‐ Starts: 11.00am until 12 noon An Introduction to Instructional To find out more view the flyer by following this link Design for eLearning Book your place by following this link Date: 21/06/2011 Blended Student Support ‐ making effective use of online resources (Information, Advice and Guidance) Audience: This workshop is aimed at anyone with an interest in the Date: 09/06/2011 ‐ Location: Online design, development and delivery of Price: FREE ‐ Starts: 11.00am until 12 noon online learning materials, particularly teachers, lecturers and To find out more view the flyer by following this link trainers wishing to investigate the Book your place by following this link production of online learning, or review the effectiveness of their Using the VLE Standards as a College wide Quality Improvement Tool existing online learning materials. This workshop will also benefit Date: 09/06/2011 ‐ Location: Online current instructional designers who Price: FREE ‐ Starts: 2.00pm until 3.00pm have no formal training. To find out more view the flyer by following this link Location: 8‐10 Berkeley Book your place by following this link Square,Bristol University Price: £165 Turbo T.E.L. (Technology Enhanced Learning) ‐ * JISC RSC Major event * Starts: 10.00am until 4.00pm Date: 15/06/2011 Book by following this link Audience: This highly informative event is aimed at Senior Managers, Practitioners, Trainers, Cloudworks and CloudEngine: Support Staff and all IT enthusiasts involved in teaching and learning within FE, HE, ACL, WBL, Open, participatory and social Specialist Colleges and Partner Organisations. software for discussing and sharing ideas and resources in education Location: South Bristol Skills Academy (City of Bristol College) Price: FREE Date 21/06/2011 Starts: Registration from 10:00am, starting at 10:30a until 4.00pm Location: Online Price: FREE To find out more view the flyer by following this link Starts: 11.00am until 12 noon View a copy of the programme by following this link To find out more view the flyer by Book you place by following this link following this link Book by following this link Facing up to Facebook: Issues for the uses of Facebook with 16‐19 year old Learners‐ A research based exploration Date: 10/06/2011 ‐ Location: Online Price: FREE Starts: 1.30pm until 3.00pm Book your place by following this link 11

RSC South West RSS Integrating Social Media in Education - What is socialfeeds... media? Keep informed about the latest developments and news through our In the past, going back before the internet really took off to before the 90’s we would perhaps RSS feeds. look other sources such as libraries to provide us with the necessary knowledge through books and publications. Social media did not really exist in the same capacity and teachers primarily Feeds are available for our news and used a blackboard to write on when presenting their information to their students, who would events pages here: have to write down lecture notes in workbooks or on paper contained in folders. www.rsc-south-west.ac.uk Nowadays social media is used for so many things, even to provide important services to locate loved ones in the advent of terrible natural disasters such as the Japanese Earthquake. Google To subscribe, click on the RSS feed Person Finder provided a service to do just that, and it helped so many people. Of course this icon from the home page and then was blogged about numerously across the world, Tweeted and shared by people until news hit select the subscribe link. the major radio and television services, who reported on the service Google had provided ‐ with they themselves Tweeting the news and so the cycle of social media really has propelled news and information at a very rapid rate. In fact the dimensions of teaching are evolving The RSC South West have also rapidly as technology and mobile communication created RSS feeds for all their web devices become more advanced. Now we can use 2.0 channels through our Ning social social media to provide an extended teaching and network. Access these below: learning experience as well as enable students to self‐learn and communicate better than they have ever been. But more importantly students are being given a much more equal playing field when it comes to learning because with social media they can: • Share content with their friends and family • Work in their own time • Communicate much more easily through mobile devices and the internet • Teachers can provide more support materials in the form of blogs, video tutorials, podcasts, forums and even online conferencing support. • Resources are available from VLE’s and websites 24 hours a day • Web 2.0 ‐ interactive content and web 3.0 ‐ semantic technology to track what you like Why Use Social Media? RSC South West eNews With social