Spring Lane E-Learning College

From Concept to Reality

Background

• Objective 1 Funding• SYeLP - Inclusion Projects

• Recognition of need for a programme that would enable:

• personalised learning• short periods of attendance• an emphasis on achieving qualifications• provision of pastoral care• opportunity for social interaction with other young people• earlier intervention to prevent complete disengagement• earlier transitions back to mainstream• access to work experience and work based learning• more emphasis on progression

Planning

• Short timescale - October to June

• Students - who, how, why?

• Staff recruitment / training

• Content - what, from where?

• Technical issues - e.g. compatibility

• Sourcing and purchasing of equipment

• Setting up of equipment / installation

• Monitoring / Reviewing / Evaluating

• Examining sustainability

A bit for the ‘techies’

• Apple Macs? - why not Windows based PCs?

• Learning Platforms / VLEs / Why we love Moodle

• Software / applications - HOW MUCH?! - Our solutions

• Getting online - requirements / contracts

• Help?

People involved include ….

• Steering Group• SYeLP • CAMEL Group (Collaborative Approach to the Management of E-Learning)

• E-tutors• Spring Lane Staff• Extended Curriculum Team• Connexions• (and of course) Students & Schools

Any problems en route?

• Students / Parent(s)

• Staffing / Training

• Perception (of project aims)

• Communication / Information / Liaison

• The Technology

• ‘Tempus Fugit’

The students

• 22 students (over course of activities)

• 14 x Y11

• 8 x Y10

• 17 x male / 5 x female

• Wide range of circumstances / conditions

What we did

• We provided each student with:

• An Apple MacMini Computer

• A19” Monitor

• Keyboard, Mouse, Printer

• A broadband connection (15G / month allowance)

• A telephone landline (where necessary)

• Access to the Spring Lane E-Learning Platform

• A personal e-tutor

……and all of a sudden it was actually happening

There’s a place where we can go ……

www.springlane.org.uk

Case Studies

• ‘Student A’ - A disengaged learner

• ‘Student B’ - A school phobic

• ‘Student C’ - A disruptive student

• ‘Student D’ - A strategic intervention

Outcomes

• Successes …. case studies (+ more) - Qualifications / Destinations

• Other …. Each different, and varied - very few

• Y10 students (now Y11) - mostly still actively engaged

……incidentals

• Development of resources

• Technical skills / awareness

• Links with other practitioners - S.Yorkshire e-inclusion projects

• Spring Lane Learning Platform - http://lp.seclc.net

• Weblogs for NPSLBA training

• Online training (child protection) for staff

Current state of play ….

• Continuing with (most of) Y10 students from last year

• Taking on new students, as appropriate

• Working closely with mentors, Spring Lane teaching staff,

ECT, and Connexions P.A.s

• Building and developing relationships with schools

Where we want to be ….

We are now in a position to offer our services to schools

www.springlane.org.uk is a Moodle based Learning Platform, which has been set up exclusively for use by the students on this programme. It is linked to our Spring Lane TALMOS portal. This enables quick and easy access to student records, work, information and teaching and learning resources, as well as facilitating the easy transfer of students’ work and information.

We Can Offer• A personalised learning programme to suit the needs of the student• Up to three days a week of ‘blended’ online learning• Flexibility, to allow for change in circumstances• Experienced staff, trained in the use of Learning Platforms• Liaison with the home, school and other agencies / providers• A range of accredited courses and qualifications• Pastoral support and careers guidance for students