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DeFT Tasks

This version was saved 11 years, 6 months ago View current version     Page history
Saved by Richard Pountney
on September 24, 2012 at 12:42:51 pm
 

Frontpage       Project Team


 

DEFT Jobs (as agreed at 16 March Team Meeting)

 

 

Themes/ work strands

Tasks involved

Key Milestones

Persons responsible*

Comments/issues

1.Open textbook

 

1.  Develop a specification for the open textbook (OT):

  • consult with project team on contents outline 
  • liaise with technical partner 1 on phase 1 (P1) (flat website) as holding space for case studies and DL info
  • liaise with technical partner 2 (and 3?) on phase 2 (P2) (interactive open textbook) including app)

 

2.  Incorporate the elements into the OT including:

  • case studies (CS) and material such as rich media, children's work , reflections etc (see strand 2)
  • an overview of OER for teacher education (strand 3)
  • research briefing on DL (see also strand 4)
  • briefings on cross-cutting themes e.g. e-safety   
  • project documents, process and methodology including reflexive elements (see strand 2)
  • dissemination outputs such as briefing papers, presentations, and research papers (strands 4 and 7)

31 Mar: draft outline of OT agreed by team

 

30 Apr: phase 1 website live for draft CS

 

31 May:

P1 website updated with CS updates

Final OT structure agreed

 

30 Jun: P1 website update with bulk of CS material

 

31 Aug: P1 to P2 transfer and development. If requested, deposit material from individual CS into Jorum. 

 

30 Sep: OT available as 'app'

 

19 Oct: OT OER to JISC

RP to lead

AG to assist and liaise with Key Liaisons (KLs)

 

Two phases of development

 

Phase 1 for flat website holding teachers' case studies; and development materials.

 

Phase 2 interactive website will be more interactive and will incorporate visual design from Digital Bloom.

Cross-cutting DL themes such as e-safety and DL skills will be addressed in Briefings (rich media) including the development of an app (a packaged version of the OT)

 

 

Themes/ work strands

Tasks involved

Key Milestones

Persons responsible*

Comments/issues

2. Case studies

 

 

 

 

 

 

1.  Identify a framework for developing case studies:

  • liaise with schools (led by Key Liaisons (KLs) with Key Contacts (KCs)) to identify a focus for the CS
  • facilitate pedagogical support, including advice and training where needed
  • signpost relevant resources including literature and information to support the case study

Case Studies

31 Mar: CS focus agreed

30 Apr: Main elements of CS identified and scoped

31 May: Final draft of CS

30 Jun:  Final CS on P1 web

JD to lead

CB to identify lit. and resources to support CS

AG / NW to support

Teachers and schools need to be reassured that the CS is sufficiently 'new' and that the focus is on meanings around literacy through digital practice not on best practice.


 

 

Themes/ work strands

Tasks involved

Key Milestones

Persons responsible*

Comments/issues

2. Case Studies (continued)

2.  Direct opportunities for teachers to provide a reflexive commentary (alongside tutors, partners & core team):

  • agree on 5 key moments for reflection / reflexive commentary and the principles for reflexive moments (RM)  (250 words / 3 minutes - see separate page reflexive moments cache)
  • agree methodology (why, how and what) for teachers to record their thoughts (offering the blog as a baseline but supporting use of tweet / email / video / audio etc if chosen
  • create 5 shared reflexive reviews (RR) that feed back to the project the snapshots of understanding (within 2 weeks of each deadline) that summarises emerging meanings (individuals not identified at this stage):

o  What are your understandings of DL/OER now?

o  Which aspects of DL does your case study address?

o  How is your practice/understanding of DL changing?

o  How has Digital Bloom influenced your understanding and practice?

o  What impact did DeFT have on your understanding and practice of DL/OER?

  • create a summary reflection that examines emergence and development and reflects on the process (narrative and illustration)

 

Reflexive Moments (RM)

 

20 Mar: Send email to all outlining principles of reflexive methodology 

 

31 Mar: RM 1

 

30 Apr: RM 2

 

31 May: RM 3

 

31 Jul: RM 4

 

31 Aug: Incorporate reviews of reflexive commentaries (questions 1-4) into OT

 

30 Sep: RM 5

 

19 Oct: Incorporate any outstanding reviews into OT

JM to lead

AG/NW to provide logistic support and to produce 5 Reflexive Reviews (RR).

Whole team to contribute to final summative RR.

