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Category Archives: Learning

CDSM Education Insights

Essential to the Learning Experience: Digital Competence in Teachers

CDSM believe that developing the digital competence of teachers is vital to support the raising of standards and attainment levels in schools.

CDSM designs digital tools for teachers. Tools that enable teachers to create and assign high quality e-learning and assessment resources for students. So it stands to reason that developing the digital competency of teachers is something that CDSM supports tremendously.

Good teachers have always used their skills, imagination and ingenuity to deliver their commitment to children and young people. To deliver the richest of learning experiences. This is one of those eternal truths, sacrosanct and enshrined in public sector UK education.

Good teachers adapt to environmental, political, socio-economic and technological phenomena. They seek to understand, assess and realise the resulting output of such change to enhance their practice, design and shape the curricula they deliver and ultimately sharpen their learners ways of seeing and understanding the world.

Teaching digital competence to young learners

Education in the 21st century is dynamic, demanding and standards-driven. Our good teachers continue to have the very best ambitions and commitment to their students. Today, for those ambitions to translate into high quality contemporary teaching and learning practice, we have to ensure that our schools’ digital capability is about infrastructure, access and their teaching and learning staff’s digital competency.

So CDSM innovates, design and supports digital tools that serve teaching and learning communities.  So that schools can have a cost effective capability to develop and assign quality digital learning and assessment resources. A capability that is able to respond immediately to the changing world we all live and participate in.

Digital Tools

Teachers are the most important agents of change in developing our young people and children because they are instrumental and expert in the design and development of:

  • Challenging and effective curricula
  • Metacognitive skills
  • Specialist subject knowledge
  • Delivering effective teaching and learning strategies

Our digital tools are designed to support, develop, and in competent hands, enhance these important educational activities. It is our digitally competent teaching communities that make our schools effective 21st Century learning organisations.

This blog is the first of several looking at why and how CDSM’s tools effectively support teaching and learning in 21st century learning organisations.

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Authored by Dan Sivak, Managing Director, CDSM Interactive Solutions

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CDSM e-learning E-learning Insights Learning

Interactive Digital Content Designed to Develop Capability – Part 2

Like in most other walks of life there is a pecking order in terms of dominant content forms. There are it seems more popular, more preferred, forms of content. User-generated video, animation, and audio (podcast) are used to stimulate ‘gazillions’ of learning experiences every day.

Each form has its genres, and sub-genres building on learners’ pre-existing experience and knowledge of said form. Like any type of established cuisine, each form has its range of intrinsic ingredients that once blended and processed by expert hands will result in a rewarding experience.

blog_graphic_skills_collaboration_02

Digital instructional designers that are expert and literate in specific forms of multimedia will be able to enrichen the end-user’s digital learning experiences. Similarly, learners who want to learn by doing, demonstrate a new skill acquired or simply give voice to their opinions in a socially collaborative learning context can do so by other means than simply writing or typing their contribution. This generates really interesting dynamics for collaboration. For collectively working to understand something, to discuss and discover together and then to collaboratively create a response that highlights or exemplifies the very thing that the group has been learning about. The multimedia tools and the creative process involved to make such a sophisticated learner response possible are often collaborative by their very nature. So a number of outcomes are possible from such approaches:

blog_graphic_skills_collaboration_01

For example, if using film (audio and video):

The concept or skill that is demonstrated on film is more iconic, more realistic than that of any other type of representation. More ‘realistic’ than a teacher’s verbal description at the front of the classroom or an artist’s impression in a flat 2D graphic in a traditional digital learning object.

The technical form (film) enables the learner to repeat the experience repeatedly. The learner can rewind to view and listen to the content as many times as is required.

As a learning response:

The form (film) enables learners to work together to create a video response that demonstrates they have the skill or understand the concept

The form (film) requires learners develops or at the very least appreciates other valuable important skills for example, scripting, acting, lighting, direction, sound, editing etc.

