http://picta-lewes.blog.co.uk/He who opens a school door, closes a prison - Victor Hugo en-EUMokoFeed10http://picta-lewes.blog.co.uk/http://data5.blog.de/design/preview/12/95a5e24640e9065601913f6216dd17_160x200.jpghttp://picta-lewes.blog.co.uk/2008/02/29/prison-education-the-way-forward-3797212/tag:picta-lewes.blog.co.uk,2008-02-29:/2008/02/29/prison-education-the-way-forward-3797212/Fri, 29 Feb 2008 14:17:40 +0100 <p>Today the BBC announce that since June 2007 18,600 prisoners have been released 'early' from their sentences to accommodate the general increase in prison population. </p> <p>With most of those released early almost certainly making up the numbers of those coming back into prison, one has to ask how do we stop re-offending.</p> <p>In the past the Prison Service has had to concentrate most of its efforts into insuring that prisoners have the grasp of the 3 R's, but in recent times this has changed considerably, with more work based vocational training being made available.</p> <p>PICTA leads the way with e-learning programs where the student/prisoner learnt at their own pace and in a more friendly environment. At HMP Lewes this is soon to take one step further. </p> <p>We are currently pursuing funding to install 172 new cells with a variety of training materials fed to the prisoner. This will require the use of a joint TV/computer screen, where educational content can either be via tv like <a href="http://www.kickstarttv.co.uk/">KICKSTART TV</a> or furnished by an educational server via screen/keyboard/mouse.</p> <p>It is aimed at stimulating the student/prisoner needs in letting them continue learning after their normal daily educational provision has ended. PICTA is aiming to have it's CISCO and ECDL materials hosted on the server to allow students to progress faster than they normally would through the complexities of learning new IT skills.</p> <p>We are not aiming to replace current teaching provision, but more to enhance it. Prisoners can spend up to 18 out the 24 hours a day 'banged up' and this system allows them to use this time more productively. </p> <p>I am sure there will be those that will moan that we are bending over backwards for prisoner needs at the detriment of other public services. But I am sure that they would rather prefer a inmate that departs prison with the tools to actively gain employment, rather than drifting back into old habits. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2008/02/29/prison-education-the-way-forward-3797212/#comments">Comments</a> </small> </p>prisonblended-learningpictakick-start-tve-learningeducationhttp://picta-lewes.blog.co.uk/2008/02/29/prison-education-the-way-forward-3797212/#commentshttp://picta-lewes.blog.co.uk/2007/08/13/crossword_for_geeks~2803140/tag:picta-lewes.blog.co.uk,2007-08-13:/2007/08/13/crossword_for_geeks~2803140/Mon, 13 Aug 2007 20:56:33 +0200 <p class="center"><a href="http://photobucket.com"><img src="http://i177.photobucket.com/albums/w204/prydwen_2007/crossword1.jpg" border="0" alt="Photo Sharing and Video Hosting at Photobucket"></a> </p> <p class="center"><a href="http://photobucket.com"><img src="http://i177.photobucket.com/albums/w204/prydwen_2007/crossword2.jpg" border="0" alt="Photo Sharing and Video Hosting at Photobucket"></a></p> <p>PDF Version for download<br> <p class="center"><a href="http://www.blog.co.uk/srv/media/media_item.php?item_ID=1880441" title="crossword"><img src="http://www.blog.co.uk/srv/media/img/pdf.gif" alt="crossword" vspace="5" hspace="5"></a></p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/08/13/crossword_for_geeks~2803140/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/08/13/crossword_for_geeks~2803140/#commentshttp://picta-lewes.blog.co.uk/2007/08/13/t4t2_evaluating_training~2800741/tag:picta-lewes.blog.co.uk,2007-08-13:/2007/08/13/t4t2_evaluating_training~2800741/Mon, 13 Aug 2007 13:59:00 +0200 <p>There is a great benefit from evaluating training as feedback to the tutor that they are achieving goals set out when designing courses. The only problem is that these evaluations are often undertaken at the end of a course where an damage may have already be done. Evaluation is an ongoing process that should be addressed and actioned upon by the tutor at any time during the training process.</p> <p>I feel that the general Training Evaluation forms that are dished out at the end of the course do not truly reflect the processes as it is quite often given to the student when they are about to leave where they have other things on their minds other than filling out forms.</p> <p>So companies and tutors may do this deliberately to ensure that they get positive responses, but I myself would rather know truly what I was doing right/wrong.</p> <p>I have had experience of rather basic forms with yes/no answers, like 'Did the course meet your needs?' to really elaborate forms where they want your inside leg measurement.</p> <p>I prefer to evaluate my training during my one-to-one conversations with students when we address their Individual Learning Plans on a weekly basis. One of the reasons that I do it this way is that you cannot be guaranteed in a prison environment of having a student for the whole duration of the course and so they may be moved on before you can get them to fill out an evaluation form.<br> <a href="http://www.blog.co.uk/srv/media/media_item.php?item_ID=1880446" title="feedback"><img src="http://www.blog.co.uk/srv/media/img/pdf.gif" alt="feedback" vspace="5" hspace="5"></a> Feedback Form </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/08/13/t4t2_evaluating_training~2800741/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/08/13/t4t2_evaluating_training~2800741/#commentshttp://picta-lewes.blog.co.uk/2007/08/13/t4t2_giving_feedback~2800607/tag:picta-lewes.blog.co.uk,2007-08-13:/2007/08/13/t4t2_giving_feedback~2800607/Mon, 13 Aug 2007 13:32:05 +0200 <p>There is a school of thought that feedback must always be positive even when it is negative. The Prison Service trains all its management the process of what we call the S**T Sandwich. This is when you want to give a negative feedback you sandwich it within two pieces of good feedback. The problem is that some individuals are so poor at giving this that as soon as the praise part comes you think 'what have I done wrong now'! This then has the reverse effect of what it sets out to attain.</p> <p>These are the primary principles about feedback: <ol> <li>Feedback Is Not About Forms - If you use forms as the basis for discussions about performance, you change only one thing - what might have been a natural, helpful conversation into an awkward, anxious inspection.</li> <li>Feedback Delayed Is Feedback Denied - The once- or twice-a-year evaluation is a creature of the past. Today's learners are expected to be project-driven, results-oriented. That doesn't fit with the old model of reviewing performance every 6 or 12 months</li> <li>Feedback Is Where You Find It - Feedback does not need to be presented in a formal setting. Put the student at ease and speak to them where they feel more comfortable.</li> <li>Giving people a Reward isn't the Same as Giving them Feedback - Feedback is an adult thing, not a pat on the head and a sweetie. Feedback is not to be confused with appraisal, otherwise the learner will always be looking for a reward when told they have done something good. Good feedback should be reward enough and the recipient should go away contented that they 'did good'.</li> <li>Always Get Feedback on Your Feedback - Trainers' impressions of the feedback they give and their students' impressions of the feedback they get can be a little delusional . Most trainers need a reality check and can do so by following these steps of self feedback:</li> </ol> <ul> <li>What prompted me to give feedback on that matter at that time?</li> <li>Did I check my facts first?</li> <li>What was the substance of the feedback?</li> <li>Was there any concrete action as a result?