On May 21st Webanywhere awarded Bush Hill Park primary school with our first ever Flagship School status as a reflection of their superb website and embracement of e-learning and technology within the classroom.

The standard of e-learning at Bush Hill Park has been marked as a huge success in the UK, with their site embracing modern, responsive design that works just as well on mobile, tablets and laptops as on any standard PC. Their use of the Blog, Learn and Messages app within School Jotter also reflects a school that truly believes in an e-learning future, and with a large stock of shock proof iPads they have the hardware to back up the rhetoric.
Bush Hill Park’s Computing Teacher & Subject Leader Mr Fateh Singh accepted the award in a ceremony hosted by the school. When asked about how he felt about receiving the honour he told Webanywhere “It’s been a great success to get to where we wanted to be. We love the website, we love the design, we love working with Webanywhere.”

The award is the first of its kind to be handed out, with Bush Hill Park being the first to achieve the standard of excellence Webanywhere is hoping to bring to schools across the country. With more nominees in the pipeline however, it won’t be long before another one of the Flagship School plaques finds it’s way at another one of these exceptional schools – it might even be your school next!
To see how the event went, check out our mini-documentary on Bush Hill Park and the future of e-learning:

If you’re a Webanywhere customer and you think you’ve fully embraced e-learning and are utlising technology within your school, feel free to contact us at events@webanywhere.co.uk and apply to be a flagship school.
Related Webpages
School Jotter – Find out about the online platform that Bush Hill Park Primary School use to create and manage their website and e-learning facilities

This week it is Staff Blog week here at Webanywhere, so each day we have been sharing with you a new blog post from one of our employees. Today, it’s the last of the week and we have Cieran Douglass asking why does learning have to be so serious?

In order to write this blog post, I’ve been wracking my brains for examples of where I did some learning that was particularly notable, so I could provide an interesting hook rather than just a fairly mundane observation. I had a pretty standard education really – local village primary school, grammar school in a nearby town, then university, where I muddled through and managed to get a 2:1 in Politics. None of it stands out as particularly notable really.

Then I started thinking about the other places I’ve learned things, things outside of my education, and my mind wandered back to 2007. This was the year I got my first proper computer I didn’t have to share with my family, and I developed an interest in graphic design, first just through MS Paint, then GIMP, right up to Photoshop. It was the last of those that drew me, late that year, towards the “You Suck at Photoshop” series of video tutorials on YouTube. It’s not really safe for work, but I’d recommend anyone interested in digital imaging check it out, since as well as being informative it’s also hilarious.
Chronicling a man’s descent into madness and rejection while also providing some very handy Photoshop tips, the series has taught me things I’m still using to this day. Ever since, when I want to learn something, I’ve headed for online videos, and the engaging ones are the ones that are both informative and entertaining. If I’m learning for pleasure, I want the pleasure part to be an important factor! It keeps me focused and also helps me to remember things – a joke’s as good a mnemonic as anything else!
I don’t want you to get the wrong idea from this – I’m not saying that there’s no place for important documentary film-making or anything – I enjoy Attenborough as much as the next guy, and there’s some things it can be difficult to make light of – but when it comes to memorisation of facts, retaining engagement and producing effective results, I find I learn much better when I’m laughing.
It’s not just video content though – when browsing through Waterstones with a friend the other day we came across the textbooks section, and I was reminded of my science lessons at school. By far the most interesting and memorable textbooks I had were CGP’s – a company managing to fuse important topic with an air of whimsy I really appreciated. They certainly made revision that bit less stressful, for me at least!
Of course, everyone learns differently – I enjoy humour, you might not, I like computers, you might not etc, and just because I found a way to learn that helped me doesn’t mean it’ll work for you too – this is my experience, and I’m not here to be prescriptive!
Cieran Douglass

This week it is Staff Blog week here at Webanywhere, so each day we will be sharing with you a new blog post from one of our employees. Today it’s our Marketing Manager, Stephanie Girard talking about when she completed her first MOOC, what she’s learnt from it and why she’s encouraging everyone else to take part.

I have just completed a free MOOC* on “Copywriting for the web” from the Open University of Australia and I would really recommend everyone else to join MOOCs for their e-Learning.
We are all different in the way we learn and engage. Personally, I struggle to concentrate on videos that go on and on without giving me the opportunity to interact. To be honest, I’d rather read the transcript.