The execution of the form (film) and its genre will ensure an intrinsic experience of the new concept or skill the learners are being exposed to

At CDSM we seek to understand the mechanics of each interactive content form to enable us to utilise it effectively to create high quality learning and development content for client organisations and their targeted learning audiences.

To make sure you don’t miss out, follow us on Twitter and subscribe to our quarterly e-zine.

Authored by Dan Sivak, Managing Director, CDSM Interactive Solutions

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CDSM E-learning Learning

How to Get the OK on Your New E-Learning Strategy

iStock_000076279161_revisedIn order to achieve positive change at any organisation, its implementation needs to be carefully planned. Transforming the way your organisation learns is no different. It was this type of careful change management that enabled CDSM to first create, and then help one of our customers to implement, the e-learning programme that won gold at the 2014 e-learning awards.

So how can you transform your own organisation’s e-learning content, and get the all-important OK from your leadership team? Let’s take a look.

Support Your Vision with Evidence

Proving your case by pointing to statistical data gives your views credibility. A great way to show that your project can deliver results is by performing pilot studies using a small number of learners, and then presenting your findings to your leadership team.

Gradually Build Trust in Your Strategy

Building momentum and trust in your new e-learning strategy can help to get larger projects off the ground. At the beginning of our relationship with one of our now long-term customers, we recommended that they switch from Flash-based e-learning authoring tools to HTML/CSS/Javascript. When they saw the potential of the new technology, they immediately signed us up to develop their e-learning programme – the beginning of a long and very rewarding partnership.

Design Matters

Converting the rest of your organisation to new e-learning is much easier if it looks good. By making e-learning shine on the screen, it becomes much easier for users to imagine how it will fit in with both their work culture and their daily working lives. But it’s important to remember that e-learning shouldn’t just look good – it should also be supported by excellent learning design. At CDSM, we draw on a range of learning theories – from the past and the present – to form the method and practice behind our award-winning e-learning. This is known as our ‘pedagogy’, and you can read more about it in this blog series.

Get Everyone On Board ASAP

When you believe in your strategy, it’s understandable that you’ll want to see immediate results, so it’s important to get those stakeholders on board as soon as possible. You should also utilise any internal communication channels – such as intranets or in-house magazines – to make important announcements and make sure everyone is aware about exactly what’s going on.

Transforming the way your organisation learns isn’t easy, but by taking these points into consideration you should have a greater chance of getting get the all-important OK from your leadership team.

You can stay up to date with CDSM by following us on Twitter, or by subscribing to our monthly e-zine.

 

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Blended Learning Business E-learning Insights L&D Learning

The Benefits of Adopting Digital Learning

If your business hasn’t entered the rapidly-growing world of digital learning yet, there are plenty of reasons why it should. At CDSM, we are passionate about delivering high quality e-learning and digital solutions that improve performance and enable businesses to stay ahead of the competition. In this blog post, we’ll be looking at how you can harness the power of digital learning to build on your success.

Learning is key not only to economic success, but to achieving our full potential as human beings. There’s no denying it: learning matters. Moreover, digital learning is the way to go. The US Department of Education reviewed previous research into the effectiveness of online learning, with two key findings:

  • Learners in online study conditions performed slightly better than those receiving face-to-face instruction
  • Learners in blended learning conditions performed much better than those receiving face-to-face instruction

We summarised the other important points to come out of the study in an infographic: e-Learning Paints a Pretty Picture. Most notably, it found that giving learners control over their learning has a positive impact. Enabling learners to self-monitor their understanding, giving them additional learning time, and putting them in control of their own interactions with media, all led to greater success.

businesswoman using computer - digital learning

If you’re still tentative about taking the leap, you should also consider the extent to which digital learning plays a key part in business productivity, and how this trend is set to continue in the future. We’ve previously highlighted the cost savings, and according to a Brandon Hall study (1995), digital learning in contrast to traditional classroom instruction:

  • Is quicker to deliver than traditional, classroom-based instruction
  • Increases learner retention
  • Boosts productivity
  • Improves the ability to introduce new products and services
  • Is quicker to update
  • Decreases skills gaps

According to a recent report – Modernising Learning: Delivering Results – over 90% of L&D leaders would like learning technology to enable a quicker response to changing business conditions and organisational change. In spite of all this, a massive 60% of organisations cannot implement a technology-enabled learning strategy due to lack of skills.

