VIEWS & OPINION Supporting home learning
Comment by SARAH HORROCKS, Director, London Connected Learning Centre
It is no secret that the sudden shift to remote learning has been challenging for teachers, pupils and parents alike. The unprecedented nature of the current situation means that as educators, we must adapt – but navigating the new pedagogy of remote learning is no easy task. At London Connected Learning Centre (CLC), part of Education Development Trust, we work with schools and other
organisations to support their use of digital technologies and give children the digital skills they need for later life. The CLC is keen to share its expertise, guidance and advice on how teachers can rise to the challenges of remote learning and embrace the opportunities it brings.
We know that each child’s experience of remote learning will be different. The challenge for educators is ensuring that pupils remain engaged and able to learn, despite their individual circumstances.
In order to make remote learning a sustainable solution, we need to ease the pressure on teachers, parents and children. When schools initially closed and widespread remote learning began, there was an urgency on all sides to replicate the school day at home. However, as remote learning becomes the new norm, we have learnt that for many, this is not sustainable, nor should we expect parents to take on the role of teachers. Instead, teachers should be promoting a routine and daily structure that fits in with a child’s family circumstances and allows them some degree of independent learning, in addition to clear, structured and manageable activities. The Education Endowment Foundation has helpful resources for parents on how to foster a home learning routine.
Through our research and experience, the CLC would advocate for a varied approach, which includes elements of project-based or ‘slower’ in-depth learning, alongside other tasks. This approach can also provide opportunities for some time away from laptops and devices. Through clear tasks set online, coupled with careful instructions, teachers are able to provide students with new opportunities to have greater autonomy over their own learning and include opportunities for reading and writing at length. Children are able choose a real-world issue, such as recycling or animal habitats, and go on to research and present their findings on the class blog, for example. This ‘slower’ approach also benefits teachers and parents in that there is a move away from the day being broken into short lessons: rather, children can work in their own time and at their own pace. However, this is not to suggest that project-based learning is a free-for-all or the main approach that should be taken. It requires careful scaffolding from teachers, and while children will learn new information as a result of their projects, teachers should remain in control of the overarching objectives.
Project-based learning can integrate technology in terms of communication and presentation, but also allows children to work independently offline. It is an unsettling time, but it is also an opportunity for educators to experiment and learn new methods of teaching. At Education Development Trust’s CLC, we are embracing this and sharing examples of best practice and guidance to help make the most of remote learning.
May 2020
Filtering and monitoring - the differences and how they work together
Comment by MARK COWGILL, Director and Co-Founder at Exa Networks
It is often asserted that young people are 'digital natives', implying that they've grown up with the internet and often becoming more proficient in using it than their parents. While the internet may be helping in the development of digital skills in young people, how safe are they really from the dangers of the internet?
A school's essential task, along with educating their students, is safeguarding them while onsite. Schools can protect children from online dangers by filtering internet content and monitoring their activity. But do you know the difference between the two?
How do content filtering and monitoring differ?
Content filtering is the practice of blocking access to web content that may be deemed offensive, inappropriate, or even dangerous. Blocking these websites can protect students from:
• Graphic content, including pornography and violent images • Distraction by entertainment and gaming sites • Cyberbullying
• Predatory strangers, including scammers and hackers trying to gain access to personal information.
• Hate speech / radicalisation
Filtering services such as SurfProtect Quantum can offer complete flexibility when it comes to filtering, allowing certain access for specific users. This means teachers can access the resources they need without students having full access.
Monitoring allows a school to keep track of any alarming activity and take appropriate action where concerns are raised. For example, monitoring can help distinguish when someone is accessing an inappropriate site or searching for something such as, suicide or self-harm. Having a monitoring service like Securus will alert your safeguarding team if a student is in need.
In short, filtering is a precautionary measure, limiting access to spaces online which may be inappropriate, while monitoring will let a school know when someone is trying to access those inappropriate sites or searching for things which can be a cause for concern.
Importance of implementing both content filtering and monitoring
Many schools will assume that having a proficient filtering system which includes keyword capture means you are fully covered, however appropriate filtering and monitoring need to be put in place to ensure complete compliance with the KCSIE guidelines and ultimately look after your students.
As we’ve detailed above, filtering and monitoring provide different levels of e-safety protection, meaning they are complementary solutions which, when used together, cover all bases.
Not only can you be alerted by monitoring services about activity to act upon, you can use this information to then inform which sites/keywords you should be filtering out in your filtering software. For example, if a new craze appears such as ‘momo’ you are able to see if people are searching for related terms, websites where they are able to access related content and then block this using your filtering software.
If you’re would like to discuss your options when it comes to content filtering and monitoring, get in touch with Exa Networks, who can provide you with the perfect solution for your school on u0345 145 1234
www.education-today.co.uk 21
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