media you can effectively channel content easily, online and share this content using a variety of means. Students are so engaged in new technology, particularly mobile technology. The eNews has evolved!! To most students mobile technology is something they are very familiar with. By enabling mobile technology in the classroom and bolting into that network of cogs social networking you The RSC South West is now can deliver and receive content almost instantly by using RSS (really simple syndication) feeds. using JISCMail newsletter These can be linked to an RSS reader like iGoogle, which will automatically update content as it templates to produce better quality comes in. eNews. What else is good about using social media: To subscribe, please email ‘subscribe’ and contact details to • Teachers can monitor progress in real time • Mobile devices can access resources rsc‐advice@rsc‐south‐west.ac.uk • RSS feeds can provide auto‐updated content • QR codes can link directly to media • Analytics can be used for embedded media • Videos/Audio can easily be integrated into website/VLEs • Resources can be stored online • Teachers/assessors can communicate to students remotely through online conferencing • Courses and sessions can be recorded to avoid repetition • Resources can be more inclusive and accessible • Time and money can be saved! Why not try using social media? Why not start by using our social network? http://jisc‐rscsw.ning.com/ 12 By Matt Ewens

Equality through technology RSC South West Team Technology offers us some real opportunities to deliver more inclusive teaching and learning. ManagerLearners with all levels of ability, studying all kinds of subjects can benefit from easier, less‐ restricted access to course information, improved availability of John Mckenzie resources and flexible delivery via a VLE or personal device. Current financial Administrator/constraints make remote access to online resources and tutors more cost effective for both Event Coordinatorlearner and provider. The recent Equality Act, SED and the inspection requirements for Equality and Diversity (Ofsted limiting grade) mean that good Jan Holt inclusive practice that can really impact on recruitment, retention and results is merging with the legal responsibility for equality of provision. JISC TechDis have eLearning Advisersproduced guidance on making the Single Equality Duty meaningful and Improving the 3r’s through Technology. Organisations can begin the process with a free online Dan McCaffrey self‐assessment of their inclusive practice. David Rowe Julia Taylor The JISC RSC SW offers support with embedding inclusive practice and your RSC SW advisors Lyn Bender can help you get started. The RSC Inclusion offer includes information and advice on the four Noel Davis key areas that will help providers identify and embed good practice across the organisation. RSC Tracey Morris SW will be delivering a series of online webinars that cover the 4 key areas of delivering equality David Bevington through technology throughout the summer and Autumn terms starting on the 26th of May: Information Officer • Assessing and Monitor your Inclusive practice Matt Ewens • Creating Accessible Learning Resources and making good use of the VLE • Providing wide access to assistive technology and promoting learner independence and Contact: Tel: 01752 587031 involvement • Recognising and investing in Staff skills in supporting learners Email: rsc‐advice@rsc‐south‐ west.ac.uk The webinars will be publicised via the inclusive learning mailing list and the RSC SW Inclusivity NING group where there will be pre‐event information and discussion. The sessions will be re‐ JISC Regional Support Centre corded and made available as part of the RSC Inclusivity offer. If you would like more informa‐ Southwest tion, to join the NING or mailing list or if you would like to University of Plymouth, discuss the self‐assessment process please contact juliataylor@rsc‐south‐west.ac.uk Babbage Room 316 Drake Circus Plymouth. PL4 8AA Managing and Syncing Mobile Devices, Practical Phone: 01752 587031 Email: rsc‐advice@rsc‐south‐Solutions to Volume Purchasing west.ac.uk The app store has a ‘US’ App Store Volume Purchase Program, with the aim being to provide educational institutions to purchase iOS apps in volume and distribute the apps to their users. This has brought about some issues of ownership with regard to the devices themselves as well as usability issues and syncing to iTunes accounts. Some colleges have tried to get around the ownership issues and problems with installing apps on multiple iOS devices by providing their students with iTunes gift cards, so that the students can buy the apps through their own iTunes accounts to install on their college iOS devices. However all the apps are linked to all the students’ accounts and in theory are not ‘owned’ by the college even though the college owns the iOS device. One way would be to sync all the iOS devices with a single iTunes account, except according to the terms of use you are not legally allowed to. If you have a class set of devices then in theory you "need" individual iTunes accounts for each device. 13