How Can CDSM Help?

With award-winning e-learning and digital learning solutions at the heart of what we do, CDSM can provide you with the tools you need for a more productive business, a more knowledgeable and skilled workforce, and a more positive working environment. The proof is in the performance.

There’s never been a better time to go digital.

You can stay up to date with CDSM by following us on Twitter, or by subscribing to our monthly e-zine.

Sources:

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, U.S. Department of Education Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service, Revised 2010

Modernising Learning: Delivering Results, Towards Maturity, November 2014

Return-on-Investment and Multimedia Training: a Research Study. Sunnyvale, CA:, Multimedia Training Newsletter, Brandon Hall, 1995a

Multimedia Training’s Return on Investment,Workforce Training News, Brandon Hall, 1995b, July/August

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CDSM EdTech Education Hwb Hwbdysgu News Wales

Major Update to Hwb

[Read in Welsh]

Since our last major Hwb release in June, we’ve been working tirelessly to bring you our best tool suite yet. Collaborating with primary and secondary teachers in Wales, as well as with our colleagues at Welsh Government, we’ve built Hwb into what we believe is the best freely available national digital education offering to be found anywhere – and we’re nowhere near finished yet.

Latest Release

Friday 13th November sees the first of two major releases for Hwb, with five new Playlist features released, along with a plethora of wider enhancements.

CDSM is privileged to serve the educational community in Wales: we know it, and we’re proud of it. It gives us huge pleasure to be making a difference in our own community, and we love the opportunity to travel to your communities and hear your thoughts, listen to your opinions and incorporate these into Hwb.

Playlists

The Playlists feature has been updated to include two new assessment types, to further diversify the way formative or summative assessment can be used in your classroom. The first allows Playlist authors to easily create drag and drop sorting activities, allowing them to create everything from capital city quizzes to reasoning exercises on forces in new and engaging ways.

Playlist Blocks

Coupled with this is the new Image Multiple Choice Question (Image MCQ) format. As with so many aspects of Hwb, the beauty here is in the simplicity: this development gives authors the chance to provide images as the answers to multiple choice questions. This opens up so many new possibilities for our users, such as making possible the creation of mathematical formulae questions without the need to write complicated code or use 3rd party libraries.

Hwb Playlist Blocks

Simplicity, however, isn’t the only beauty on offer– the Playlist feature’s new Slideshow content block provides a template in which the user can present learning material visually in a stimulating way, using bite sized pieces of written text to accompany a complimentary image. Teachers now have real options in accommodating the different learning styles, preferences and abilities in their classrooms.

Slideshow

We’ve also built in the ability for Playlists to hold file attachments, giving authors the option to attach supplementary and supporting content to any Playlist.

Hwb - attachments on step

Next Release

What will make the Playlist improvements even more powerful, however, is the release of our brand new Assessment tool. Created with Playlists at its core, the Assessment tool (released on December 8th) will allow authors to assign Playlists created by any author in Wales to a group of their choosing – for example a class or a set.

Even more excitingly, the latest Learner Record Store technology then allows the author to see the learner’s interactions, progress and attainment in real time. Results can be viewed across the entire cohort or at an individual level, giving the author an unprecedented and timely insight into both group and individual understanding of the topic.

Hwb Markbook

We’re very proud of these features, and can’t wait to see the diverse range of up-to-date assessments that the teachers of Wales will make with them.

