Learners engaging with their learning with Yammer⤴

from @ ICT for Teaching & Learning in Falkirk Primary Schools

YammerlogoYammer – so what is it and why use in school?

Yammer is an online discussion/collaboration tool which provides schools with a secure online environment where all pupils in a class can ask questions of their peers, where they can seek answers and help each other, bounce ideas around and deepen their own understanding of what they are learning in class. It is available to all users of Office 365 for Education, meaning all Glow users, pupils and staff, have access to this tool. And it can be accessed by signing in online in a browser or using a mobile device app.

Yammer provides an ideal tool through which learners can learn about the use of social media, in a protected environment, where the pupils can be guided to model behaviours for use in an online discussion tool, which will apply to any social media tool pupils may meet outwith their schooling. So if a teacher is looking to help pupils learn about safe sharing, and what not to share online, being supportive and respectful of views of others, and a place for pupils to engage in deepening their understanding through questioning and responding to others, then Yammer provides a great environment for a school.

yammeronwaffleHow do pupils and teachers get started using Yammer?

  1. Glow users simply sign into Glow then navigate to any part of Office 365, such as the tile for Office 365 (School Site) and then click on the 9-square waffle icon to navigate to the range of tools available in Office 365 – and choose the Yammer tile.
  2. The very first time a user clicks on the Yammer tile they will be invited to invite further users – don’t invite others but instead just close that window (click on the greyed-out cross at the top-right or click on the background page behind the invitation panel.
  3. You will be presented with the terms of use of Yammer – read these and then click on the button to acknowledge you agree to abide by them.
  4. You’re then in Yammer and can start browsing some of the Yammer groups open to all users. Or, if a pupil is ready to join the private class Yammer group set up by their teacher, then the first time the pupil simply searches for the class group name, clicks on the link and requests to join by clicking on the “join group” button – that sends a message to the teacher who accepts their pupils into the group.

Alternatively, rather than go to Glow first, users can search with an online search engine for Yammer or go straight to https://www.yammer.com where they can then simply log in using their Glow/Office 365 email address and password.

How do you set up a Yammer group just for pupils and teachers in a class?

  1. A class teacher can quickly set up a private class group in Yammer. Click on “+ Create a new group” and then give the group a name – include in the group name something which identifies the school as well as the class name.
  2. Choose “Private – Only approved members” and untick the box which gives the option to “List in Group Directory” – that way only pupils who know what to search for will be able to find a teacher’s Yammer class group, and only pupils who the teachers knows are members of their class will be granted access by the teacher. Setting up that way avoids the teachers having to add a list of usernames – they simply tell their class what to search for, and to click on the “join group” button when they find the group.
  3. A teacher can see the list of pupils waiting to be added to their class yammer group by going into the Yammer group and then clicking on “Members” at the right-hand side. This will show which users have requested access and are pending approval by the teacher.
  4. It would be recommended to have additional teacher colleagues added as joint administrators – beside their name on the list of members just click on the cog icon and select “Make admin” to elevate that teacher to be a joint administrator of that Yammer group.

What can you do in a Yammer discussion?

You can ask questions, respond to requests from others, add comments or create polls to garner views of others. Attachments can be added to any discussion post – so pupils can perhaps discuss or share comments about a resource. You can even use the “praise” button to acknowledge the input of other users. A Yammer group provides a place to share resources, and links to related sites elsewhere.

How are schools using Yammer?

KirknewtonPSKirknewton Primary School in West Lothian has provided an excellent description of how they are using Yammer with pupils. This blogpost gives screenshots of different aspects to how they use Yammer, as well as the rationale to the choice of tool and the purposes behind it to better support learning and teaching. This has included using Yammer to support collaborative writing. Mrs Anderson, Principal Teacher at the school said “As a teacher and parent I feel that it is very important that we educate children about the safe use of social media – using Yammer has been a fantastic way to do so, in a safe environment. Feedback from parents has been positive.” “The impact on learning and teaching is evident in the content of the group and the enthusiasm of pupils (which is evident in the online interactions).” 

https://blogs.glowscotland.org.uk/glowblogs/glowgallery/portfolio/kirknewton-primary-school-sharing-approaches-to-glow-yammer/

BearsdenPSBearsden Primary School in East Dunbartonshire – teacher Athole McLauchlan describes in at this link about the use of Yammer with pupils in the school https://blogs.glowscotland.org.uk/glowblogs/glowgallery/portfolio/using-yammer-as-a-social-media-channel-for-learners-and-learning/

 

What safeguards are in place for Yammer users in Glow?