This framework for reflexive commentary will provide a narration to the project and the process. It would involve teachers, tutors, partners and the whole team, with five key reflection moments.

 

Teachers / tutors / partners / team will be asked to record (via blogging/ email/ video/ recording) answers to key questions.

 

Permissions requested to identify reflectors for inclusion in the OT.

 

 

Themes/ work strands

Tasks involved

Key Milestones

Persons responsible*

Comments/issues

3. OERs for professional development in PGCE training

1.  Scope OERs for teacher education:

  • commission a review of existing OERs, including links to these, their categories and application (pedagogy) and include in OT (strand 1)
  • identify any gaps and advise the project / JISC on this
  • trial this resource with 4 tutors and groups

 

 

 

2.  Identify 2 new OERs for teacher education:

  • Liaise with the tutors in developing new OERs, including 'opening up' any existing resources
  • trial new OERs with tutors and groups and in OT 

 

31 Mar: OER review complete

30 Apr: PGCert Module (ITTE) outlined

31 May: Provide outline for 2 new OERs to be created

30 Jun:  2 OERs created

31 July: Trial new OERs with PGCE students, if needed, revise following feedback.  Deposit into Jorum

30 Aug: Incorporate OERs and any supporting material into the OT

RP to lead OER review and PGCert module

AG to lead on development /repurposing of OERs

OERs could be in the form of a set of principles/guidance;

AG will be responsible for internal scoping to identify relevant resources which could be repurposed/opened up

RP will coordinate any external scoping including work with 'ITTE' project

 

Themes/ work strands

Tasks involved

Key Milestones

Persons responsible*

Comments/issues

4. Research framework

1.  Develop a framework to inform research and publication activities of DeFT team

  • consult with project team on principles informing the framework
  • Develop a publication plan (see table below - notes towards a collection of papers) for a set of papers/ conference presentations
  • signpost team to relevant publication/ funding opportunities
  • co-ordinate and offer feedback and guidance on any funding bids for follow-up work

 

10 Apr: Offer guidance on paper to OER2012

30 Apr: Send draft of framework /publication plan to the team for consultation

30 Apr: Initial scoping of opps for follow-up funding sent to team

30 Apr: draft specification for DL Research Briefing

 

GM

Project cohesion is strengthened by a consistent approach to themes, literature and findings, while allowing for individual differences in focus, tone and voice etc. A mapping of papers and conference presentations in the lifetime of the project and beyond can help. Collaboration on funding bids can also be facilitated.

 

2.  Develop a research briefing on DL, based on a literature review for Collaboration Sheffield and for inclusion in open textbook

  • Develop specification for the briefing
  • Liaise with external researcher commissioned to undertake the work

 

31 May: Finalise research framework and publication plan

31 May:  Final draft DL Research Briefing  

31 July: Incorporate research briefing into OT

30 Sep: Feedback to team on project research outputs

GM to lead

RP to liaise with IB

AG/NW to coord print ready doc

(pront costs paid for by Collab Sheffield )

While the timescale for the research briefing is tight there is value in accelerating this if possible. It is likely that the work for this will be carried out by an external researcher known to the project.

 

 

Themes/ work strands

Tasks involved

Key Milestones

Persons responsible*

Comments/issues

5. Training programme

 

(see here)

1.  Develop a programme of training sessions for project partners

  • in consultation with team provide a programme of 5 twilight sessions on key themes offered to DeFT partners
  • liaise with facilitators re: session content, timings, preparatory materials
  • make arrangements for room bookings, catering etc.
  • communicate with project participants - send information about sessions, handle queries etc.
  • collect feedback from training participants
  • capture and repurpose the sessions and any materials being developed in and where possible offer them as OERs/ supplementary material for OT

31 Mar: Agree session programme (see attached document). and facilitators

30 Apr: Finalise content of session and arrangements for room, catering etc.

31 May: Deliver first 2-3 sessions

30 Jun:  Deliver remaining sessions

31 July: Write up a brief report on the training for inclusion in project final report

30 Aug: Incorporate session material into OT

AG to coordinate and liaise with facilitators and DeFT partners (teachers, PGCE students/tutors) with NW'sassistance

See attached document for proposed sessions. The training is part of the package that was offered to schools joining the project - we agreed with them they would have access to staff development opportunities worth up to £500; we would also like to extend these opportunities to PGCE tutors/students and other members of the project team.

 

 

 

 

 

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