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Innovative Applications of Raptivity in EducationWebinar
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Caryl Oliver
Dr. Karina Kasztelnik
Mary Lasater
Sherry Vafa
Presenters
Founding Director International Association
for Mobile Learning
Assistant Professor University of Houston
– Victoria
Professor of Accounting/Lead Faculty
Colorado State University-Global Campus
Assistant Professor University of Houston
– Victoria
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A decade with Raptivity
Caryl OliverLearning Solutions UK
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Permission
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Preference Keep it fun
Keep it simple
Keep it short Respect the learner
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Refresh often
My Basic Roadmap
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1.
The STEEP Model
STEEP stands for Social, Technical, Educational, Environmental, and Psychological. A STEEP
analysis is a tool to audit the influences on, and environment of, a school and its pupils. This
information is then used to establish ways to overcome barriers to pupil aspiration, access,
and achievement.
STEEP analysis (and other variants such as PESTLE, STEP, ETPS, and PEST) has been widely
used across business and industry for over a decade.
A school cannot solve all the Social, Technical, Educational, Environmental, and Psychological
issues it and its pupils face, but a STEEP analysis can provide a way to understand the wider
school environment and its influences and challenges, especially those experienced by
specific groups of pupils.
The aim and approach
The aim is for a wide group of school staff and stakeholders to work collaboratively to
uncover and explore the issues and barriers in the school faced by an identified and specific
group of pupils (such as pupils with mental health challenges or Gypsy, Roma and traveller
children).
The issues and barriers identified should be both big and small, and include themes and
concepts that may seem so obvious to some stakeholders that they could easily be
overlooked – some issues that may seem obvious to a teacher may not be obvious to a
governor or a parent!
The keys to a successful STEEP analysis are:
•
Engaging a wide variety of stakeholders (teachers, governance,
school leadership, the wider workforce, parents, etc.);
•
An ethos of “no wrong suggestions”;
•
A spirit of all partners working together as equals.
Useful techniques that could be used in schools to identify issues and solutions include
workshops, brainstorming, on-line polling, and small-groups of stakeholders focussing on
specific topics.
All stakeholders collaborate in identifying, issues, barriers and possible solutions, and then
responsibilities for resolution, and timescales. These findings are then recorded, shared,
and used as a basis for planning for provision. The solutions should also include any positive
activities or actions that are already in place.
The STEEP analysis allows stakeholders to focus on categories of factors without being
distracted by the ‘big picture’, and to draw-out cross references and interdependencies in
manageable thematic elements.
The STEEP analysis is not designed to provide all the answers. Rather, the analysis will begin
the processes of thinking about the needs of a specific group of pupils, identifying some of
the barriers those pupils face, and suggesting possible changes to practice and approach that
can sit alongside the school needs analysis and serve as an informed basis for the work of
the School Champion and the Achievement for All coach.
When a school carries out a number of STEEP analyses, looking at the needs of a range of
groups of pupils, a number of factors (such as environmental) may overlap and repeat.
However, it is worthwhile to consider each factor, even those that repeat, as catalysts for
changes or for The STEEP factors
SocialSocial factors are those barriers that relate to the social
environment and ‘lifestyle’ experienced by the pupils.
These environments may be the school; the home; spaces
such as community centres, youth centres, or commercial
social areas; such as shopping malls, or virtual or liminal
spaces where pupils socialise with each other and other
children and young people. Stakeholders should avoid making uninformed
assumptions about pupils’ social networks and norms (real
and virtual). Barriers should be based on informed
observations whilst avoiding naming or identifying any
particular pupil or sub-group of pupils.
Environmental
Environmental factors are those barriers relating to:
•
The physical spaces within which the child
lives ,predominantly the home setting or the setting where the child spends the
majority of their time when not in school (for example, a grandfather’s flat, or an
aunt’s shop); •
The impacts (positive or negative) of the other
children and young people and adults that share and/or control that space;
•
The impacts (positive or negative) of the other
public or private spaces that children and young people spend time in. These
impacts will often interact with, and be interdependent on, social factors and
barriers. External barriers, such as a pupil’s home being near a noisy pub or
under a flight path, may also be problematic.
In identifying environmental barriers, stakeholders should avoid criticism of
particular environments (especially specific home environments) in favour of
considering the more generalised barriers and impacts of the environments
populated by pupils and young people. For example:
•
Do these environments provide spaces that are
conducive to self-directed study and reflection?
•
Do these environments help pupils effectively
prepare for school in the morning (for example, do they have access to a
breakfast? Will they have had the opportunity for an unbroken night’s sleep?
Will they easily be able to access their textbooks, homework, or PE kit when
they get ready for school?).
•
Do these environments provide a calm space that
promotes a comfortable transition between school and home at the end of the
school day? •
Do these environments contribute to the pupils’
safety and security and their physical, mental, and emotional well-being?
Stakeholders may find themselves unconsciously basing their analysis of
environmental barriers upon the circumstances of specific pupils and their
parents or carers. Whilst this should be avoided, specific insights can be useful
to building up a ‘composite picture’ of the pupils’ environment.
A Case Study approach works best and is appreciated by Ofsted Inspectors when
they look for evidence of what the school is doing to meet the needs of
vulnerable groups of pupils.
Educational
Educational factors focus inwardly on barriers within the
school environment, teaching and learning.
The barriers identified within this category should be specific
to the group of pupils being considered but should avoid
criticising any particular teacher’s practice, or the behaviour
or beliefs of any parent, carer, or pupil. However, positive
current practice and engagements can be recorded as
solutions, if they are felt to
be transferable to other settings or
classrooms.