Yammer groups can be set up to be private (such as for a class of pupils so that the Yammer group can only be accessed by pupils in that class with their teachers). There are also Yammer groups open to users across Glow and educators within Glow nationally act as Moderators for Yammer users, welcoming new users, helping guide users to use appropriate language in a supportive way.

Everything in Yammer is identifiable to the individual user. There is a simple “report a concern” option for all users (either use the question mark icon on a page or anywhere you see a “Report a concern” button) which will alert the national Glow administrators to concerns raised, and who will provide the support required to resolve any issues.

There’s also a filter to ensure inappropriate language can’t accidentally be posted.

And of course the educational-focussed environment shared between learners and educators means there is a visible supportive environment. Users can set email alerts either to all posts in a specific Yammer group, or to individual posts where alerts would be sent for replies or comments just to that post.

MobileAppsYammer Mobile App

Yammer has an app for mobile devices – search on the app store for your device. Then once downloaded simply log in with your Glow/Office 365 email address (that’s where your Glow username has @glow.sch.uk added to the end, after your Glow username). For many users the use of the app will be the most convenient way to access Yammer.

What help is available?

Day One Guide for the Glow Yammer Network (accessed using Glow account – but also available as a document download from the public-access site Yammer Guide for Glow Users) – a very helpful guide of do things to do, and things to avoid, as well as guides to getting the most out of Yammer, specially in the early stages of getting used to using Yammer in a school.

Yammer Guide for Glow Users – a Glow-specific help guide to getting started with the use of Glow. This includes guidance and suggestions for managing Yammer in an educational context.

So how are you using Yammer in your school?

Do share in the comments below how Yammer is being used in your school

 

 

NNM – Contextualised Learning in Numeracy and Mathematics⤴

from @ Education Scotland's Learning Blog

Small - Module 22 Session 1Join the team at Education Scotland on Tuesday 10th May at 4pm for Module 22 Session 1- Contextualised Learning in Numeracy and Mathematics – Early Years and Primary.

The aims of this session are to:
•Understand the meaning of ‘contextualised learning’
•Discuss when to use contextualised learning and discrete learning within the context of numeracy and mathematics (in early years and primary)
•Look at different ways of contextualising learning from early through to second level in numeracy and mathematics. This session is aimed at practioners of Early Years and Primary aged pupils.

Sign up and register now in Glow TV – NNM – Contextualised Learning in Numeracy and Mathematics

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

Digital Skills , Digital Literacy and Apprenticeship Frameworks⤴

from @ .........Experimental Blog



I've been doing a bit of homework today on all things Trail Blazer Apprenticeship Frameworks - picking out specifically the opportunities to embed digital skills and where digital tools can be used in assessment, tracking and related processes.

Wales have already moved to an essential skills framework that includes digital literacy rather than IT as a core component. Based on  Jisc and many otherswork around digital literacy.  I like this piece on Move over ICT

In Scotland we have at the moment : Core Skills , Essential Skills , Skills for Learning Life and Work.

Perhaps it is time, with new apprenticeship frameworks on the horizon  and an all employer training levy about to arrive,  to do a bit of thinking in this space in Scotland too. Is it time to think Digital Literacy rather than Information Technology ?

As a first pass on Document Future of Apprenticeships in England 

Key Sections From Future of Apprenticeships in England 
Page 7 Future of Apprenticeships in England 

• The English and maths criterion has been extended to cover digital skills, to the
extent that Trailblazers are now required to consider whether digital skills should
be built into the standard(s) they are developing (criterion F at paragraph 85).

Page 30 

In this context, “digital” encompasses the very broad set of skills that individuals need in order to
understand, use or create the software and services we all access through devices such as computers,
tablets and ‘smart’ phones.

Page 19 

Criteria for apprenticeship standards
50.To ensure every standard is high quality there are seven criteria that all
apprenticeship standards must meet. These, together with the kind of evidence
needed to demonstrate compliance with the criteria, are set out fully at paragraph 85
but, in summary, a standard must:
A. Be short, concise and clear.
B. Set out the full competence needed in an occupation, so that, on completion,
the apprentice is able to carry out the role in any size of employer across any
relevant sector.
C. Have the support of employers including smaller businesses.
D. Be sufficiently stretching so that it will require at least a year of training (before
the end-point assessment) with off-the-job training accounting for at least 20%
of the apprenticeship.
E. Align with professional registration where it exists.
F. Contain minimum English and maths requirements and any digital skills
required.
G. Only include mandatory qualifications under certain circumstances. 


Page 30 
As a key underpinning skill set, you should also consider whether any digital skills
are required to achieve full competence in the occupation, and include them in the standard if appropriate. 

Delivery Page 51
For all standards, the amount of off-the-job training mandated is a minimum of
20% or equivalent. We expect that all apprentices will benefit from genuine training away from their day-to-day job, but this does not necessarily need to take place away from the employer’s premises. 