Useful websites Business and Community Engagement: How can JISC support Institutions?Pearltrees Knowledge transfer, innovation and employer engagement are high on the Governments Pearltrees is a great way of quickly agenda for economic prosperity and quality of life and are major drivers for strategic change in storing interesting web pages. It educational institutions. also has a useful plugin for Firefox. With Pearltrees you can also link to JISC supports colleges and universities in the strategic management of relationships with other related trees. partners and clients external to the institution, and in managing the associated activities and services, such as knowledge exchange and workforce development. In the present (and likely It is interactive and easy to use and future) economic climate, the propagation and development of these new revenue streams is the RSC SW’s own Pearltrees likely to becoming increasingly significant, and JISC have developed a plethora of resources to account may be a good starting support these Institutional developments. point. The benefits of effective business and community engagement include a more highly skilled Please visit the following link workforce, a more efficient, dynamic and sustainable economy and a more cohesive, knowledge‐enabled society. Huffduffer Institutions’ external partners encompass the private and public sectors, the third sector and the wider community. Business and Community Engagement (BCE) combines knowledge transfer This is a useful website that allows and exchange with employer engagement, the latter supported jointly with e‐Learning. Through you to huff‐duff audio files easily, their cross‐cutting work, JISC helps develop synergies and efficiencies between institutions’ creating podcasts. The huff‐duffed strategies, systems and processes to enhance their ability to manage and deliver these activities audio have their own RSS feeds and ‐ and the related services ‐ in an innovative and sustainable way. Some of the “highlight” JISC can be subscribed to i‐Tunes. The resources you may want to avail yourself of include: audio podcasts can also be tagged. JISC InfoNet Infokit: Embedding Business and Community Engagement Please follow the following link to find out more …or Embedding BCE for short, was a project commissioned to investigate the integration of BCE functions within further and higher education institutions. Hashtags.org BCE is not something new to further and higher education. Its an integral part of what the sector This is a useful website to find out aims to achieve and links very closely with both Learning and Teaching and Research. about whether a hash tag is being used by someone on Twitter. It also Findings from this resource are based upon work carried out within our five partner institutions. provides statistics about the tags. This resource distils the learning from working with each of our five institutional partners and provides: Please follow the following link to find out more • Resources to review business and community engagement activities within your own institution Paper.il • An explanation of barriers/issues associated with business and community engagement activities within further and higher education This website will create an entire publication based on your Twitter It includes a “Diagnostic and Self Evaluation Workbook” designed to help educational list! It is easy to use and is a much establishments to review and evaluate the extent to which Business and Community more visual way to get the most out Engagement processes and strategy is embedded within the mainstream activities of the of Twitter. institution. http://www.jiscinfonet.ac.uk/bce/embedding‐bce Please follow the following link to JISC InfoNet Infokit: Using Collaborative Online Tools for Business and Community find out more Engagement Why not subscribe to the JISC RSC Collaboration is at the heart of Business and Community Engagement (BCE), manifest in three SW Paper.il publication, follow this dimensions: within institutions (across disciplines and functions), across institutions, and link to view between institutions and external partners. While effective and sustainable collaboration requires initial (at least) face‐to‐face contact, the vast majority of BCE collaborative work is heavily dependent on virtual collaboration through email, telephone or online tools and resources. In a severely time‐constrained and information‐heavy environment, it is critical that tools that enable collaboration are simple to use, with minimal risk and mutually convenient. Web technologies, in particular, offer exciting opportunities to meet these needs. 14