In addition to all of this, we’re also releasing a large number of enhancements to Hwb itself; ranging from personal communication enhancements like the private news feed, to practical improvements like the ability to view the resource repository as a list.

Hwb News Feed

We’ve built upon and enhanced so many features that it’d be impossible to try and list them all here – so go and take a look at them for yourself on Hwb.

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CDSM EdTech Education Hwb Hwbdysgu News Playlists Wales

Diweddariad Mawr i Hwb

Ers i ni ryddhau ein diweddariad mawr diwethaf i Hwb fis Mehefin diwethaf, rydyn ni wedi bod yn gweithio’n ddiflino i ddod â’n cyfres gorau o adnoddau i chi. Gan gydweithio ag athrawon cynradd ac uwchradd yng Nghymru a chydweithwyr yn Llywodraeth Cymru, rydyn ni wedi adeiladu Hwb i’r hyn rydyn ni’n credu ydy’r cynnig addysg digidol cenedlaethol gorau sydd ar gael yn unrhyw le – a dydyn ni ddim yn agos at orffen eto.

Y Diweddariad Newydd

Ddydd Gwener 13eg Tachwedd byddwn yn rhyddhau’r cyntaf o ddau ddiweddariad mawr newydd i Hwb, gan ryddhau pum nodwedd Rhestr chwarae newydd, ynghyd â llu o welliannau ehangach.

Mae CDSM yn falch o fod yn gwasanaethu’r gymuned addysg yng Nghymru: rydyn ni’n ei hadnabod ac rydyn ni’n falch ohoni. Mae’n rhoi pleser enfawr i ni gael gwneud gwahaniaeth yn ein cymuned ein hunain, ac rydyn ni’n falch o gael y cyfle i deithio i’ch cymunedau chi a chlywed eich syniadau chi, gwrando ar eich safbwyntiau chi a chynnwys y rhain yn Hwb.

Rhestri Chwarae

Mae’r nodwedd Rhestri chwarae wedi cael ei diweddaru i gynnwys dau fath newydd o asesiad, er mwyn amrywio’r ffordd mae modd defnyddio asesiadau ffurfiannol neu grynodol yn eich ystafell ddosbarth. Mae’r cyntaf yn caniatáu i awduron Rhestr chwarae greu gweithgareddau trefnu llusgo a gollwng yn hawdd, gan eu galluogi i greu popeth o gwisiau prifddinasoedd y byd i ymarferion rhesymu ar rymoedd mewn ffyrdd newydd a difyr.

Playlist Blocks

Law yn llaw â hyn mae’r fformat Cwestiwn Aml Ddewis newydd (Delwedd MCQ). Yn yr un modd â sawl agwedd ar Hwb, ei symlrwydd sy’n ei wneud yn wych: mae’r datblygiad hwn yn rhoi cyfle i awduron ddarparu delweddau yn atebion i gwestiynau aml ddewis. Mae hyn yn esgor ar gynifer o gyfleoedd newydd i’n defnyddwyr, fel creu cwestiynau fformiwlâu mathemategol heb orfod ysgrifennu cod cymhleth neu ddefnyddio llyfrgelloedd 3ydd parti.

Playlist Blocks

Serch hynny, nid symlrwydd ydy ei unig rinwedd – mae bloc cynnwys sioe sleidiau newydd y nodwedd Rhestr chwarae yn rhoi templed er mwyn i’r defnyddiwr allu cyflwyno’r deunydd dysgu mewn ffordd ddifyr yn weledol, gan ddefnyddio darnau bach o destun i ategu delwedd. Mae modd i athrawon nawr ddarparu ar gyfer yr arddulliau dysgu, y dewisiadau a’r galluoedd gwahanol yn eu dosbarth.

Hwb Playlist Slideshow

Rydyn ni hefyd wedi galluogi’r Rhestri chwarae i ddal atodiadau ffeil, gan roi’r dewis i awduron atodi cynnwys ategol a chefnogol at unrhyw Restr chwarae.