</li> </ul> <p>It is evident from the entries about feedback on the forum that it is seen as a motivational tool necessary to ensure a good bond between student and tutor. The fear is that the wrong sort of feedback can have a detrimental effect instead of its desired purpose. We touched on the need for the student to be a reflective learner to benefit best from feedback. (Maybe feedback can be added to a students reflective journal). We also looked at when is it best to give feedback, should it be after or during the learning process. Also should this feedback be praise and accolade in front of the group or more personal to ensure they don't feel uncomfortable. What we do all agree though is that any feedback should comply with the principles of clarity, specificity, support, timebound and overall developmental. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/08/13/t4t2_giving_feedback~2800607/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/08/13/t4t2_giving_feedback~2800607/#commentshttp://picta-lewes.blog.co.uk/2007/08/13/t4t2_training_needs_analysis~2800577/tag:picta-lewes.blog.co.uk,2007-08-13:/2007/08/13/t4t2_training_needs_analysis~2800577/Mon, 13 Aug 2007 13:27:08 +0200 <p>I have been involved in Training Needs Analysis since working for Racal Acoustics back in the 1980's. It is a necessary part of training delivery and shouldn't be undertaken half hearted. </p> <p>In recent months my training need analysis has been around the general need of the prison due to its pursuing Investors in People recognition. Attached is my latest analysis based around looking at the ITC needs of prison staff at Lewes.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/08/13/t4t2_training_needs_analysis~2800577/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/08/13/t4t2_training_needs_analysis~2800577/#commentshttp://picta-lewes.blog.co.uk/2007/08/13/t4t2_atributes_of_a_trainer~2800438/tag:picta-lewes.blog.co.uk,2007-08-13:/2007/08/13/t4t2_atributes_of_a_trainer~2800438/Mon, 13 Aug 2007 12:56:31 +0200 <p>Being an e-trainer or 'facilitator' I have to concur with Clive Shepherd of Fastrak Consulting that an e-trainer needs "<strong>the ability to adapt training materials to be extremely visual, allowing plenty of opportunities for the trainees to interact with online tools, such as whiteboard, polling and application sharing"</strong>.</p> <p>Learning guru Peter Honey also sums up the best attributes of a trainer as being someone who <strong>"sees life is a series of befores, during and afters, with the quality of the during largely determining what happens before and what happens after".</strong></p> <p>Not all trainers fit in with on-line learning in fact Don Taylor of InfoBasis points to a trainer totally unsuited for e-learning that of a <strong>'classroom charismatic'</strong>, this person has the force of personality to succeed, but much of the time is just winging it. A good e-trainer does not need to be charismatic, but they need structure and an ability to both get learners involved and respond to the audience needs.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/08/13/t4t2_atributes_of_a_trainer~2800438/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/08/13/t4t2_atributes_of_a_trainer~2800438/#commentshttp://picta-lewes.blog.co.uk/2007/08/13/t4t2_advantages_and_disadvantages_of_e_l~2800420/tag:picta-lewes.blog.co.uk,2007-08-13:/2007/08/13/t4t2_advantages_and_disadvantages_of_e_l~2800420/Mon, 13 Aug 2007 12:53:08 +0200 <p>Looking at e-learning more deeply now than when I first started delivering it I realise that it has definite Advantages and Disadvantages over conventional teaching.<br><strong>Disadvantages:</strong> <ul> <li>It can be seen as sterile and impersonal where the student spends a lot of time in his/her own learning zone. These is a need of some personal feedback as well to ensure that the student does not feel left on their own.</li> <li>It can be allowed to run unsupervised and in to a culdesac if the tutor doesn't monitor achievement and or commitment.</li> <li>It can be looked on by education departments as a 'cheap option' so reducing the number of skilled tutors.</li> <li>On the reverse it can be costly to set up initially if you are starting with a learning environment with no ITC equipment at hand.</li> <li>Is taken for granted that students have access to ITC at home. This can include access to a telephone line.</li> </ul> <strong>Advantages:</p> <p></strong> <ul> <li> It allows the tutor the facility of having a classroom of students working on a variety of subjects at different stages on a roll-on roll-off basis eliminating the need of having a general class start/end date. ( I  'facilitate' 40 students doing 8 different courses at any one time).</li> <li>Student diversity of classrooms. Delivering CISCO courses can involve students from the 4 corners of the world all in a virtual class with a tutor on webcam. There are 120+ countries on the CISCO circuit so it really helps towards reducing the 'Digital Divide'</li> <li> Online learning encourages independent learning/study and builds self confidence.</li> <li> It enables widening participation and social inclusion.</li> <li>Allows access to online course at any time/place and learners can work at their own pace.</li> </ul> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/08/13/t4t2_advantages_and_disadvantages_of_e_l~2800420/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/08/13/t4t2_advantages_and_disadvantages_of_e_l~2800420/#commentshttp://picta-lewes.blog.co.uk/2007/08/13/t4t2_learning_styles~2800285/tag:picta-lewes.blog.co.uk,2007-08-13:/2007/08/13/t4t2_learning_styles~2800285/Mon, 13 Aug 2007 12:28:54 +0200 <p>When looking at learning styles tutors should be more adaptive to students needs, rather than students having to come out of their comfort-zone of achievement to fulfill a tutors style of teaching.<br> E-learning can facilitate this as it can be adapted to suit the need of the student more than 'front of class' run lessons. We assess the learning needs of all our students when they register for our courses and try to match deliver as near as we can to this need. Not to say we haven't hit a few problems, including working with a student with split personalities. I feel e-learning offers the opportunities in personal development that will make it easier to deliver to diverse students, but however, I feel that on-line learning quite often fails in this requirement.</p> <p>Has any body had involvement in the use of NLP (neuro-linguistic programming) in teaching? The reason I ask is that when assessing a students Primary Representational Systems we look at a wider area of stimuli.<br> The 'predicates', as they are called fall in to 6 groups which can and do have an influence on how the learner learns. The 6 predicates are:<br> visual (V),auditory tonal (At), kinesthetic (K), olfactory (O), gustatory (G), or auditory digital (Ad). When working with special needs students you may find that these have a major influence on how they perceive the world and how best to approach their learning needs. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/08/13/t4t2_learning_styles~2800285/#comments">Comments</a> </small> </p>learning-styleshttp://picta-lewes.blog.co.uk/2007/08/13/t4t2_learning_styles~2800285/#commentshttp://picta-lewes.blog.co.uk/2007/02/23/embracing_technology~1790374/tag:picta-lewes.blog.co.uk,2007-02-23:/2007/02/23/embracing_technology~1790374/Fri, 23 Feb 2007 11:10:21 +0100 <p>Developments in recent months in e-learning have turned from a trickle to a full-on torrent. As more and more agencies embrace the concept of technology working <u>in</u> education (not taking over as some think),better and better resources are becoming available to the <del>teacher</del> disseminator of learning and learner alike.</p> <p>Latest facility that I can see being widely used is the BECTA run <a href="http://personalisinglearning.info/">personalised learning support and discussion site</a> which will help fuel the debate.