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					                                   The iPodagogy Project Proposal




     Project Proposal

     The Learning and Teaching Potential of a
      Hand-held Technology within a Scottish
             Educational Framework

                “iPodagogy”

             The City of Edinburgh Council

           Children and Families Department
                        eTeam
                         and
               Gracemount High School


                                                    Ruth Johnstone
                                               154 MacDonald Road
                                                        Edinburgh
                                                         EH9 7NN




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Contents
CONTENTS........................................................................................................................................................... 2
1. PROPOSAL SUMMARY ................................................................................................................................. 4
     1.1.         PROJECT NAME ..................................................................................................................................... 4
     1.2.         PROJECT PROPOSERS ............................................................................................................................ 4
     1.3.         THE PROJECT AND ITS OBJECTIVES ....................................................................................................... 4
2.       THE CEC CHILDREN AND FAMILIES DEPARTMENT ................................................................... 4
     2.1.     GRACEMOUNT HIGH SCHOOL ............................................................................................................... 5
        2.1.1. Description ...................................................................................................................................... 5
        2.1.2. Key Personnel ................................................................................................................................. 5
     2.2.     QUALITY IMPROVEMENT AND QUALITY DEVELOPMENT TEAMS .......................................................... 5
        2.2.1. Description ...................................................................................................................................... 5
        2.2.2. Key Personnel ................................................................................................................................. 5
     2.3.     ETEAM .................................................................................................................................................. 6
        2.3.1. Description ...................................................................................................................................... 6
        2.3.2. Key Personnel ................................................................................................................................. 6
3.       PROJECT DESCRIPTION ........................................................................................................................ 6
4.       PROJECT OBJECTIVES .......................................................................................................................... 8
     4.1.         GRACEMOUNT PUPILS........................................................................................................................... 8
     4.2.         TEACHING AND SCHOOL MANAGEMENT STAFF .................................................................................... 8
5.       METHODS AND CONTEXTS .................................................................................................................. 8
     5.1.     TASKS ................................................................................................................................................... 8
     5.2.     DELIVERABLES ..................................................................................................................................... 9
     5.3.     ANTICIPATED LEARNING OUTCOMES ................................................................................................... 9
        5.3.1. Pupils .............................................................................................................................................. 9
        5.3.2. Teachers .......................................................................................................................................... 9
     5.4.     SCHEDULE ................................................................................ ERROR! BOOKMARK NOT DEFINED.10
        5.4.1. Table1: Provisional schedule for project tasks ............................ Error! Bookmark not defined.10
        5.4.2. Table 2: Provisional schedule for project deliverables ................ Error! Bookmark not defined.11
        5.4.3. Schedule Proviso .......................................................................... Error! Bookmark not defined.12
     5.5.     RESOURCES AVAILABLE (INCLUDING STAFF AND STAFF TIME) . ERROR! BOOKMARK NOT DEFINED.12
     5.6.     ADDITIONAL RESOURCES REQUIRED ........................................ ERROR! BOOKMARK NOT DEFINED.12
6.       BUDGET/SHARED COSTS WITH OTHER PROJECTS . ERROR! BOOKMARK NOT DEFINED.12
7.       ANTICIPATED IMPACTS ........................................................................................................................ 9
8.       VIDEO RECORD .................................................................... ERROR! BOOKMARK NOT DEFINED.13
9.       PROJECT EVALUATION .................................................... ERROR! BOOKMARK NOT DEFINED.14
     9.1.   REVIEW OF OBJECTIVES............................................................ ERROR! BOOKMARK NOT DEFINED.14
     9.2.   IMPACT ANALYSIS AND EVALUATION (MIICE/HGIOSICT?) .. ERROR! BOOKMARK NOT DEFINED.14
     9.3.   USER EVALUATION ................................................................... ERROR! BOOKMARK NOT DEFINED.14
     9.4.   RECOMMENDATIONS FOR FUTURE DEVELOPMENTS AND IMPLEMENTATIONS .ERROR! BOOKMARK NOT
     DEFINED.14
     9.5.   ADDITIONAL EVALUATIONS ..................................................... ERROR! BOOKMARK NOT DEFINED.15
10.          KEYWORDS: ..................................................................... ERROR! BOOKMARK NOT DEFINED.16
11.          APPENDICES ..................................................................... ERROR! BOOKMARK NOT DEFINED.17
     11.1.    GLOBAL LEARNING ENTERPRISE .............................................. ERROR! BOOKMARK NOT DEFINED.18
        11.1.1.   Project Undertakings: ............................................................. Error! Bookmark not defined.18
        11.1.2.   Project Milestones: .................................................................. Error! Bookmark not defined.19
     11.2.    ABOUT HARVEST ROAD HIVE................................................... ERROR! BOOKMARK NOT DEFINED.19