Attachments on Step

Y Diweddariad Nesaf

Serch hynny, yr hyn a fydd yn gwneud y gwelliannau Rhestr chwarae hyd yn oed yn fwy pwerus ydy rhyddhau ein teclyn Asesu newydd sbon. Wedi’i greu gyda Rhestri chwarae wrth ei galon, bydd y teclyn Asesu (sy’n cael ei ryddhau ar 8ydd Rhagfyr) yn galluogi awduron i neilltuo Rhestri chwarae sy’n cael eu creu gan unrhyw awdur yng Nghymru i grŵp o’u dewis – er enghraifft i ddosbarth neu i set.

Hyd yn oed yn fwy cyffrous, mae’r dechnoleg Storfa Cofnodion Dysgwyr ddiweddaraf wedyn yn galluogi’r awdur i weld rhyngweithio’r dysgwr, ei gynnydd a’i gyflawniad mewn amser real. Mae modd gweld y canlyniadau ar draws y garafán gyfan neu ar lefel unigolyn, gan roi cipolwg amserol fel na welwyd o’r blaen i ddealltwriaeth y grŵp ac unigolion o’r pwnc.

Hwb Markbook

Rydyn ni’n arbennig o falch o’r nodweddion hyn ac rydyn ni’n edrych ymlaen at weld yr amrywiaeth o asesiadau diweddar y bydd athrawon yng Nghymru yn eu gwneud gyda nhw.

Ar ben hyn i gyd rydyn ni hefyd yn rhyddhau nifer fawr o welliannau i Hwb ei hun; sy’n amrywio o wella cyfathrebu personol fel y crynodeb newyddion preifat, i welliannau ymarferol fel gallu gweld y storfa adnoddau ar ffurf rhestr.

Hwb News Feed

Rydyn ni wedi gwella ac adeiladu ar gynifer o nodweddion y byddai’n amhosibl ceisio eu rhestru nhw i gyd yn fan hyn – felly ewch i daro golwg arnyn nhw eich hun yn Hwb.

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CDSM EdTech Education Events Insights Wales

A Digital Competence Framework for Wales

At the National Digital Learning Event earlier this year, Education Minister Huw Lewis announced a Digital Competence Framework (DCF) for teachers in Wales.

“After considering Professor Donaldson’s report, alongside the findings of the independent review of ICT and early findings of our ‘Great Debate’, I have decided that an effective and consistent approach to teaching digital learning competence is too vital for both our young people and our economy to delay.”

– Education Minister Huw Lewis, June 2015

children learning about nature - digital competence

As a Welsh digital learning business, CDSM welcome the Digital Competence Framework, and agree that it should be implemented as soon as possible. We believe that Welsh Government’s approach to contemporary learning technology – in support of learning and development – is first class, and are excited by the appetite of both Donaldson and DfES for all things learning technology. When it comes to our own organisation, it is an absolute fact that our success in Wales is all down to our teachers, children and young people being digitally competent.

The Importance of Being Digitally Competent

At CDSM, we develop tools and technologies for teachers and students because we, like Welsh Government, believe contemporary learning technologies can only add to the learning and development process. After all, without the ability, skills, imagination and ambition to make full use of digital tools and technologies, how would our schools, students and education system keep up with the demands of this ever-changing digital world?

Row of schoolchildren studying in front of a computer - digital competence

But there’s more to this than just what happens in the classroom. Beyond the school setting, we also have a responsibility to ensure that our school and university leavers are equipped to perform in the workplace. According to the European Union, there will be an estimated 900,000 unfilled computing jobs across the EU in 2015, simply due to a lack of skills.

“According to The European Commission, more than 90% of professional occupations require some computing competence, but the number of graduates in computer science is not keeping pace with this demand for skills.”