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/23/embracing_technology~1790374/#comments">Comments</a> </small> </p>personal-learninge-learningbectahttp://picta-lewes.blog.co.uk/2007/02/23/embracing_technology~1790374/#commentshttp://picta-lewes.blog.co.uk/2007/02/19/i_am_not_a_number_i_m_a_free_man~1765283/tag:picta-lewes.blog.co.uk,2007-02-19:/2007/02/19/i_am_not_a_number_i_m_a_free_man~1765283/Mon, 19 Feb 2007 09:33:18 +0100 <p><strong>Straw poll anyone?</strong></p> <p>Interested to gauge the opinion of the blogosphere as to the necessity to introduce a 'Unique Learning Number' to all students from the time they start school right through adult learning.</p> <p><strong>Positives put forward are:</strong><br> •Easier to track student progress in conjunction with an e-portfolio</p> <p>•Easier transference of student information when moving from institution to institution</p> <p>•Can be used to qualify students for tests as a means of identification</p> <p>•In adulthood can be used for further education and employers to ratify learning achievements. </p> <p><strong>Negatives:</strong><br> •Further proof of a nanny state – Big Brother</p> <p>•Security of information</p> <p>•What do you do with students already in the ‘system’?</p> <p>I have no problem with the system as we already have a National Insurance Number that has been around since year dot. What I would like to see the Government do is link this to an education token system where all ‘students’ from cradle to grave be issued redeemable ‘Learner Points’ each year that can be cashed in for further education courses or save up for more adventurous training needs such as a degree course. </p> <p>Over to you…</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/19/i_am_not_a_number_i_m_a_free_man~1765283/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/02/19/i_am_not_a_number_i_m_a_free_man~1765283/#commentshttp://picta-lewes.blog.co.uk/2007/02/16/becta_conference_on_personalising_learni~1751599/tag:picta-lewes.blog.co.uk,2007-02-16:/2007/02/16/becta_conference_on_personalising_learni~1751599/Fri, 16 Feb 2007 15:23:17 +0100 <p>Yesterday I was invited to attend the BECTA conference on Personalising Learning.</p> <p>The aim was to look at how technology can support and advance the personalisation of learning, which should not be confused with individual learning or one-to-one.</p> <p>BECTA break up personalised learning into 7 key elements:<br> 1. The Learning and Teaching Dynamic<br> 2. Assessment<br> 3. Flexible curriculum<br> 4. Learning Environment<br> 5. Support Networks<br> 6. Personalised content<br> 7. Responsive infrastructure.</p> <p>BECTA had invited 76 agencies, colleges, schools and businesses including such diversity as the Scottish Qualifications Authority, Department for Education and Skills, NIACE, BBC Jam, Pearson Education, Schoolzone to name but a few. We were divided up into 14 tables of 8 people (including a scribe and data imputer from BECTA for each table). </p> <p>The day was broken up in to 4 sections dealing with:<br> ‘Assessments’ lead by a key speech from Niel McLean Executive Director of BECTA.<br> ‘The Learning and Teaching Dynamic’ lead by Tim Rudd of Futurelab<br> ‘Support Networks’ lead by Dr Joe Armitage of LB of Hounslow<br> and<br> ‘Personalised Content’ lead by Geoff Rebbeck of Thanet College.</p> <p>After each key speech we were allowed to work in our own groups to bullet point areas of discussion and answer the questions asked. The results of the brain-storming were dissected and debated further by the entire group with the intention of formalising a ‘plan of action’ to be developed by BECTA.</p> <p>There were some radical ideas prescribed including<br> •scraping of the current educational curriculum in favour of a more flexible option using a portfolio of courses instead of fixed curricula<br> •developing transfer of empowerment from teachers to students to develop and lead their own education<br> •developing closer working relations between local employers and FE colleges<br> •further develop 24/7 schooling, using Campion School Northamptonshire as best practice<br> •development of a resource moodle run by students for students<br> •championing best practice as a personal development requirement<br> •developing voting technologies as a means of assessment<br> •national recognition of best practice and sharing of resources.</p> <p>The room was buzzing with ideas but not without a few condescending voices that feel education is moving to far away from its original purpose. But overall there was a feeling that what we were developing was a system of education fit for the new millennium, which was not driven but built around a backbone of technology.<br> The future of education looks very bright.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/16/becta_conference_on_personalising_learni~1751599/#comments">Comments</a> </small> </p>e-learningbectacomputerseducationhttp://picta-lewes.blog.co.uk/2007/02/16/becta_conference_on_personalising_learni~1751599/#commentshttp://picta-lewes.blog.co.uk/2007/02/13/introduction_to_e_learning_part~1731919/tag:picta-lewes.blog.co.uk,2007-02-13:/2007/02/13/introduction_to_e_learning_part~1731919/Tue, 13 Feb 2007 09:07:02 +0100 <p>We are more and more looking towards e-learning to fulfil a need in the prison service; to offer a wider, more comprehensive choice of learning to inmates. We are already ensuring that prisoners are of a minimum level 1 in Literacy and Numeracy, but with prison numbers increasing and recidivism not showing any improvement we are now looking at the wider option of gearing training for work through more vocational qualifications.</p> <p>The problem with offering a wider choice of qualifications is that it stretches an already overworked education department and is a bureaucratic nightmare. A way around this is to develop courses outside the classroom and involving areas of work within the prison. </p> <p>We are looking at developing vocational qualifications in our workshops that will be administered by existing Instructional Officers and Officer Instructors. </p> <p>Using e-learning (self learning) we would change the function of a tutor away from class delivery towards facilitation. This has an effect on how classes are run and can allow a more roll-on roll-off approach to classes instead of a more regimented system.</p> <p>This being said, the traditional examinations in the current educational provision would cause a problem where they are booked in advance and paper based.</p> <p>We have gotten around this by having a pool of exams available as and when students feel they want to sit them. This has the added benefit of taking a lot of the pressure off the student where deadlines are involved.</p> <p>I personally don’t want to go down the line where all education in prisons is undertaken entirely through e-learning processes. This would result in the educational realization of factory farming. What is needed is Blended learning.</p> <p>Blended learning is the combination of multiple approaches to learning. For example:- self-paced, collaborative or inquiry-based study.<br> Blended learning can be accomplished through the use of 'blended' virtual and physical resources. Examples include combinations of technology-based materials, face-to-face sessions and print materials.</p> <p>We utilise a number of the e-learning options available in the classroom, to ensure that the student doesn’t get bored, lose interest or enthusiasm, but also because none of the e-learning options are adequate to the task as stand-alone systems and a mix is essential to multi-sensory learning and to providing for different personal learning styles. I myself need to interface with my students daily, otherwise they drift off course and I firmly believe that the active participation of a face-to-face tutor is generally essential to the successful learning process. </p> <p>In an average day a student can be reading on-line tutorials, undertaking mock chapter tests, using simulation software, working with real hard/software, using engineering workbooks and journals, having tutor led show-and-tell sessions, and using Qwizdom electronic voting systems.