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Evaluation of the SchoolsOutGlasgow.net project - Final Report
Conclusions and recommendations
This project, funded jointly with SEED and supported by L/TScotland, was Glasgow City Council's response to the unmet needs of many learners with significant interruptions to their academic learning. It was based on its involvement with Stephen Hepple's innovative Ultralab notSchool.net project, funded by the Department for Education and Skills (DfES). The lessons learned from that experience of on-line learning for individual pupils ensured that the SchoolsOutGlasgow.net project would be tailored to fit better within the reality of funding and organisational practices within Scottish local authorities. It was also considered important to develop
(1) pedagogical aspects through enhanced tutor support and
(2) socialising by the development of a community of on-line learners.
The pilot was scheduled for one school session (2002-2003), but technical difficulties caused constant delays in connectivity so that a further pilot year (2003-2004) was made available. The conclusions follow with the recommendations numbered and in bold.
Although this was described as an on-line facility, the notion of blended-learning was promoted to ensure that learners' needs were better met. Media of transmission and modes of curriculum delivery involved ICT hardware and software, web and paper based materials, visits to libraries and museums, research, interacting with a variety of professionals, engaging in college courses and on-line communication.
1. It is recommended that this mixed approach is adopted in any future such initiatives.
The complex technical problems involved in bringing 'outsiders' into a closed local authority computer network were fully tested. The many and varied problems might have been foreseen and pre-empted if there had been a longer initial period for planning and trialling. This stage could well take a year to put into effect but it is important to have established appropriate connections which support learners and tutors.
2. The learning needs of the pupils should not be jeopardised because of issues of security; both have to be considered and protected.
The increased availability of broadband and Internet access is increasing the number of families who already have ICT facilities.
3. It may be that an authority would consider a form of home learning where access is given to school-based on-line learning and the family takes on the responsibility for regulating their child's access to Internet sites.
Such an approach does raise issues of equity for pupils as many families will not be connected nor have the funds to do so. There is already a recognised social divide in access to computers.
4. Any decision must be made on the basis of the pupil's needs in learning. The new Additional Support Needs Act will require local authorities and schools to revisit their provision for pupils with significant interrupted learning.
The GCC experience, although fraught with technical problems, was well supported by a partnership approach to resolving these difficulties.
5. There is a need for partners to meet on a regular basis with decisions taken, recorded and acted on. There is also a need for strong management with clarity about roles and responsibilities, particularly for flexibility in supporting staff. This requires that adequate protected time is made available to the lead managers in any such project.
Critical to achieving success in this new mode of teaching and learning are well understood and shared aims in what the processes are in on-line learning.
6. Tutors must provide an enabling learning experience through giving pupils support to make informed choices, guiding rather than directing. This in turn requires that tutors understand the pedagogical implications and are themselves knowledgeable about the range of opportunities and facilities for learning available outwith schools. L/TScotland has an important role to play in disseminating information on on-line learning approaches and sources for learning. Local authority ICT officers too have knowledge and skills to call on in staff training sessions.
7. The Scottish Executive should consider giving a lead in the development of on-line teaching and learning courses so that in future schools themselves are able to support pupils outwith school.
Resources are an essential element of blended learning and on-line learning. Technical items, such as graphics tablets were shown to enhance learners' motivation and ability to undertake quality work.
8. A range of technical aids and software should be made available on a 'needs' basis above the standard package and the authority's ICT officer should be involved in any on-line undertaking to identify appropriate support aids.
Tutors were given responsibility for selecting the pupils for inclusion in the project. There were no set criteria other than that a mix of 'groups' had to be included. Schools, pupils and parents do have to feel that selection is 'fair' and equitable. The project had credibility from the start. Parents in particular valued the opportunity and felt their child had succeeded against competition.
9. In any future roll-out it would be essential to have some stated selection criteria although, given the very varied situations of pupils, it should not be too prescriptive.
The motivational effect of the project was evident. Pupils reported the 'street cred' of an ICT based project. This was important to learners who had previously 'failed' at school. The face-to-face element with well suited tutors undoubtedly played a large part in maintaining this view, despite the many connectivity problems. There was no exit strategy in place within the schools for most of these pupils but the project provided this.
10. It is important in future that this is addressed in order to capitalise on the learning gains made and to prevent loss of momentum when the pupils reach leaving age.
It is important that tutor staff have a range of skills, knowledge and prior experiences to bring to a team effort.
11. Some consideration needs to be given as to how best to access subject knowledge within a team approach to identifying suitable sources and resources.
It is important that the expertise developed through such a project is not kept solely within the project. Schools need to become more skilled in the delivery of on-line learning.
12. Local authorities and schools may wish to consider seconding or linking teachers on a part time basis into such a core team when a pupil from their school has been accepted into such a facility.
Families reported their appreciation of the opportunity the project offered and, in particular, the support of the tutors. They also made it clear that they saw the traditional subjects and qualifications as the gateway to future work opportunities. This is an important aspect.
13. Authorities should find ways of working together to capitalise on developments in on-line curriculum materials geared to national qualifications.
Parents became more interested in their children's learning as they saw the efforts they were making and family relationships improved. Families, too, became involved with the machines which resided in their living rooms and regretted their going, as a window into a world of knowledge.
14. Local authorities should consider an exit strategy for families which supports them into readily available life-long-learning opportunities.
The links into FE colleges were also seen as an important motivator. The very different milieu suited these learners, with some impressive results. The FE colleges are well placed to provide courses which engage 'disaffected' young people.
15. The Scottish Executive and local authorities may wish to seek ways of establishing closer links for the benefit of some learners who are not yet sixteen.
It is clear that pupils who have missed out on continuity in their learning may not be able to achieve qualifications appropriate to their stage and abilities. This is particularly a concern at age sixteen when many choose to leave formal education. It is important that there is a clear exit strategy in place for all such pupils.
16. Authorities should liaise with Careers Scotland and their local FE Colleges to ensure that pupils are given the best advice on further learning opportunities available within easy reach.
Schools who refer pupils to an outwith school support for learning facility have a duty to maintain links and responsibilities for that pupil if s/he remains on their roll. It was evident that some pupils had had such chequered histories that details of their learning progress were not available. In those that were there was a preponderance of detail on pupils' behavioural and attitudinal aspects but little on their learning styles, capabilities and teaching needs. It is important to be able to track 'mobile' pupils.
17. Local authorities should make arrangements for maintaining copies of full records for pupils who move around services.
In the first year of the project there was little time to arrange a contract with referring schools. It became a concern during the following session when adequate records and liaison were still not always in place.
18. Local authorities should consider what type of contract should be devised so that schools maintain their responsibilities while the pupil is still on their roll.
19. Any authority wishing to undertake a similar provision should give careful consideration to the funding mechanism for it. Schools are not well placed to transfer out large sums of money but they can make a significant contribution in kind, based on staff time, resources, Guidance support, responsibility for maintaining pupils' assessments and records, etc.
Authorities may wish to consider how they can help their schools to develop a comprehensive and cost effective support for learning initiative, based on blended learning, including on-line at home .
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