– John Worden, Glyndwr University Lecturer

The Digital Competence Framework: An Opportunity for Wales

At CDSM, we work extensively with teachers in Wales, investing significant time and energy in developing meaningful and productive relationships. Because of this, we understand that our teachers are the on ‘front line’, developing and nurturing our children and young people. They are the ones who acknowledge and respond to the demands of a relentlessly changing world.

Friends in the Classroom - digital competence

We are committed to providing teachers with tools and technologies that support and enhance their practice every single day. Gone now are the days of sending the little ones to the ICT suite to ‘play’ on the computers, or scribble out wobbly drawings on the faithful old classroom Acorn. Computers (and, increasingly, handheld devices) now play a key role in learning and development, and digital technologies and their relevant skills are now core requirements.

After Donaldson, the transformed curriculum should inspire those who engage with it to make positive leaps in their learning, and fill the rest of us with a passionate sense of ambition for our education system. At CDSM, we believe that the Digital Competence Framework allows Wales to set out its intention and aspiration for the development of what is arguably our most important professional community.

You can stay up to date with what’s happening by following CDSM on Twitter, or by subscribing to our monthly e-zine.

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Blended Learning CDSM EdTech Education Hwb Insights Wales

The Donaldson Report – A CDSM Perspective (Part 2)

Earlier this year, Welsh Government published a comprehensive, independent review of the curriculum and assessment arrangements in Wales, written by Professor Graham Donaldson. Now, in a two-part series on the Donaldson Report (Successful Futures), CDSM explore the headline findings and provide a context from our perspective as an Education Technologies company based in Wales. In this second post, we’ll look at the implications of the report for teachers, the classroom and technology in the classroom.

happy students in computer class - donaldson report

As already discussed in our first post, at CDSM we feel that we have a huge role to play in the implementation of Donaldson’s recommendations. We broadly support all of the report’s proposals, and strongly believe that it provides the opportunity to make a real difference to future generations in Wales. However, we understand that others may be a bit more tentative. After all, the report represents significant change that can only be achieved with time and, ultimately, teacher re-skilling. Teachers are at the forefront of this change, and so these fears represent very natural reactions.

At CDSM, we believe it’s our duty to support teachers, schools and regional education consortia through this transition. Our innovations in education technology, our understanding of pedagogy, and our commitment to their profession enables us to make teachers’ lives easier and their everyday tasks less time-consuming. We want to be there to aid them in their re-training, always listening for their pressure points and hearing their requirements. We’ve seen, many times, how useful the private sector can be in developing the holistic, niche or bespoke innovation that fulfils a need and ultimately helps teachers, schools and authorities to improve the services they provide. As the supplier of Hwb – which has become the gateway for a centrally-provisioned national toolkit – as well as region-specific services, CDSM is in a privileged position to work at the heart of this historical change.

One of the more profound changes is summed up in Recommendations 6 & 7 of the report:

“6. Children and young people should have their learning developed across the curriculum through three Cross-curriculum Responsibilities that should be the responsibility of all teachers: literacy; numeracy; and digital competence.

7. A digital competence framework and an accompanying ‘Routes to Learning Digital Competence’ should be developed and be included as a Cross-curriculum Responsibility.”

– Successful Futures, page 42

The focus and drive to implement the LNF in recent years has been an all-consuming task for teachers, local authorities and regional education consortia alike. Embedding a digital competence framework across the curriculum promises to be even more challenging. Teachers will need to be able to support the use of digital technologies throughout their lessons, whether they are teaching Drama, History or ICT. We know from experience that not all teachers feel comfortable or equipped to do this, and so again we find ourselves in a position where our services and expertise can make a difference. We’re already working with Welsh technology and teaching professionals to create a training programme that will help to alleviate much of the ongoing concern around this recommendation. Through our technologies, we’ll be facilitating communities of professionals who can support and learn from each other in order to become the teachers this report requires.

schoolboy with laptop and teacher - donaldson report

Although the report goes to lengths to make clear that it does not favour one teaching method over another, it does make some key recommendations about the very nature of the classroom itself. Children and young people want lessons to be more relevant and engaging, with more practical lessons, more fun, more interactivity, and more out-of-classroom activities. We know from a number of studies, including one by the US department of state (summarised in this CDSM infographic), that a blended learning approach has real benefits to learning and retention. In this sense, blended learning is mix of classroom based and non-classroom-based learning (e.g. e-learning).