Share, Debate and Create on Cloudworks BCE Engagement: How Cloudworks is a specialised social networking site for sharing, debating and co‐creating ideas as can JISC support well as designs and resources for teaching, learning and scholarship in education. Central to the institutions Continued… development of the site has been the belief that one of the key challenges in encouraging more innovative learning design and better use of technologies is getting educators to share designs The Trialling of Collaborative Online and ideas. The site is based around the idea of "social objects" surrounded by a social space for Tools for BCE project aimed to discussion. These social objects can be cumulatively and collectively improved. The site has enhance and empower BCE been co‐funded by JISC and The Open University, and has ca.4000 registered users and visitors collaboration among practitioners, from 165 countries (Feb 2011). between institutions, and between institutions and external partners, Cloudworks is a site for finding, sharing and discussing learning and teaching ideas, experiences through the testing and piloting of and issues. The aims are to: selected web technologies, tailored as appropriate, in specific BCE • enable people to find, share and discuss learning and teaching ideas collaborative contexts. • connect people with similar educational interests through social networking • provide inspiration on designing learning activities and developing resources 8 trials took place in a variety of • showcase the work of individuals and communities who want to reach existing but also new different BCE contexts, and the audiences results informed the development • provide a place for different communities to discuss, collaborate and aggregate relevant of this InfoKit. materials, ideas and designs • encourage sharing, especially among people who have not shared learning and teaching http://www.jiscinfonet.ac.uk/ ideas and experiences before. infokits/collaborative‐tools Unlike many existing educational repositories, the emphasis is on building a dynamic collection There are a plethora of other BCE of ideas and experiences; via a variety of educational content (learning designs, case studies, resources available under the resources and tools) plus active discussions about the use and effectiveness of this content in umbrella of the JISC Advance different contexts. The voice of users of the site, their experience, reviews and reflections on services; for a further exposition, the content of the site is a central feature. look here: http:// www.jiscadvance.ac.uk/external‐ Visit the Cloudworks website by following this link engagement Create you own social website based on Cloudworks Alternatively, if you want to personally discuss someof the issues code and ways in which JISC can support, please contact the JISC RSC South Recently (October 2010), the code behind Cloudworks was released as free and open source West HE eLearning Adviser Dan software under the name CloudEngine. The CloudEngine software has been built with McCaffrey directly: accessibility in mind. It is lightweight and enables communities to easily and quickly set up their own social networking site with all the functionality of Cloudworks. danmccaffrey@rsc‐south‐west.ac.uk The target audience is practitioners in HE and FE, although the site may also be of interest to or 07834 678160 other formal and informal educational sectors. Cloudworks is being developed by the Institute of Educational Technology at The Open University. It is part of the Open University Learning Design Initiative (OULDI) project and is funded by both the Joint Information Systems Committee (JISC) and The Open University. 15

Tutorials Facebook Study: Cornwall CollegePearltrees Basic Overview Cornwall College were recently allocated some funding from LSIS (The Learning and Skills Improvement Service) to research the efficacy of Social Networks, explore the benefits and Explaining how to use Pearltree address the concerns of using Facebook with students aged 16‐19, to look at how Facebook pages and groups can be used within teaching and learning, to provide information regarding Click here to watch the video one particular ‘hot potato’ – namely the befriending of students ‐ and to examine learners’ attitudes towards using Facebook. Case studies featuring local examples of Facebook within How to create Twitter lists and Cornwall College and it’s feeder schools further contextualise the information contained in the Paper.il publications briefing paper. These are chronicled below. This