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  11.3.    MIICE FRAMEWORK ................................................................ ERROR! BOOKMARK NOT DEFINED.20
     11.3.1.    MIICE terminology and method: ............................................. Error! Bookmark not defined.20
     11.3.2.    MIICE Toolbox (Secondary school version) ........................... Error! Bookmark not defined.23
     11.3.3.    MIICE - an introduction .......................................................... Error! Bookmark not defined.23
     11.3.4.    Background ............................................................................. Error! Bookmark not defined.23
     11.3.5.    The MIICE partnership ........................................................... Error! Bookmark not defined.23
     11.3.6.    MIICE quality framework ........................................................ Error! Bookmark not defined.24
     11.3.7.    MIICE activities ...................................................................... Error! Bookmark not defined.24
     11.3.8.    Copyright ................................................................................. Error! Bookmark not defined.24
     11.3.9.    MIICE - how to use it .............................................................. Error! Bookmark not defined.24
  11.4.    HGIOSICT ............................................................................... ERROR! BOOKMARK NOT DEFINED.26
  11.5.    INTRALIBRARY ......................................................................... ERROR! BOOKMARK NOT DEFINED.27
12.      COPYRIGHT NOTICE ..................................................... ERROR! BOOKMARK NOT DEFINED.28




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1. Proposal Summary

     1.1.           Project Name
     The Learning and Teaching Potential of Apple’s iPods within a Scottish
     Educational Framework.
     Working title: “The iPodagogy Project”. In this document: “the project”.
     Dictionary definition: iPodagogy /               / n. 1. study of teaching
     methods using iPods; the aims of education and the ways in which such goals
     may be achieved using iPods. The field relies heavily on educational
     psychology, or theories about the way in which learning takes place using
     iPods.

     1.2.           Project Proposers
     The eTeam (ICT Educational Support Unit) City of Edinburgh Council (CEC)
     Department of Children and Families, 154 MacDonald Road, EH7 9NN. Contact
     person: Ruth Johnstone, ICT Manager for Children and Families, tel. 0131 469
     2995.

     1.3.           The Project and its Objectives
     This project will set out to investigate the potential of Apple‟s iPods for
     application across the curriculum within the context of the normal curriculum of a
     typical Scottish secondary school (Gracemount High School). Staff with a high
     level of experience as teachers and as specialist technologists within the field of
     education will manage and lead all aspects of this project. There are two
     investigative facets to the project: the potential for enhancing the quality of
     learning using ICT and the potential for improving the quality of teaching using
     ICT. The project will be in two phases and will run for a minimum period of 20
     weeks.
     The main focus of the investigation will be to record significant facts, evaluate
     these in terms of their impact to learning and teaching, and to document these
     findings together with recommendations for future application and development.
     NB. The project will be specifically curricular in nature. Additional extra-
     curricular application may be noted but will not be a focus of the project.

2.      The CEC Children and Families Department

Within Edinburgh‟s Children and Families Department, which has overall
responsibility for education and the caring services, three specific groups will be
involved in this project:




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     2.1.          Gracemount High School
        2.1.1.             Description
        Gracemount High School is located on the south side of Edinburgh. Its
        catchment is mixed and includes areas of severe social deprivation.
        The school moved into new, purpose built premises in August 2003. It has just
        over 500 pupils and approximately 50 teaching staff. It provides secondary
        education for 11 to 18 year olds, boys and girls.
        The school was recently inspected by Her Majesty‟s Inspectorate for
        Education (HMIE) and their report (January 2005) was very positive. HMIE
        made specific reference to StudyWiz, which the school has been piloting
        extensively across the curriculum with all pupils since March 2004.