This 4-week MOOC was well presented and very engaging. Following the trend of microlearning**, each topic was no more than 8 minutes with a one-question quiz at the end of each topic and an assessment at the end of each module in the form of 10 multiple-choice questions. A 5 to 10 minute video with a quiz at the end, really worked for me.
As you would expect from a MOOC, social learning was also a big part of the experience with the ability to share on social media, post in the different forums and enhance the learning by contributing with other material.
The attribution of digital badges*** for sharing, blogging and passing assessments was also fun and I guess, a good example of the Gamification of Learning. I have also received a certificate which proves that I have completed the course. Even though it doesn’t give me official credits, it can and will go in my “CDP file”.
Back to the course itself, it was full of tips and techniques about writing content for the web and I have definitely learnt a lot. It has given me the incentive to learn more and I have now joined a MOOC on User Experience for the web.
Stephanie Girard
*MOOC – Massive Open Online Course
**Microlearning is a way of teaching and delivering content to learners in small, very specific bursts. The learners are in control of what and when they’re learning.
*** Digital badges are a validated indicator of accomplishment, skill, quality or interest that can be earned in various learning environments.

This week it is Staff Blog week here at Webanywhere, so each day we will be sharing with you a new blog post from one of our employees. Today it’s Helen Bound discussing the best possible VLE for teachers.

One of the often repeated gripes from teachers about their expected e-learning involvement is lack of time to produce content. ‘We’re too busy marking, and writing reports, and planning, and teaching and…” and so it goes on. These are all valid points but until senior leaders recognise the importance of a learning platform for their teachers and students alike there will never be sufficient time put aside to allow staff to author their content and start providing 21st century learning experiences.
Having worked in this industry for 10 years and recognising the value of e-learning with this generation I feel that some school leaders are very short-sighted in their ability to provide flexible working arrangements for their staff and understand that lesson planning does not revolve around a large A3 piece of paper and coloured pens anymore or a word document. E-planning and resource creation can all be done online. Straight to the learning platform, no middle-man, thus saving time…and paper.
Sharing this ideology with teachers can do two things, inspire them to produce the most wonderful teaching resources and share with colleagues and make it their preferred mode of teaching or turn teachers away because they don’t have the IT confidence and prefer their tried-and tested method. Chalk and talk!
Having spent time with schools talking about their VLE’s and time management it occurred to me there was an opportunity to create a School Jotter Essentials product for schools. Strip out all the resources they don’t need initially, produce ready set-up courses with all the labels in place and just train schools on the basics like assignments, forums, questionnaires, quizzes and let them progress from that point.
An open-source LMS can be daunting at first sight to any non-technical person and if we can strip out the non-essential blocks and make it more user-friendly, we may have more people willing to give it a try.
In my mind I almost see a School Jotter cross-over where a dashboard of School Jotter apps are presented to you when you login, labelled Assignments, Forums, Quizzes and you are lead to a slightly easier interface to set these activities up. Matching the simplicity of Jotter with the features of an open-source LMS…who knows. That whole bite-size approach to learning could be replicated here with a simpler interface. Anyway that’s for the future…
So if we build it they will come…how much can we put in place reasonably that will take all the hard, complicated graft out of setting courses up, to just allow educators to add their content in…do we accept it’s an enormous cultural shift in Education at the moment to expect every organisation to be successfully running an e-learning platform or will it come in time and we could just help it a little on it’s way. Providing an entire platform with all content added will never work, educators need ownership of their teaching material, some feel their role is being eroded anyway with the advent of IT and e-learning, so there has to be an optimum level they’d be happy to use. VLE titles from publishers are horrendously expensive, and you are tied into that investment. However bite-size resources would be most welcome if they add the teaching functionality to a course that would be more effective than a PDF worksheet. Any sort of self-marking assessment would be most welcome too as it fulfills that element of teaching.
So having read this back, have I just described a Jotter on steroids…could we develop a Jotter product to rival open-source LMS…the simplicity of Jotter apps with the rigour and flexibility of an LMS. Joodle or Motter…you choose.
Helen Bound

Related Webanywhere reading
Find out more about the product in question, you can view our School Jotter here.

This week it is Staff Blog week here at Webanywhere, so each day we will be sharing with you a new blog post from one of our employees. Today it’s Keith Taynton talking about when he taught English as a Foreign Language teacher in Japan and Sweden and witnessed the impact that technology can have on student engagement.

I taught English for several years in Japan where, despite its status as a highly developed technological society, technology use in schools is surprisingly low. Most schools only use computers to teach a computing curriculum. I never saw a school using a virtual learning environment like School Jotter, and in this respect, the UK is much more advanced.