video shows you how to create Kym O’Mara, a Sport and Public Services lecturer based at Cornwall College’s St Austell campus is a Twitter list and how to use a list one of the administrators of a page on Facebook set up specifically to communicate with to create a paper.il publication, learners. She says: which automatically creates for you everyday. “The primary use of our Facebook fan page was to communicate with Cornwall College students and in particular, sports students about sports fixtures and events. The page is linked directly to Click here to watch the video our Sport Google site and updates appear on the fan page via a social RSS feed. The secondary benefit is the updates appearing on the “News Feed Wall” of our fans, which friends of fans will Plain Text Feature in Ning see this then acts as a marketing tool. This video shows you how to use As we have created a ‘Fan Page’ and not a group or the plain text feature in Ning to a new profile we are not befriending students, remove text formatting giving them access to any of our personal profiles or displaying any photos other than those we have Click here to watch the video control over uploading. We monitor the page on a regular basis to oversee what is being posted and How to embed Slideshare by whom, anything inappropriate is immediately presentations into Ning deleted. We can assess through Google Analytics that the days of peak traffic for our website (Weds/Using the embed code to add Thurs) coincide with the Facebook updates being presentations to your websites posted with traffic being redirected from the fan page to our website, thus proving it working for the Click here to watch the video purpose intended.” Joshua Manfredi and Sam Bennetts are regular users of the page. They say: “the Facebook page is a great thing to have. We can look at pictures from events and fixtures, check sports results, and as we spend a fair bit of time on Facebook anyway, page updates instantly appear on our Facebook pages and via RSS feeds. It’s really easy to use and a good way to talk to other course members and our tutors.” Hazel Selley works at Cornwall College’s Newquay campus and teaches, among other things, Animal Science, Diversity, Classification and Evolution and Genetics and Reproduction in Aquatic Organisms. She started using Facebook when she realised that her learners were far more likely to respond to her via the social networking site as opposed to via email, realising the need to go to where her learners were. She uses the Cornwall College Diversity, Classification and Evolution page on Facebook as a ‘virtual information point’ or notice board, posting information about room changes, course changes, lecture dates, and any other course‐based reminders that, usually, would be emailed to her learners. She also adds links to websites of interest and has uploaded a wealth of films from the BBC that link explicitly to the page’s subject area. Importantly, Hazel also uses the page to expand upon the content covered in lessons. Other members of Hazel’s department have signposted their own students to the page and have expressed an interest in setting up their own qualification themed areas on Facebook. “When you are on a long plane journey, you turn off your phone ‐ and, to an extent, switch off your life ‐ for 8 hours. As soon as those hours are over and you have left the plane, you can switch your life back on again. For many children, school is the place where they turn their life off for eight hours every day.” 16

Continued…. Mobile AppsThis quote, paraphrased from an American student, had real resonance for Tony Bird, Director Google Launches Movies for of Communications and Simon Elliot, Director of Digital Technology from Mount’s Bay School in Android Penzance. Through a number of observations: amongst them that students have Facebook installed on their mobile phones, yet Internet access to the social networking site is blocked in Google has unveiled Google Movies many schools, and that younger people just don’t engage with email ‐ so the need is to for Android, a new app that allows communicate with and engage students “where they are at”, as opposed to assuming that they users to rent and play movies on will come to you. “Use the skills they already have ‐ don’t fight against them”, says Simon. their tablets or phones. Tony echoes this sentiment: “Stop banning ‘stuff’ ‐ we need to go to where the learners are!” Read more by following this link As a result of their observations, Simon and Tony decided to set up a page for the school on Facebook. As Tony says: “It felt like something we needed to do.” The page is used as a virtual Android@Home Lets You Control noticeboard and a place to share the school’s successes, announcements and day‐to‐day images Your Lights & Appliances