</p> <p>Continual stimulation and interactivity builds a better student and better results. It also utilises the tutor so that his/her day isn’t mundane and worthless. All round, you develop a better working environment and a learning centre fit for the 21st century. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/13/introduction_to_e_learning_part~1731919/#comments">Comments</a> </small> </p>e-learningblended-learninghttp://picta-lewes.blog.co.uk/2007/02/13/introduction_to_e_learning_part~1731919/#commentshttp://picta-lewes.blog.co.uk/2007/02/12/introduction_to_e_learning_part~1725144/tag:picta-lewes.blog.co.uk,2007-02-12:/2007/02/12/introduction_to_e_learning_part~1725144/Mon, 12 Feb 2007 09:08:03 +0100 <p><strong>Electronic Voting Systems </strong></p> <p>The systems used in e-learning are along the lines of Qwizdom. Students each have a handset and when presented with questions on a projected screen enter the corresponding letter or number to answer. The results are stored and can be used to show concurrent or final scores for each student as the ‘quiz’ session class proceeds. It can be used to generate more interest in a lesson by adding the element of competition.</p> <p class="center"> <a href="http://www.blog.co.uk/srv/media/media_item.php?item_ID=1164726" title="hs"><img src="http://data2.blog.de/media/726/1164726_f0d1419f02_m.jpg" alt="hs" vspace="5" hspace="5"></a></p> <p>Anybody who has watched ‘Who wants to be a Millionaire’ would have seen electronic voting systems in operation when they ‘ask the audience’.<br> As an educational tool we use them in a similar way but can record the answers of each student and generate statistics on speed and accuracy of their answers. Used along with an interactive whiteboard and projector you can lighten a learning session by using tests in a more fun way.<br> You can also involve an element of competitiveness into the procedures as a form of motivation. The only downsides are the initial cost and time taken to generate tests.<br> You can download pre-designed tests but often these are more directed to secondary students than adults.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/12/introduction_to_e_learning_part~1725144/#comments">Comments</a> </small> </p>elearningelectronic-voting-systemsqwizdome-learninghttp://picta-lewes.blog.co.uk/2007/02/12/introduction_to_e_learning_part~1725144/#commentshttp://picta-lewes.blog.co.uk/2007/02/09/introduction_to_e_learning_part~1710470/tag:picta-lewes.blog.co.uk,2007-02-09:/2007/02/09/introduction_to_e_learning_part~1710470/Fri, 09 Feb 2007 16:15:19 +0100 <p><strong>Learning Management Software/Systems (LMS) </strong></p> <p>LMS is a software package, usually on a large scale (that scale is decreasing rapidly) that enables the management and delivery of learning content and resources to students. Most LMSs are web-based to facilitate "anytime, anywhere" access to learning content and administration.<br> At a minimum, the LMS usually allows for student registration, the delivery and tracking of e-learning courses and content, and testing, and may also allow for the management of instructor-led training classes. In the most comprehensive of LMSs, one may find tools such as competency management, skills-gap analysis, succession planning, certifications, virtual live classes and resource allocation (venues, rooms, textbooks, instructors, etc.). Most systems allow for learner self-service, facilitating self-enrolment, and access to courses.<br> PICTA is registered to administer examinations and certifications through interaction with Learning Management programs. The registration, delivery, marking and certification of CISCO qualifications requires us to go on-line to the United States and use their secure student management system. The ECDL however requires server based software, updated through the use of license control generated by Thirdforce. When we require exams we submit by email a license ticket for a set number of exams and the license number is returned to us for activation of said exams. At the end of each month we copy a database file from the server and e-mail it to Thirdforce which gives them records of registrations and exams for that month.<br> We also operate an electronic Individual Learning Plan, where students’ details, registrations, activities and exam results are kept. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/09/introduction_to_e_learning_part~1710470/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/02/09/introduction_to_e_learning_part~1710470/#commentshttp://picta-lewes.blog.co.uk/2007/02/08/introduction_to_e_learning_part~1703203/tag:picta-lewes.blog.co.uk,2007-02-08:/2007/02/08/introduction_to_e_learning_part~1703203/Thu, 08 Feb 2007 13:40:20 +0100 <p><strong>Computer Aided Assessment or e-assessment </strong></p> <p>This is an on-line means of delivering examinations or assessments. An e-testing system comprises two components:<br> (1) an assessment engine; and<br> (2) an item bank.<br> An assessment engine comprises the hardware and software required to create and deliver a test. Most e-testing engines run on standard hardware so the key characteristic is the software's functionality. There is a wide range of software packages. The software does not include the questions themselves; these are provided by an item bank. Once created, the engine uses the item bank to generate a test.<br> PICTA uses Computer Aided Assessments through a company called Thirdforce (previously known as Electric Paper). Using their assessment engine we deliver the ECDL qualification. The item bank has sufficient questions to generate 4 different tests for each module. CISCO also uses Computer Aided Assessments for all their on-line courses.<br> PICTA operates a number of computer aided assessments. The simplest is a self regulated system of learning, where the student reads core curriculum on a computer and then answers ‘chapter’ questions at the end.<br> The ECDL (European Computer Driving Licence) system we employ from Thirdforce allows the student access to modular exams whenever they feel they are ready. On completion of said exam they are greeted with an instant pass/fail mark on their screens. These exams are controlled via an administrator/tutor and are server based so no internet access is required.<br> Alternately we have the CISCO qualifications which are undertaken by prisoners in a controlled ‘exam booth’ environment which is linked via the internet to a secure server in America. The computer attached to the internet can only access this particular website and cannot be used for general ‘surfing’.<br> We are looking to extend this facility to allow prisoners access to secure City and Guild, OCR, OCN and other qualification sites to allow students the ability to take exams on line and have instant feedback.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/08/introduction_to_e_learning_part~1703203/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/02/08/introduction_to_e_learning_part~1703203/#commentshttp://picta-lewes.blog.co.uk/2007/02/06/introduction_to_e_learning_part~1691806/tag:picta-lewes.blog.co.uk,2007-02-06:/2007/02/06/introduction_to_e_learning_part~1691806/Tue, 06 Feb 2007 16:08:55 +0100 <p><strong>Wiki or Social Software </strong></p> <p>This is a type of Web site that allows the visitors to add, remove, and otherwise edit and change some available content, sometimes without the need for registration. Wikipedia is the most well known of these, being the first on-line encyclopaedia that can be added to by users.