This post is about how I introduced a learning platform into my English class as a Foreign Language teacher in Japan and observed student engagement and learning outcomes skyrocket.
I had a contact in a school in Sweden and we decided to use the learning platform website to connect our junior high school students (aged 12-13) together for them to practice English, a second language for everyone, in a practical, real world way. The platform was styled as a poster upon which multimedia elements could be pasted. For example, students could record a short video introducing themselves, add pictures and text boxes and decorate it with clipart and so forth.
Being able to practice the four skills of language (reading, writing, speaking and listening) in one environment for a real purpose thoroughly engaged all of my students, even the ones who perceived themselves as weak at English. The motivation and novelty of the project helped them to focus on applying their learning and the reward was more than just a score – it showed them that they were not alone in their struggles to learn English and that it was a very useful thing to learn because it opened doors to the outside world that monolinguals do not have.
In short, the website gave both sets of students exciting opportunities to reach out and apply their academic studies in a useful way. Foreign languages are a fairly obvious candidate for technology enhanced learning, but with a little imagination this could be applied to many other disciplines. Imagine studying music and being able to connect with schools in other countries to hear what their music sounds like, the instruments they use and even co-composing music. Geography and history could be brought to life by sharing stories with peers who live in foreign countries, enriching both sides by breaking down stereotypes and boundaries.
All these are possible with the technology available today. You’re limited only by your imagination.
Keith Taynton

Related Webanywhere pages

Read some of our case studies to see how we’ve engaged other teachers, students and parents using technology in the classroom.
EdTech15 is an upcoming education technology conference based in Leeds, featuring talks from influential leaders in the education technology field, visit the website to find out more.

This week is Staff Blog week here at Webanywhere, so each day we will be sharing with you a new blog post from one of our employees. Today it’s Emily Tasker talking about her personal experiences of E-Learning.

The human race has always had the capacity and need to learn. It has helped us to evolve in the beginning and expand into the world. Without this drive for knowledge, we would arguably not have survived as a species, but that is a debate for another time.

The drive to learn is innate in our structure, it’s in our very core. The difference nowadays is how that knowledge is obtained and/or made accessible. As a child, I remember asking my parents the annoying questions all parents must suffer through, the general response I received was ‘look it up in the encyclopedia’.
When we finally had a computer in our house, the default answer to my persistent questioning was ‘look it up on Encarta’. Encarta was a CD ROM but basically was a digitised encyclopedia; the difference being that Encarta, with its games and challenges, was far more engaging and fun than an encyclopedia.
My more recent questions are easily answered thanks to my computer, tablet and mobile phone making the internet more accessible. The ability to go onto the internet to research an answer is becoming second nature, almost subconscious to society.
One example of this was during my National Childbirth Trust (NCT) Class when I was pregnant with my daughter, we were asked ‘your newborn is poorly, who do you turn to for advice?’ and for each couple to write down their answers. All had the usual answers ‘parents’, ‘doctors’, ‘other first time mums’, but all also had some form of digital platform listed such as information/chat boards, mobile apps, ‘dr google’ was also mentioned! Without even thinking twice, all new parents at that class would turn to digital help with issues relating to their newborn. That’s a significant amount of trust that they are placing in the information the internet can provide them. One answer was so second nature it had given a search engine the persona of a doctor.
I personally think that is the crux of where E-learning/Edtech is heading, as humans innately learn, there will always be a need for E-learning, but to survive it needs to be fun, easily accessible and trustworthy.
Emily Tasker

Related Webanywhere pages
Our E-learning resources – provide personalised e-learning and revision tools, allowing teachers to quickly and easily create exercises for students

Making use of new the features for tables in School Jotter 2

Tips from Primary Support Desk Analyst, Matthew Basierak

On the support desk we are often asked how to add and work with tables in School Jotter 2 and we have recently introduced some new features to the system which makes working with tables easier than before.
You can now change the colours of individual cells in a table.  In order to get started you first need to create an empty table by using the table icon in the grey editing toolbar.

Once you have added the table to the page, you need to select and highlight the cells where you wish to change the colour.
See the screenshot on the right.

Once you have highlighted the cells, the next step is to go to the Table menu in the grey toolbar, select the Cell option from the drop down menu then click on Cell Properties.  See the screenshot below which shows exactly where this option is located.