Wirelessly and information regarding ‘what’s going on’. The intended audience are both students and, importantly, their parents who both Tony and Simon feel should be as informed about the daily Google has just unveiled the running of the school as the students and teachers . Android@Home framework, a set of protocols for controlling light Mount’s Bay School aren’t using Facebook as a Virtual Learning Environment, but as a way of switches, alarm clocks and other breaking down barriers between learning and interaction ‐ making learning more of a two‐way home appliances through any process. The school hasn’t carried out any formal research into the effectiveness of the page as this is still very much the start of their journey into using Facebook. However, anecdotal evidence does more than suggest that there is in improvement in learner engagement. Finally, addressing fears of misuse, Tony asks the simple question: “How can you teach students the rules of IT appropriately if you don’t let them experiment?” The paper contains a lot more useful research and information, including guidance on generating Institutional Policies in relation to Facebook usage for 16‐19 year old learners and an analysis on student outcomes and Learners Attitudes to using Facebook and other social networks. Android device. Facing up to Facebook: Issues for the uses of Social Read more by following this link Networks with 16-19 year old Learners Google release Google Translate for iphone: http://bit.ly/g8Fr1n At 1.30pm on Friday 10th June Cornwall College and the JISC Regional Support Centre South West are hosting an a webinar (a live on‐line briefing and discussion) on Using Facebook to Sneak Peek Screenshots of Improve Student Outcomes in the 16 ‐ 19 Phase to discuss the findings of this report. Moodbile mobile app for Moodle http://goo.gl/fb/ShoLW The webinar is free ‐ it is part of a Cornwall‐based Learning and Skills Improvement Service (LSIS) Improving Teaching and Learning Through Technology Project. The webinar will explore iPhone, iPad and iPod touch Apps the benefits and obstacles to using Facebook, look at a number of case studies from Cornwall as for (Special) Education referenced previously, and discuss a draft of a model safe use policy. A briefing paper, cases Visit the link to view studies and the draft policy will all be available for download before the event. To participate in this webinar you will need a computer with internet access and speakers or headphones. The Mobile Air Mouse ‐ iPad app seminar will obviously be of particular interest to Colleges (and schools) with 16‐19 year old students. This great app allows you to control your computer screen using an You will need to reserve your place using the online booking system at: iPhone or iPad http://www.rsc‐south‐west.ac.uk/index.php?p=14 Watch the demo video on YouTube Photosynth Capture 360 panoramas on your iphone: http://bit.ly/jx8X52 17

Post Event Webinar A refreshing new look for the Excellence GatewayResources The Excellence Gateway homepage has had a major redesign! Although this is a temporary arrangement while they carry out a complete ground‐up rebuild of the whole site, we would 01.06.11 ‐ Using the VLE, Digital agree the refreshed homepage is a big improvement. Media and Mobile Devices to Support Higher and Further The reasons behind the changes Education Learners The changes have come as a result of extensive research and consultation with professionals Watch the full video here from across the sector including partners and providers. 16.05.11 ‐ Inclusive Learning Online What are these changes? Update The Excellence Gateway homepage is more engaging, interactive and easier to use. It has five Watch the full video here pathways to key content and highlights the most popular resources on the Excellence Gateway. 16.03.11 ‐ Data Mining ‐ Informing So how does this affect you? your Decision Process Through Better Business Intelligence These changes do not affect the service, resources or tools currently available on the Excellence Gateway; and they have simply been refined on the homepage to make the site work better for Listen to the podcasts by joining our you and help you find what youre looking for. Ning here Visit the new Excellence Gateway homepage 25.03.11 ‐ Specialist Colleges Forum Case Studies and Good Practice Evidence Watch the full video here As part of the improved developments with the Excellence Gateway homepage, they have created a new Good Practice Evidence area under the Looking for... section. Within this new area 26.01.11 ‐ LRC Online Update they have included valuable case studies from a number of sources, including the Ofsted Good Practice Database, research resources, Skills for Life, Making use of safeguarding training, ALP: Watch the full video here Learning Innovation Grant Exemplars and much more. 13.12.10 ‐ Using Technology in Please follow this link to access the Good Practice Evidence webpage New Builds to Inform, Inspire and Engage The JISC RSC sourced case studies can be found within this new area and also within the landing page of the Teaching and Learning pathway. To access this area select Teaching and Learning Watch the full video here and in the third box headed Using Technology you will see that the first link in this box points to the RSC case studies. 