<br> Wiki’s or social Software are becoming very popular, and can have a major influence on personal learning. Wikipedia, the leading Wiki, is available in over 250 languages. It contains a wealth of knowledge on a par with the Encyclopaedia Britannica, but has its flaws. Questions have been asked by academics about entries that are deemed ‘half truths’ or ‘corrupted’. There have also been incidences of ‘sabotage and hacking’. Nonetheless, as a quick reference, used in conjunction with other sources of information, it can prove very useful to the on-line student.</p> <p>The downside for the prisoner is once again accessibility. Due to the inordinate number of hyperlinks involved in wikis it would prove very difficult to maintain secure access to a site like Wikipedia in a prison. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/06/introduction_to_e_learning_part~1691806/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2007/02/06/introduction_to_e_learning_part~1691806/#commentshttp://picta-lewes.blog.co.uk/2007/02/05/introduction_to_e_laerning_part~1683157/tag:picta-lewes.blog.co.uk,2007-02-05:/2007/02/05/introduction_to_e_laerning_part~1683157/Mon, 05 Feb 2007 09:27:20 +0100 <p><strong>Webcam and Instant Messaging </strong></p> <p>These ‘chat’ systems are an extension of e-mail. A tutor can set up a class on a particular time and date and have students all over the world join in, in what is called real-time mode. Companies have used this facility for quite a while now to reduce the cost of running meetings and this familiarity is now a major reason for its use in distance-learning. </p> <p>Distance-learning via webcam and instant messaging is widely used in rural areas. Australia has used schooling in this way for a long time where access to a tutor in far flung areas is impractical.<br> CISCO operates systems like this to deliver to the 160 countries under their tutelage to great effect.<br> The problem with this in the prison service is primarily that the interaction would have to be only one way as the unrestricted ‘broadcasting’ of prisoners would be a security nightmare. Each of the PICTA prisons now have Interactive Whiteboards and projectors that could be used as a means of delivery of training via Webcam. We ourselves have looked at this option when we had a student wanting to undertake a qualification that my prison could not supply but another PICTA prison could.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/05/introduction_to_e_laerning_part~1683157/#comments">Comments</a> </small> </p>e-learningmsnweb-camshttp://picta-lewes.blog.co.uk/2007/02/05/introduction_to_e_laerning_part~1683157/#commentshttp://picta-lewes.blog.co.uk/2007/02/02/introduction_to_e_learning_part~1668940/tag:picta-lewes.blog.co.uk,2007-02-02:/2007/02/02/introduction_to_e_learning_part~1668940/Fri, 02 Feb 2007 16:25:25 +0100 <p><strong>E-mail </strong></p> <p>E-mail is by far the widest used means of e-learning. As with Discussion Boards and Blogs, information can be shared and disseminated to individuals or groups over a wide area. A tutor can run training via e-mail to a ‘class’ spread all over the world, so it is freely and regularly used in distance-learning, for the dissemination of information and interchange of course work.<br> The Government aim to have Internet Access in all public libraries, so access to a roving e-mail account like MSN is becoming relatively easy and cheap. Many mobile phones have access to e-mail facilities including MSN so students can arrange to receive e-mails directly.</p> <p>E-mail in prisons, however, is a problem. Prison Security are against free access to e-mails (in fact they have reservations about the use of the internet in any form) and any e-mail, like the regular letter mail, would need to be screened. The upsurge in mail to be monitored would put massively increased pressure on an already stretched system, if free access was granted. The ‘Forum on Prisoner Education’ charity, said that the use of e-mail would be essential to prepare inmates for life after release. The response from The Home Office is that they are planning to give some prisoners access to e-mails and limited use of the internet. A pilot project, which is still on the drawing board, may be implemented first at Wandsworth prison in south London. </p> <p>It is interesting that there are several very good e-mail screening software packages (some already in use in the Home Office) that can sift e-mail correspondence a lot faster and more proficiently than current methods. I have to consider that the cost of such software might be off-set by the reduced man hours required to sift letters by hand, and also the cost to the prison service each year for postage for prisoner mail.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/02/introduction_to_e_learning_part~1668940/#comments">Comments</a> </small> </p>prisone-learninge-mailhttp://picta-lewes.blog.co.uk/2007/02/02/introduction_to_e_learning_part~1668940/#commentshttp://picta-lewes.blog.co.uk/2007/02/02/introduction_to_e_learning_part~1667178/tag:picta-lewes.blog.co.uk,2007-02-02:/2007/02/02/introduction_to_e_learning_part~1667178/Fri, 02 Feb 2007 10:56:14 +0100 <p><strong>Collaborative Software </strong></p> <p>Also known as GroupWare, this refers to programs that help people work collectively whilst geographically remote from each other. Programs that enable real time collaboration are called synchronous GroupWare.<br> GroupWare services can include the sharing of calendars, collective writing, e-mail handling, shared database access, electronic meetings with each person able to see and display information to others, and other activities. GroupWare is an integral component of a field of study known as Computer-Supported Co-operative Work or CSCW<br> This is becoming more common now amongst secondary schools where they develop links with foreign students and schools on joint projects.<br> Being able to share opinions and understanding around the world strengthens understanding of different races and cultures and also shows students the width of the divide that often occurs.<br> This can have problems with timing classes to ensure students in both places are available and also requires some expensive equipment to ensure the link and shared Groupware (soft/hardware).</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/02/introduction_to_e_learning_part~1667178/#comments">Comments</a> </small> </p>cscwgroupwaree-learninghttp://picta-lewes.blog.co.uk/2007/02/02/introduction_to_e_learning_part~1667178/#commentshttp://picta-lewes.blog.co.uk/2007/02/01/introduction_to_e_learning_part~1660848/tag:picta-lewes.blog.co.uk,2007-02-01:/2007/02/01/introduction_to_e_learning_part~1660848/Thu, 01 Feb 2007 09:26:42 +0100 <p><strong>Podcasts </strong><br> Podcasts as an educational means, are becoming very popular with the i-pod user, for convenience and extreme privacy. Being able to download learning materials to a portable audio player are becoming the more ‘fashionable’ way to learn as it can be undertaken anywhere, on the train, out walking, running etc. Best suited for languages or replays of college lectures, this is a very personal means of learning.</p> <p>This form of learning is best suited for learning theory, but has no practical application for the learner to interact with.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/02/01/introduction_to_e_learning_part~1660848/#comments">Comments</a> </small> </p>e-learningpodcastshttp://picta-lewes.blog.co.uk/2007/02/01/introduction_to_e_learning_part~1660848/#commentshttp://picta-lewes.blog.co.uk/2007/01/31/introduction_to_e_learning_part~1656578/tag:picta-lewes.blog.co.uk,2007-01-31:/2007/01/31/introduction_to_e_learning_part~1656578/Wed, 31 Jan 2007 14:08:46 +0100 <p><strong>Blogs or weblogs </strong><br> Blogs are another means of learning. Websites, like educational.blogs.com, pride themselves as offering a ‘Disruptive Technology Resource for Educators using Weblogs, Blogware, Collaborative tools, RSS & Pod casting, web services and digital tools at home, school, university and community’. Blogs also offer the opportunity of a forum for ideas and sharing experiences.