You should now find yourself in the Cell properties dialogue box.  If you then click the advanced Tab in the following window there are options to set the border width, style and colour.
In order to change the colour you can either enter a value into the background field, or alternatively you can click on the small back to the right hand side.  After selecting the colour you will notice that this information is automatically added to the style box.
Please see the screenshot below, which shows the background colour box with a new colour added to it.  You can now click on the OK button to save the changes.

If you need further help on working with tables, please see our help guide using the link below:
http://wa.schooljotter2.com/sites/insert-items/tables

 

“A VLE would take too much time”

“We’ve never used one before so we don’t need one”

“My staff aren’t so confident with ICT so it’s not for us”

Do these statements about Virtual Learning Environments sound familiar? I’ve heard each of them countless times over the course of my teacher training, subsequent years as a teacher and especially as I’ve delved into specialising in their usage.

It is very easy to label a VLE in the same way you would some unnecessary paperwork or a new fad dreamt up by a politician.

What if a VLE was labelled the same was as any other resource in the school resource cupboard? It becomes much more valuable and less scary when staff in school start to realise that a VLE is simply a tool that can be brought out when the occasion suits, which doesn’t have to keep chugging along behind everything you do, keeping everyone back at school an extra 30 minutes a day (even as ‘someone who knows’ about VLE’s, I can think of a hundred things I’d be better off doing as a teacher than being sat behind a computer updating a VLE on my own at 5:30).

The weighing scales in the resource cupboard; do you use them every day? Every maths lesson? Even the counting blocks have their time and place. A VLE is no different. In exactly the same way that you decided to use a physical resource, a VLE can be picked up and dropped into the curriculum as and when it fits you as a teacher and your children as learners.

Perhaps you’re onto Report Writing this half term. It would be great to compare the difference in format between newspaper articles and website articles, and then have the pupils write their own on an online Portfolio. They can even then peer assess the articles right next to professionally written articles at the touch of a button. Then, say, next topic, you are studying Shape Poetry. It would be fantastic to LEAVE THE VLE OUT COMPLETELY! Shape Poetry can be so beautifully written on huge pieces of A3 paper and coloured more creatively than a computer can handle.

Therein lies the secret of VLEs. They are brilliant when you use them as any other tool in your cupboard. Learn their advantages and disadvantages. What advantage will a specific function give to your class and your lesson? That Wiki tool will be brilliant for the collaborative writing part of the next topic.

After all, would you really shoehorn the weighing scales and counting blocks into taking your registers? Teaching Shape Poetry? You could, but you’ll hear “That could take too much time”, “We’ve never done that before so we don’t need to”, “My staff aren’t confident in doing that so it’s not for us”.

Related Webanywhere Pages

Here at Webanywhere we developed School Jotter a VLE which is developed by educators, for educators.

Making use of new the features for tables in School Jotter 2
Tips from Primary Support Desk Analyst, Matthew Basierak
On the support desk we are often asked how to add and work with tables in School Jotter 2 and we have recently introduced some new features to the system which makes working with tables easier than before.
You can now change the colours of individual cells in a table.  In order to get started you first need to create an empty table by using the table icon in the grey editing toolbar.
Once you have added the table to the page, you need to select and highlight the cells where you wish to change the colour.
See the screenshot on the right.

Once you have highlighted the cells, the next step is to go to the Table menu in the grey toolbar, select the Cell option from the drop down menu then click on Cell Properties.  See the screenshot below which shows exactly where this option is located.

You should now find yourself in the Cell properties dialogue box.  If you then click the advanced Tab in the following window there are options to set the border width, style and colour.
In order to change the colour you can either enter a value into the background field, or alternatively you can click on the small back to the right hand side.  After selecting the colour you will notice that this information is automatically added to the style box.
Please see the screenshot below, which shows the background colour box with a new colour added to it.  You can now click on the OK button to save the changes.

If you need further help on working with tables, please see our help guide using the link below:

The Education Technology conference is here, and we’re inviting you to join us at what promises to be the most exciting event in Education Technology in The North.
Hosted in the beautiful and prestigious Hilton Leeds City Hotel, the event will be a great chance to see some of the leading EdTech companies in the country, meet other teachers and professionals and take full advantage of our free catering.

Plus, we’ll be hosting talks from world leading experts in Education Technology and from schools and teachers who have changed the way they teach forever.
You can view more information on our website: www.educationtechnology2015.co.uk

Register today! Tickets are FREE (including lunch and refreshments) and are available now.