        2.1.2.             Key Personnel
        The school lead for this project will be Steven Moore, Acting Principal
        Teacher of Learning and Teaching. Steven has a degree in Computer Science
        from Heriot-Watt University, Edinburgh and has taught Computing at
        Gracemount HS for the past 5 years. Steven has initiated and led the
        Gracemount eCampus project using StudyWiz.
        Other key staff to be involved in the administration of this project will be
        Lesley McOmish (Depute Headteacher) and Jim Cassidy (Headteacher). They
        will ensure facilitation of this project in terms of availability of staff and
        timetabling, etc.

     2.2.       Quality Improvement and Quality Development
             Teams
        2.2.1.             Description
        The Quality Improvement Team is concerned with monitoring the overall
        quality of the City‟s education provision at all levels and with advising on the
        maintenance and improvement of standards of learning and teaching across the
        curriculum.
        The Quality Development Team is engaged in research and development
        activity in all areas that relate to professional standards in education, including
        the provision of a wide range of Continuing Professional Development
        opportunities for all staff in the employment of the department (some 12,500
        in total).

        2.2.2.             Key Personnel
        Within the area of the project relating to teaching staff and their professional
        development, the lead person will be David Walls. He has a joint Honours
        degree in Hispanic Studies (Spanish with Portuguese and Latin American
        Studies) from the University of Edinburgh and a Diploma in Professional
        Studies in Educational Computing. David has considerable experience in
        working on funded academic R&D projects at an international level as an
        Honorary Research Associate of the Institute for Computer Based Learning at
        Heriot-Watt University, Edinburgh. He is currently the Development Officer
        for eLearning for staff continuing professional development (CPD) and is


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        responsible for the setting up of the FourPoint virtual learning environment
        and its supporting technical infrastructure, as well as for the overall project
        management of a range of CPD online courses. It may be that his involvement
        in this project will be on a private or consultancy basis.
        Members of the Quality Improvement Team (Quality Improvement Officers –
        QIOs) will be co-opted to the project as required. Their input, reflecting their
        individual expertise, will cover specific curricular areas as well as more
        general professional issues.

     2.3.          eTeam
        2.3.1.             Description
        The eTeam is Edinburgh‟s ICT research, development and support service for
        learning and teaching at all levels. It provides training, guidance and
        consultancy to all of Edinburgh‟s educational establishments, including
        Special Schools, Nurseries, Primaries, Secondaries and Community
        Education.
        The eTeam has responsibility for determining, supporting and implementing
        the strategic direction of ICT across the curriculum.
        It has a staff of 18 full time members. These are a mixture of technical
        specialists and educators.

        2.3.2.             Key Personnel
        Ruth Johnstone, ICT Manager for Children and Families, will be the project
        leader. She has a degree in Information Management from Newcastle
        Polytechnic and a Masters in Online and Distance Learning from the Open
        University. Ruth was responsible for introducing a learning platform within
        the Scottish Executive Agency and had overall responsibility for eLearning
        resources and training within this agency.
        Andrew Watt, Intranet Development Officer, will be the eTeam/school
        support and liaison officer. He has an Honours degree in Mathematical
        Science with Computing from Edinburgh University and has been involved in
        several national pilots in his previous role as ICT Manager of a large
        secondary school.