<br> Educational Blogs are relatively new. Some main stream schools run them to disseminate information to students that either failed to attend a class, or weren’t listening. It also allows the student to comment on the piece allowing feedback. Blogs are extremely popular and have a wide part to play in education as students often like the anonymity of them to hide their slowness to learn.<br> On the adverse side again these are not controlled and can result in disinformation and conjecture leading the learner astray.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/01/31/introduction_to_e_learning_part~1656578/#comments">Comments</a> </small> </p>weblogse-learningblogshttp://picta-lewes.blog.co.uk/2007/01/31/introduction_to_e_learning_part~1656578/#commentshttp://picta-lewes.blog.co.uk/2007/01/30/introduction_to_e_learning_part~1650902/tag:picta-lewes.blog.co.uk,2007-01-30:/2007/01/30/introduction_to_e_learning_part~1650902/Tue, 30 Jan 2007 16:02:31 +0100 <p><strong>Hypermedia </strong><br> This is a term that was coined by Ted Nelson, in 1965 in an article ‘Complex information processing: a file structure for the complex, the changing and the indeterminate’. Today it mainly relates to the wealth of information on the World Wide Web that uses hyperlinks between pages. Most modern hypermedia is delivered via electronic pages from a variety of systems. Audio hypermedia is now emerging, with voice command devices and voice browsing. As a means of personal learning it allows students to select words in an article that are hyperlinked to other pages elsewhere, which offer further explanation.<br> You find hypermedia or hyperlinks on a multitude of web pages, which allow the reader to drill through to underlying information. Hyperlinks in web pages are normally of a different colour from the surrounding text and sometimes underlined. By holding the cursor of your mouse over the link, you can see where the link will take you.<br> The usefulness of this is obvious when reading a complex piece of work which refers to other things that you do not entirely understand; by clicking on the relevant link you are presented with a new page with more in-depth explanations of the problematical area.<br> Hyperlinks, however, are notorious for failure to connect. If the link has been severed in anyway, for instance the address no longer exists, then they serve no purpose. They can also entice the reader off at a tangent, and away from what they are supposed to be-learning. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/01/30/introduction_to_e_learning_part~1650902/#comments">Comments</a> </small> </p>e-learninginternethypermediahttp://picta-lewes.blog.co.uk/2007/01/30/introduction_to_e_learning_part~1650902/#commentshttp://picta-lewes.blog.co.uk/2007/01/29/introduction_to_e_learning_part~1643712/tag:picta-lewes.blog.co.uk,2007-01-29:/2007/01/29/introduction_to_e_learning_part~1643712/Mon, 29 Jan 2007 14:30:24 +0100 <p>John Chambers, president and CEO of CISCO Systems said, “The next big killer application for the Internet is going to be education. Education over the Internet is going to be so big it is going to make email usage look like a rounding error.” </p> <p>So is the Internet going to be the Classroom of the future? Well for the Prison Service this could take sometime until they loosen the restrictions of using the Internet in the classroom.</p> <p>Afterall the internet is the 'major' resource for structured e-learning. If you Google ‘E-learning courses’ you get a return of 11.700.000 entries. Most of these courses are what are called ‘distance-learning’, designed to allow access to training materials and tuition from anywhere in the world, in the comfort of your own home. As John Chambers of CISCO Systems implied, this is the undiscovered country, with regards to continual learning.</p> <p>Apart from bona fide courses, there is also a wealth of targeted, down-loadable materials available for tutors and students alike.</p> <p>There are more companies using this medium than any other to disseminate information. The latest to involve the prison service are Learn Direct, who are trialling on-line-learning in 20 prisons using a HMPS secure system. It is intended to use this system to deliver e-learning in ICT and Skills for Life including National Certificates in Literacy and Numeracy. Another avenue being investigated is the delivery of the Construction Skills Certification Scheme (CSCS) qualification via the Internet. This qualification is prerequisite for any person wanting to start work in the building trade.</p> <p>The use of the Internet as an educational media is the biggest of the e-learning options. Without the internet all the e-learning options discussed simply wouldn’t exist. As a repository of information it has become the 21st Century version of the Library of Alexandria. But this is a two-edged sword.<br> There is a wealth of very good information out there, but equally there is a lot of poorly written, poorly researched conjecture on the net that has influenced people’s understanding of subjects in a major, negative way.</p> <p>We still have a long way to go until we can enjoy John Chamber's dream, but when it comes it will change the way we are educated forever.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/01/29/introduction_to_e_learning_part~1643712/#comments">Comments</a> </small> </p>prisoninternetjohn-chamberse-learninghttp://picta-lewes.blog.co.uk/2007/01/29/introduction_to_e_learning_part~1643712/#commentshttp://picta-lewes.blog.co.uk/2007/01/29/introduction_to_e_learning_part~1641938/tag:picta-lewes.blog.co.uk,2007-01-29:/2007/01/29/introduction_to_e_learning_part~1641938/Mon, 29 Jan 2007 08:45:24 +0100 <p>In 1885, William Rainey Harper, president of the University of Chicago said, “The day is coming when the work done by correspondence will be greater in amount than that done in the classrooms of our academies and colleges.” I would say that he showed considerable insight to see so far in advance the direction that learning was to proceed.</p> <p>Today we look at what some people see as brain rotting media <strong>TV/VIDEO/DVD</strong></p> <p>Such visual media is the ‘easy option’ for teaching children and can loosely be called e-learning. My children would sit glued for hours at the latest ‘Richard Scarry’ video and could recite them back almost word perfect.<br> Interactive DVDs are the more up to date variant of Video/TV. These can be used on a computer or through a TV and allow the user to progress through personal learning. Subjects covered range from languages to, for example, the Open University Course in Quantum Physics recently completed by one of my own prisoner-students. Interactive DVD could be of more practical use in prisons where use of computers or the internet is restricted</p> <p>At a recent e-learning conference I was introduced to a company that provides education for prisoners via TV, aimed specifically at those prisoners who felt unwilling to be seen attending formal classes.<br> KickStartTV is a project commissioned by the-learning & Skills Council and allows prisoners to learn a multitude of subjects via Sky, Telewest and Freeview, as they sit in the privacy of their own cells.<br> This method of information delivery has similar pros and cons to the use of gaming. I am sure you have been told once or twice in your early years that if you continue watching TV you will get square eyes, with the implication of social isolation and to a moderate extent, addiction. Obviously TV does have its place in education, as a means of delivering training and information to a large, fragmented audience. Video has now been almost replaced with the DVD which has the added benefit of being interactive.