We aren’t suggesting that Professor Donaldson was specifically advocating e-learning when referencing non-classroom-based learning, but it’s clear that well-constructed learning in this format has a significant role to play, both in adding variety to lessons and homework, and providing different stimuli and challenges for the learner. It’s also an approach that aligns with the Digital Competence Framework, and supports other key recommendations of the report. For example:

“Children and young people should develop their own e-portfolio, possibly including ‘e-badges’, to record key achievements and experiences.”

Successful Futures, page 83

“Significantly better and more creative use should be made of technology in the teaching and learning of Welsh and also modern foreign languages.”

Successful Futures, page 60

The classroom will undoubtedly maintain a physical form for some time yet but, for learners of all ages, it is now well-established in a virtual form too. Learning no longer takes place solely in school or at home, but through all interactions with the digital world. Through Hwb, a learner now has the ability to record that interaction, aggregating the learning seamlessly into an e-portfolio which can be used as both a revision aid and as evidence for assessment/evaluation.

CDSM have a role to play in formative and summative assessment too, with tools that create a variety of testing activities for use in multiple environments. The key differentiator in Hwb is that these tools form a part of the learning and development cycle, engaging the learner as an active participant, rather than simply providing a benchmark on their ability to learn and repeat.

“Testing, both multiple-choice and open-response, is an important element in the repertoire of assessment techniques. Regular classroom testing is a long-established feature of teaching and learning. The construction of tests that do more than focus on recall and simple application is, however, both complex and time-consuming.”

Successful Futures, page 79

“Innovative approaches to assessment, including interactive approaches, should be developed drawing on the increasing potential contribution of digital technology.”

Successful Futures, page 80

Donaldson Report - children in classroom

From a teacher’s perspective, technology already available in Hwb enables the collection of a young person’s learning. It tracks their progress automatically, and provides real-time analysis of achievement. It also offers instant feedback, and can be used to engage parents, carers and other stakeholders in the learning process – something the report cites as important:

“There is likely to be a greater emphasis on recording procedures that enable teachers to keep track of each child and young person’s learning…”

Successful Futures, page 77

“Increased use of digital media should be explored to help to improve the immediacy of feedback to parents and carers and engage them more directly in supporting learning.”

Successful Futures, page 83

Outside of the classroom, CDSM continues to have a responsibility to provide solutions for key stakeholders in our education system. We’re already working with the regional education consortia to provide technological systems and structure for School Improvement and External Verification processes. So, from our point of view, references in the report to assessment and verification are a welcomed inclusion.

“Where the results of assessment are to be used for purposes of comparison, issues of reliability in teacher assessment should be addressed through effective moderation; where the prime purpose of assessment is assessment for learning there is less of a need for reliability between schools.”  

Successful Futures, page 80

Assessment and verification are, without a doubt, important factors in ensuring that the next generation of young people have a consistent and comprehensive education, no matter what part of Wales they are from. In a conversation that has largely focused on curriculum and process modernisation, Professor Donaldson’s highlighting of these less talked about (but equally important) facets will ensure that they receive the attention and consideration they deserve.

If this series of blog posts has one message, it’s that all of us here at CDSM are excited by the changes recommended in the Donaldson Report. We can’t pretend that the transition to a truly forward-thinking education system will be easy, nor can we pretend that it will be quick. However, we can guarantee that we’ll do everything we can to make the transition an engaging, empowering process – one that supports and benefits all of our teachers and learners in Wales.

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