3.      Project Description

This project seeks to investigate the use of iPods for eLearning in the contexts of a
group of secondary aged pupils in a Scottish High School and the continuing
professional development of teachers.
The project will be entirely cross-curricular and will involve a range of departments.
The pupil group will be identified by the school and will comprise a class of 30 pupils
at Gracemount High School, Edinburgh. There will be a similar control group of 30
pupils who will not be issued with iPods but who will follow an identical curriculum.
The staff group will ideally be drawn from those teaching the selected class and a
staff control group drawn from those teaching the pupil control group.
There will be a two-phased approach with both of the constituent groups, each
member of which will be issued with an iPod and appropriate peripherals (see under


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„Additional Resources Required‟ below) for the duration of the project. Phase one
will require each group to familiarise themselves with the iPods and related software
over a period of three weeks. During this period, they will be asked to note down
ideas that they might have for the possible application of this technology to learning
and teaching. In addition, they will be asked to complete a structured questionnaire.
All of this will be done within the context of directed discussion and the
dissemination of appropriate information to both groups.
Assessments will be devised both for the selected group and for the control group at
key stages in the project in order to provide an objective basis for evaluation of the
impact of this technology on the learning and teaching processes.
The MIICE Toolbox (see Appendix 11.3. and http://www.miice.org.uk/) and
HGIOSICT (see Appendix 11.4. and
http://www.hmie.gov.uk/documents/publication/hgiosict.pdf) will be used as
evaluative models and the evaluative method will be documented as part of the
evaluation deliverable.
The continuing professional development aspect of the project will challenge staff in
the first phase to think creatively within their subject specialism of meaningful and
innovative ways in which iPod technology might be applied to both learning and
teaching.
At the same time, the project management staff will investigate parallel or similar
research elsewhere and will document their findings. This, together with an analysis
of the ideas generated by the school pupils and teaching staff will be published for the
information of all participants and will be used as the basis for specifying an
implementation plan for phase two.
Phase two will comprise a straightforward implementation of this plan within the
learning and teaching programmes of the normal curriculum experienced by the
selected pupil group. An important aspect of the application of the iPod functionality
relates to individual learner target setting and the use of the in-built calendar. The
possibility of synchronising the iPod calendar with the calendars in StudyWiz and
FourPoint will be investigated with Etechgroup.
StudyWiz and FourPoint will be used throughout the project as the overall online
infrastructure, as a vehicle for collaboration and sharing ideas, as an additional
complementary technology in the learning and teaching processes, and as a means of
accessing learning object repositories and of downloading and uploading files to the
iPods for staff and pupils. There will also be browsable web-based access to the
learning object repositories. One is the Hive repository at the heart of the Global
Learning Enterprise project in Australia (see Appendix 11.1.) and the other will be
located on a dedicated Apple G5 XServe server running IntraLibrary (cf Appendix
9.4. and www.intrallect.com) within the City of Edinburgh Council educational
network. A key feature of the use of these (and potentially other) repositories in
practice will be testing of the reciprocal exchange of digital content within the global
learning consortium.
The products or outcomes of phase two will be fully documented as a series of case
studies and will be evaluated using the methodology referred to above. The evaluation
document will conclude with a list of recommendations both for the application of
iPod technology to learning and teaching and for possible product development in the
light of the experience gained by the project participants and the project management
staff.




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4.       Project Objectives

This project will essentially be pupil centric. Great attention will be paid to the
outcomes of the initial investigatory phase with particular reference to feeding the
ideas and views of pupils themselves into the subsequent project implementation plan.

     4.1.              Gracemount Pupils
             To think of innovative ways in which a specific technology might improve
              their learning practice and experience
             To suggest ways in which teachers might better help them to learn using a
              specific technology
             To use a specific technology (Apple iPods) to improve learning skills, time
              management and target setting

     4.2.              Teaching and School Management Staff
             To consider the views of pupils with regard to the potential for applying a
              specific technology to the learning and teaching processes
             To think of innovative ways in which a specific technology might improve
              their teaching and school management practice
             To think of ways in which they might better help pupils to learn using a
              specific technology
             To use a specific technology to improve learning and teaching skills, time
              management and target setting