<br> This form of e-media can be useful for prisoners who for one reason or another cannot work with others in a classroom environment, There are a some really good educational DVDs for Offender management especially in regards to drink and drug awareness. The major problem with these is judgement of their value. If shown in a group situation and then supported by group discussion, they can be very useful. Given to a single individual to watch on his or her own can reduce the uptake of knowledge, unless another method of reinforcement is used to validate the information.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/01/29/introduction_to_e_learning_part~1641938/#comments">Comments</a> </small> </p>tvvideoeducatione-learningdvdprisonhttp://picta-lewes.blog.co.uk/2007/01/29/introduction_to_e_learning_part~1641938/#commentshttp://picta-lewes.blog.co.uk/2007/01/26/introduction_to_e_learning_part1~1625805/tag:picta-lewes.blog.co.uk,2007-01-26:/2007/01/26/introduction_to_e_learning_part1~1625805/Fri, 26 Jan 2007 14:09:33 +0100 <p><strong>What is E-Learning?</strong></p> <p><em>E-learning is an all-encompassing term generally used to refer to computer-enhanced learning, although it is often extended to include the use of mobile technologies such as PDAs and MP3 players.<br> It may include the use of web-based teaching materials and hypermedia in general, multimedia CDs or web sites, discussion boards, collaborative software, blogs, e-mail, wikis, computer aided assessment, educational animation, simulations, games, learning management software, electronic voting systems and more, with possibly a combination of different methods being used.<br> Wikipedia – online encyclopaedia </em></p> <p>Over the next few weeks I will be looking at e-learning and how it is set to influence how we all learn in the future. To quote John Chambers, president and CEO of CISCO Systems said, “<em>The next big killer application for the Internet is going to be education. Education over the Internet is going to be so big it is going to make email usage look like a rounding error</em>.” </p> <p>Today we look at the e-learning potential of <strong>Electronic/computer games </strong><br> Games are the delivery system of choice when working with young students because they engage young minds so easily. Their use of words, pictures and sounds works well to develop understanding. Alice Mitchell and Carol Savill-Smith of Learning Skills Development Agency champion the benefits of learning through gaming strategies. In their 93 page report “The Use of Computer and Video Games for Learning”, they state that in computer gaming children use 6 structural elements:<br> • Rules<br> • Goals and objectives<br> • Outcomes and feedback<br> • Conflict/opposition/competition/challenge<br> • Interaction<br> • Representation or story</p> <p>This being said, we are all kids at heart and we can all benefit from gaming as a means of learning.</p> <p>The 6 structural learning outcomes of using gaming are the pros, the positive outcomes. But what are the negatives? </p> <p>1. Computer gaming has often been linked with antisocial behaviour, which in turn leads often to violent behaviour. One aspect of this could be due to isolation, where an individual cuts themselves off from the outside world to live in a virtual world of their own making. This is normally intensified where there is little or no interaction with peers, siblings or parents. Single child families or broken families are often pointed out as a catalyst for children to involve themselves in fantasy worlds.</p> <p>2. Another aspect of Electronic gaming is that it seems gender biased towards males. "Girls need creative games that engage their problem-solving and strategic skills, and involve interaction and cooperative play. If girls are to become active users of technology, the video-game industry must be encouraged to design games for them that are engaging and fun." (Media Awareness Network: 2006)<br> The industry is trying to stimulate interest in gaming for girls but seems to be stuck in a rut by basing them around fashion and makeover. It has been suggested that the limited number of females in the computer industry reflects on the fact that they avoid using computers during their formative age.<br> This has also had an impact on delivering ICT training in the female prison estate, where they avoid the more practical uses of IT and opt for the more artistic options. PICTA at present do not have a presence in any of the female prisons, but discussions are underway to involve one or two, but specifically gearing them towards delivery of Webpage design.</p> <p>3. Finally one other contraindication that has been highlighted is addiction. Maressa Hecht Orzack, Ph.D is involved in a website called Computeraddiction.com. The site explains the addiction in the following ways:<br> Psychological Symptoms:<br> • Having a sense of well-being or euphoria while at the computer<br> • Inability to stop the activity<br> • Craving more and more time at the computer<br> • Neglect of family and friends<br> • Feeling empty, depressed, irritable when not at the computer<br> • Lying to family about activities<br> • Problems with school or job<br> Physical Symptoms<br> • Carpal tunnel syndrome<br> • Dry eyes<br> • Migraine headaches<br> • Back aches<br> • Eating irregularities, such as skipping meals<br> • Failure to attend to personal hygiene<br> • Sleep disturbances, change in sleep pattern </p> <p>This is very widespread, in Media Awareness Network: 2005 it was said: "It's easy for children's gaming to become excessive or even addictive. A 1998 study by Simon Fraser University, Video Game Culture, showed that one out of every four teens who plays video games feels addicted to them, and is troubled by a lack of control over their behaviour."<br> Unfortunately the addiction isn’t to the educational value of some of these programmes, for if it was we would have very gifted children indeed. The most addictive games are normally the action based, adrenaline pumping variety; the shoot-‘em-ups and driving programmes, which have been pointed at for the increase in violent crime and car theft.<br> As a stand-alone means of education, computer games have a limited shelf life, and I would suggest they are of most use in instructing children between the ages of 3 – 9. Gaming or elements of risk and strategy can entice students of all ages to learn and could be usefully written into on-line programmes as a part of the-learning experience, but not as the whole.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2007/01/26/introduction_to_e_learning_part1~1625805/#comments">Comments</a> </small> </p>educatione-learninghttp://picta-lewes.blog.co.uk/2007/01/26/introduction_to_e_learning_part1~1625805/#commentshttp://picta-lewes.blog.co.uk/2006/09/29/e_learning_the_way_forward~1171775/tag:picta-lewes.blog.co.uk,2006-09-29:/2006/09/29/e_learning_the_way_forward~1171775/Fri, 29 Sep 2006 13:41:00 +0200 <p>I am currently looking at the e-learning in the prison service and its future development. As part of this I am now on the steering part of the Southern Learning Skills Council and the Practitioners group of NIACE. E-Learning is the new buzz word and a lot of money is being offered for projects in this field.</p> <p>The question to be asked is this really the way forward?</p> <p>A recent CIPD report, asking how learners learn, ran several polls to see what sort of learning best suited students. A high proportion of students didn't like learning without interaction with a tutor. Courses that involved the use of working off a CDRom were as poorly received as those of simply reading books.</p> <p>To accomodate this institutions talk of 'blended learning' where a mixture of tutor lead sessions are mixed with on-line reading material.</p> <p>The way PICTA approaches the problem is to have tutors who act as 'facilitators', there for the student when they need them, and acting as their personal motivators.</p> <p>I fear that schools and colleges might see e-learning as an easy option to reduce staffing by sitting students in front of a computer 24/7, hoping that some of the info might stick.