EPA = End Point Assessmeent 
Assessment and a Good Assessment Plan Page 71 
• Explain what will be assessed (i.e. which skills, knowledge and behaviour
listed on the standard, and giving more detail if needed).
• Explain how the apprentice will be assessed (i.e. which method or range of
methods will be used at the end of the apprenticeship to judge competency),
• Indicate who will carry out the assessment (i.e. who will be the assessor(s) for
each aspect of the end-point assessment (EPA)),
• Propose internal and external quality assurance arrangements to make sure
that EPAs are reliable and consistent across different locations, employers,
and training and assessment organisations

Collaborative Learning⤴

from @ Education Scotland's Learning Blog

Small- Scottish Attainment Challenge

Join Carol Wood on Friday 6th May at 1pm as she discusses the nature and effect size of collaborative learning with regard to the Scottish Attainment Challenge. Exploring the impact of learning gains through using a structured approach to well-designed tasks within a wide range of approaches to collaborative and co-operative learning.

Sign up and join us live on the day – Collaborative Learning

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

SafeSpot⤴

from @ Education Scotland's Learning Blog

Small - SafeSpotMany children today will experience challenges and stressors. Within Scotland around 1 in 10 children aged 5-16 have mental health difficulties, and many of these young people are not able to access psychiatric services so suffer in silence or are seen by other clinicians or charity based services.

The SafeSpot mobile phone app and website (www.safespot.org.uk) will benefit children across Scotland, by helping them to learn how to cope and develop management strategies for times of difficulties. It will improve familial relationships, and enabling the child to live a much-improved quality of life. In addition improved mental health will improve attention, concentration and functioning at school empowering a child to fulfil their full potential.

Join us on Monday 9th May at 4pm to speak directly to those involved in creating this new app and website and find out how it can help your pupils.

Sign up now to take part live on the day – SafeSpot

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

NNM – Contextualised Learning in Numeracy and Mathematics 2⤴

from @ Education Scotland's Learning Blog

Small - Module 22 Session 2Join the team at Education Scotland on Tuesday 17th May at 4pm for Module 22 Session 2 – Contextualised Learning in Numeracy and Mathematics – Secondary.

The aims of this session are to:
•Further understand the meaning of ‘contextualised learning’
•Discuss when to use contextualised learning and discrete learning within the context of numeracy and mathematics (in Secondary)
•Look at different ways of contextualising learning from Broad general Education through to senior phase in numeracy and mathematics.

Sign up and register to take part live in Glow TV – NNM – Contextualised Learning in Numeracy and Mathematics 2

If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.

Enterprise in Early Learning and Childcare⤴

from @ Education Scotland's Learning Blog

ELCOne of the ambitions of Scotland CAN DO is “to achieve an education system with entrepreneurship and innovation at its core.” This ambition does not begin with secondary, or even primary schools – early learners can get involved too!

Scotland’s Enterprising Schools is a new resource available for educational practitioners to inspire enterprising and entrepreneurial learning across the curriculum.  The resource was developed in partnership with Education Scotland and the Scottish Government and was launched at the Scottish Learning Festival in September last year.  Key features include:

  • Practitioners have the opportunity to join the professional learning network where they can take part in discussions about enterprise education and collaborate with colleagues to share ideas and resources.
  • A professional reflection tool helps practitioners gauge where their establishment is on its enterprise journey and will support the self-evaluation process.
  • The resources and ideas highlighted will be very useful when curriculum planning and will help schools/early learning and childcare settings embed Building the Curriculum 4 and Developing the Young Workforce agendas as part of their improvement plans.

Any number of practitioners can join the professional learning community and members of the network will receive an “Enterprising Schools Proud Member” badge for use on your website.

Scotland’s Enterprising Schools was developed to encourage educational practitioners, from early years through and beyond senior phase, to develop a holistic approach to enterprise and entrepreneurial thinking. This is achieved by providing a platform to recognise settings for their work in this area.

Our first Early Years case study came from Ardnahoe Nursery School in Toryglen, Glasgow. The full case study is available on our website and highlights how the project came about, how it developed and all the skills the children learned along the way – click here!

This is just one example of enterprise in early learning and childcare and we are keen to hear from more settings about the great work taking place across Scotland. Are your children involved in exciting, enterprising activities? Then please contact Heather Hughes – (Head of Programme) who will be happy to discuss how you can get involved.

Need help getting started? Our Partner page is full of organisations willing to help you on your way to developing a CAN DO spirit, making learning more enterprising and entrepreneurial.

To keep in touch with Scotland’s Enterprising Schools, you can join us on Facebook and follow us on Twitter.