01.12.10 ‐ Learning Resources Online Update Please follow this link to access the Teaching and Learning pathway Watch the full video here 07.12.10 ‐ Inclusive Online Update Watch the full video here 06.12.10 ‐ Bridgewater College mLearning Watch the full video here 01.12.10 ‐ Specialist Colleges Forum Watch the full video here 18

£6.5 billion announced for universities and colleges in Career Learning,England Information, Advice and Guidance (CLIAG)HEFCE will distribute £6,507 million to 130 universities and higher education colleges, and 124 directly funded further education colleges, for the academic year 2011‐12 LSIS, in partnership with providers, has developed a new section on the The main elements of the grant are: Excellence Gateway to help staff to develop the skills and knowledge £4,339 million for teaching necessary to provide career £1,558 million for research learning, information, advice and £150 million for knowledge exchange guidance (CLIAG) for learners. The £30 million for moderation funding to smooth significant year‐on‐year reductions new section offers easy access to a £223 million for earmarked capital grants range of useful publications and £207 million for special funding. guidance including continuing professional development materials. Key points It also provides information to help people plan, manage and develop HEFCE has concentrated on supporting a smooth transition in 2011‐12 to the new funding their careers.regime in 2012‐13 when more funding will be routed to institutions via the student loans system widening participation and improving student retention have been prioritised by maintaining Visit the CLIAG section of the funding in cash terms for these elements of teaching funding funding for research is being Excellence Gateway allocated more selectively by prioritising internationally excellent and world‐leading research knowledge exchange funding is being maintained in cash terms, and incentives to increase Twitter Tipsinteraction with business are being increased by concentrating funding on the most effective performers. The JISC RSC SW has been using Twitter for roughly 6 months now To read the full story please visit the HEFCE website by following this link and it is already proving not only a very useful communication tool, but as a way of highlighting resources and syncing up to other web JISC RSC SW Pearltrees services using RSS feeds ‐ for example Google reader. Why not have a look at the JISC RSC SW Pearltrees page? This has a large host of information and useful website that are easy to view ‐ connect and share! We can also embed our own activity of tweets within our social network, which is another useful feature to keep our network of providers up‐to ‐date. With additional online services such as the Hashtags.org website, we can also quickly check to see if certain hash tags are being used by others and check our own statistics for our own hash tags, which are quite an important part of Twitter as a whole. Twitter is also a great communication tool and used well, you can mention users via adding their address before a tweet, by simple using the @ symbol. Twitter etiquette is another important Access our Pearltrees by following this link ` aspect, making sure that users who re‐tweet your own posts are thanked and appreciated. This encourages a good collaborative spirit and engages with people, who are more likely to see value with your feeds. 19

Great Educational NotesTweeters! Make notes of things that you have seen in this newsletter that you may want to follow up Steven.W.Anderson ‐ web20classroom • Websites • Contacts Martin Hawksey ‐ • Things to find out more about @mhawksey Pete Cashmore ‐ @mashable ACLjohn ‐ @ACLjohn Craig Mills ‐ @rscnescotland C4LPT: Jane Hart @C4LPT Julia Ault ‐ @juliadesigns LSIS ‐ @LSIS_Updates BBC Education ‐ @BBCeducation JISC RSC YH ‐ @JISC_RSC_YH NIACE ‐ @NIACEHQ Excellence Gateway ‐ @egateway JISC Digital Media ‐ @jiscdigital JISC Legal ‐ @jisclegal Paul McKean ‐ @MoodleMcKean Aneesh Bhat ‐ @aneesh_bhat Paulo Simoes ‐ @pgsimoes Meg Wilson ‐ @iPodsibilities Brian Kotts ‐ @briankotts 20

JISC RSC SW Newsletter Issue 19, June 2011

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JISC RSC SW Newsletter Issue 19, June 2011 Document Transcript