</p> <p>E-learning has its practical uses, but it isn't a panacea for all the problems of current educational needs.</p> <p>I myself sit firmly on the e-fence, I see a lot of good uses of e-learning but also see the practicalities of tutor led sessions.</p> <p>What do you think?</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2006/09/29/e_learning_the_way_forward~1171775/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2006/09/29/e_learning_the_way_forward~1171775/#commentshttp://picta-lewes.blog.co.uk/2006/05/02/e_learning_and_exams_the_way_forward~770527/tag:picta-lewes.blog.co.uk,2006-05-02:/2006/05/02/e_learning_and_exams_the_way_forward~770527/Tue, 02 May 2006 13:22:47 +0200 <p>Interested in two pieces of education news today.</p> <p>First: The Scottish Qualifications Authority (SQA) announced that this year will see the first 'on-line' examination sat in Intermediate 2 and Higher biotechnology.<br> "This first use of technology in a formal exam is a significant milestone as we continue to modernise Scotland's exam process," said SQA chief executive Anton Colella.</p> <p>My prisoners sit 'formal' e-exams every day and all I can say is that it is a major boost in prison education. The 'students', as we call them, have a designated computer attached to the internet via a router (to ensure that this is the only site that they can get to). This is linked to CISCO HQ in the US and the multichoice tests are taken in real time and marked the instant the enter their last question. The benefit of this is that they know there and then if they have passed their exams.</p> <p>Considering we still have an education department that delivers paper based exams that seem to take an age to get marked, the students much better prefer our method.</p> <p>Second: The government computer agency for education systems BECTA announced that computer systems in schools are too old, they are not being renewed fast enough, and about half of schools do not even have a replacement policy.</p> <p>Considering the emphasis on the use of e-learning I would have thought this was a priority to ensure that all pupils had access to the latest software/hardware. The project I work for has a 3 year refresh program on software/hardware to ensure that what we are delivering is bang up to date. If the Government is honestly working towards e-learning and developing e-exams this should be the norm.<br> The ratio of 1 computer for every 6.1 students in primary school and 1 computer for every 3.7 secodary school student isn't nearly enough.</p> <p>In 1999 when I was working in a main stream school we were promised by Labour that every child would have his/her own laptop. What happened to that idea?<br> It would be very simple, supply all classes with docking stations attached to a main server, and then allocate a set sum of money to parents towards the purchase of a personal laptop computer for each child. The onus is then on the parents to ensure that these computers are kept up to date. Laptop prices have plummeted in the past few years and with good Government backing should cost around £300 each. Then utilising educational licensing of software they could be 'fitted out' for about £150, which should come from school funds.</p> <p>Finally reasons for the poor showing in IT in schools.</p> <p>*ICT teachers and heads of ICT normally are seconded teachers from other activities and not primarily computer trained.</p> <p>*The money offered to ITC Technicians, Network Admin or if you are lucky Network Managers is a joke. Not knocking current staff but with the skills needed to run a school of over 600 pupils you would expect to be earning what a medium sized industry would be offering.</p> <p>*ICT is underused or abused. IT classrooms are left empty when they could be better used. You can deliver more that ITC on computers.<br> As for abused, if I had to sit through another 'death-by-PowerPoint' presentation, I would die.</p> <p>*Enthusiasm, or should I say lack of it. I love my subject, I am on top of new development and enthused to distribute my learning to others. Also I am not scared to answer students questions because I am ahead of at least with them on new developments. The average teacher is normally one page ahead of his student and hasn't had the wealth of funding that I have had to develop my skills into delivering IT at the top level.</p> <p>Right, getting off my soap box for the day and going to do some work.</p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2006/05/02/e_learning_and_exams_the_way_forward~770527/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2006/05/02/e_learning_and_exams_the_way_forward~770527/#commentshttp://picta-lewes.blog.co.uk/2006/04/13/under_new_management~723954/tag:picta-lewes.blog.co.uk,2006-04-13:/2006/04/13/under_new_management~723954/Thu, 13 Apr 2006 08:10:44 +0200 <p>After months of worry about the future of PICTA we are happy to report that we have a new steering group and management team.<br> The DfES transferred 'ownership' to the Regime Services Group(RSG) of HMPS under the management of Nick Dickens.</p> <p>Nick has been very proactive in his past dealings with PICTA and sees this as the next step in its development.</p> <p>The aim now is to integrate work related aspects into PICTA through developing ties with outside industries. RSG have had success with this in the past through links with the gas industry and see this as a natural progression.</p> <p>PICTA continues to do its little bit to reduce re-offending and help prisoners to help them self. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2006/04/13/under_new_management~723954/#comments">Comments</a> </small> </p>rsgnew-managementpictahttp://picta-lewes.blog.co.uk/2006/04/13/under_new_management~723954/#commentshttp://picta-lewes.blog.co.uk/2006/04/13/pnie_update~723934/tag:picta-lewes.blog.co.uk,2006-04-13:/2006/04/13/pnie_update~723934/Thu, 13 Apr 2006 07:59:20 +0200 <p>Our workshop expansion is now complete. The £15,000 refurbishment paid for by the Offenders Learning and Skills Unit of the DfES allows us to develop the courses currently being run to include the NEW Panduit PNIE cabling course and allow more room for the CCNA networking activities.</p> <p>The expansion will double the amount of ‘students’ we can cater for and have a major impact on the academic level of the courses currently being provided.</p> <p>We have a lot of offenders that are more dexterous in their approach to work rather than academic, so the cabling courses would suit their working needs. This and the fact that we have recognized a general need in cable engineers in the south of England has been a major impetuous in us pursuing this line of training. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2006/04/13/pnie_update~723934/#comments">Comments</a> </small> </p>http://picta-lewes.blog.co.uk/2006/04/13/pnie_update~723934/#commentshttp://picta-lewes.blog.co.uk/2006/03/24/hard_work_pays_off~670787/tag:picta-lewes.blog.co.uk,2006-03-24:/2006/03/24/hard_work_pays_off~670787/Fri, 24 Mar 2006 10:02:50 +0100 <p>Congratulations to Officer Mike Billett of HMP Lewes (PICTA workshop) for being nominated for Officer of the Year for Lewes for his valiant work in Resettlement.<br> His name is to be put forward with officers from all over the country for the converted prize of 'Prison Officer of the Year'.</p> <p>Mike has down a wonderful job these past 2 years in developing partnerships with outside agencies and colleges to ensure our students get the chance in life they deserve.<br> This has a wider consideration for the PICTA project, as it endorses the hard work done by all the prisons the length and breadth of the country. </p> <p> <small> <a href="http://picta-lewes.blog.co.uk/2006/03/24/hard_work_pays_off~670787/#comments">Comments</a> </small> </p>pictaciscoprisonhttp://picta-lewes.blog.co.uk/2006/03/24/hard_work_pays_off~670787/#comments