5.       Methods and Contexts

     5.1.              Tasks
         1.      Induction of pupils/staff
         2.      Security etching/marking of iPods
         3.      Hardware insurance arrangements (previously discussed and agreed with
                 Apple) in place
         4.      Parental agreements/guarantees finalised and signatures obtained
         5.      Issue iPods to pupils
         6.      Issue iPods to staff
         7.      Parallel research and publication of findings
         8.      Exploratory phase
         9.      Collect feedback from both groups
         10.     Analysis and documentation of initial feedback and research
         11.     Selection and scoping of specific activities for phase two
         12.     Preparation by staff for phase two
         13.     Cross-curricular work with target group (implementation of phase two)
         14.     Participant logs/blogs
         15.     Evaluation of outcomes and recommendations
         16.     Filming/editing of project activity (digital)
         17.     Final documentation


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     5.2.          Deliverables
        1.    Parental Agreement form
        2.    Definition of project scope (details of participants, subjects, etc.)
        3.    Publication of initial feedback
        4.    Publication of specific objectives for phase two
        5.    Publication of implementation of phase 2 outcomes (record of
              observations)
        6.    Ongoing publication and archiving of reflective documentation
              (log/blog) by participants (pupils and staff)
        7.    Publication of evaluation of outcomes
        8.    Recommendations for future developments/implementations
        9.    Lesson plans
        10.   Digital content (CEC generated only)
        11.   Edited video of project in action
        12.   Final documentation in electronic format (Note: This and all other
              written or electronic produced by the CEC project team or by school
              pupils will remain the copyright of the City of Edinburgh Council
              Children and Families Department. Publication by other parties or
              project partners will require the written consent of the departmental
              Director.)

     5.3.          Anticipated Learning Outcomes
        5.3.1.             Pupils
             Enhancing existing learning outcomes within the curriculum
             Learning how to apply ICT both to favoured and to less favoured
              learning styles (visual, audio, kinaesthetic – VAK)
             Reflection on learning and on the learning process
             Improving practical ICT skills

        5.3.2.             Teachers
           Enhancing existing teaching practice within the curriculum
           Learning how to exploit ICT to enable different styles of learning
            (VAK)
           Reflection on teaching practice and methodology
Improving practical ICT skills




6.      Anticipated Impacts

Preliminary research into the use of Apple‟s iPods in learning and teaching elsewhere,
e.g. Grand Island Public School,
(http://www.apple.com/education/profiles/grandisland), University of Lyon, France
(http://www.insa-lyon.fr/insa/university/university-lyon.html) and Duke University, Durham,
North Carolina (http://cit.duke.edu/about/ipod_faculty_projects.do) strongly suggest that


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there is significant potential for enhancing the learning and teaching processes using
hand held media devices, such as the iPod. It is anticipated that there will be a
measurable and demonstrable impact on the quality of learning and teaching as a
major outcome of this project. The project development team expect certain curricular
areas immediately to find appropriate and innovative use for this technology, in
particular, Modern Languages, Music, Art, English. They have confidence that staff
and pupils not only in these but in other curricular areas where the application of this
technology within a specific subject area is less obvious will devise practical and
creative methods for appropriate use of the iPods across the whole curriculum.
Gracemount High School are already working in collaboration with an Edinburgh
based eLearning company (MDC Learning Systems, The Shore, Leith) in the
development of a series of Flash objects for use in Science and Mathematics. These
objects will be located on the CEC eLearning repository (but not transferable to the
Hive Repository without prior reference to MDC) and would be available to the
project.
There is an expectation that the lessons learned by City of Edinburgh teaching and
support staff involved in the project will feed into routine learning and teaching
practice across the entire city‟s educational establishment well beyond the scope and
life of the project.
The lessons learned will be documented and shared with other authorities and
professionals. For example, the project will be showcased at conferences, such as
eLive 2006 and possibly NECC 2006.
The methodology to be used for the evaluation of this impact is described in the next
section (8. Project Evaluation).
There is significant potential to take the development of this project forward, in the
light of its findings and recommendations, to a further proposal for more ambitious
action research in this same field. Just one example might be to extend global
collaboration with a view to broadening the scope for inter-repository exchange,
particularly of iPod friendly objects. This kind of research could be linked to the
Scottish Schools Digital Network (SSDN) and national repositories (Learning and
Teaching Scotland – LTS) initiatives




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