It is recommended that stakeholders are encouraged to
consider barriers beyond practice in teaching and learning to
include issues relating to:
•
Deployment : Examples might
include the use of teaching assistants, specialist sta
ff,
community and peer mentors, and/or the use of resources.
Have all colleagues had an opportunity to contribute to
provision mapping?
•
Accommodation :Could the needs of
a group of pupils be better met through an alternative
timetable/venue/type of homework for some parts of the
curriculum?; and;
•
Engagement: Are there any
identifiable and common ‘points of difficulty’ for the group of
pupils? For example, are there identifiable patterns of
absence or non-completion of homework? Why might this be
and what could be done to change this?)
Technical
Technical factors are those barriers related to access
and use of technology and information.
This definition includes access to, and the positive and
negative aspects of, digital, online, and social
technologies but also includes issues of access to other
technologies – printed books and newspapers,
telephones, television, radio, calculators, kitchen scales,
even alarm clocks.
Pupils with physical or medical disabilities may have
fato face particular technical difficulties which may act
as barriers to their learning, e.g. hearing aids, talking
watches for visually impaired pupils, wheelchair, braille
or signing.
Stakeholders should avoid making assumptions about
the level of home access to technology, and the
willingness and ability of parents and carers to mediate
the use of technology and to engage and model good
use of digital devices and information. Parents and
carers with access to a wide variety of technologies and
information can be poorly informed about on-line
safety and responsible access, just as families with
limited access to technology can consider the cutting-
edge usage of information and on-line resources to be
part of their everyday lives.
PsychologicalPsychological barriers include the personal psychological circumstances of pupils
and how the people interacting with the child (in school, at home, and elsewhere)
impact positively or negatively on the psychological and emotional wellbeing of
the child. As with the other STEEP categories, stakeholders should avoid at all costs avoid
referring to barriers faced by any specific pupils, parents, or carers.or to any
specific interventions being undertaken in the school or in partnership with any
health or social bodies. Rather, stakeholders can use their knowledge to establish
general barriers that may be faced by groups of pupils. These may include, for
example:•
Availability of support and environments that
promote good mental health;•
Access to expert assessments
•
Delays in applications for Statements of Special
Educational Needs or Disabilities•
The positive and negative effects of peer pressure;
•
Bullying and discrimination;
•
The ‘emotional landscape’ of the family unit (for
example, the effects of divorce, absent parents, parental involvement in the
criminal justice system, the responsibilities of young carers, etc.);
•
Emotional wellbeing; and,
•
Resilience and motivation.
interventions may help to meet the needs of a number of different groups of
pupils.This handbook sets out the Achievement for All enhanced model as it relates to a
number of identifiable groups of pupils. Each chapter includes suggestions for
potential factors that may be useful when developing STEEP analyses.
STEEP Factors
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STEEP Factors
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Death by PowerPoint
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Learning Depths
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A welcoming environment
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Caryl Oliverwww.learningsolutionsUK.com
+44 7704 232 [email protected]
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Using Raptivity to Improve Vocabulary Fluency of Education Students Preparing for
the PPR Exam
Mary Lasater, Ed.D. Shahrzad Vafa, Ed.D.
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Research Questions
• Will using online games help to improve vocabulary fluency for pre-service students in the UHV teacher education program as they prepare for the Texas Pedagogy and Professional Responsibilities (PPR) exam?
• Will their attitudes towards the use of gaming change as a result of participation in this study?
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PPR Vocabulary for 13 Competencies
• Vocabulary for the 13 competencies were taken from Becoming an EC-6 Teacher in Texas: A course of Study for the Pedagogy and Professional Responsibilities (PPR) TExES (2005) by Nath & Cohen. (over 400 terms)
• Competency 009 was chosen for the study: The teacher incorporates the effective use of technology to plan, organize, deliver and evaluate instruction for all students.
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Internal Research Grant
• Purchase of Raptivity
• Hiring an Arts & Science Gaming program graduate student to create games
• Hiring a different Arts & Science Gaming program graduate student to create games when the first one backed out
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PPR Data base
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Implied Consent
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Step-by-Step
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Competency 009 Study Resources
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Step-by-Step
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Million Dollar Game
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Million Dollar Game
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Password to the Post-Game
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Mary [email protected]
?Shahrzad Vafa
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Dr. Karina KasztelnikColorado State University
Raptivity for Education
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Audit of the Sales and Collection Cycle & Audit Sampling for Tests of Controls Class,I have added a new practice quiz for you in order to achievemore understanding all auditing objectives such as: Audit of the Sales and Collection Cycle Tests of Controls and Substantive Tests of Transactions Audit Sampling for Tests of Controls Substantive Tests of TransactionsThe quiz can be opened at: http://doctorkarina.net/Audit_8/HTML5_Publish/PR_1.html (Use one of the following browsers: Internet Explorer 9 or later, Safari 5.1 or later, Google Chrome 17 or later).Let me know if you have any questions.
Dr. Karina
Example 1
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Interaction
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Type: Your Title here
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Type: Your Question
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3 times
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Feedback
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Preview my original Quiz
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Preview My Original Quiz
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How Do I publish the quiz?Step 1
Click: Publish
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How Do I publish the quiz?Step 2
Click: PublishHTML5
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Click: Publish
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How Do I publish in PDF file the quiz?Step 4
Click: Publish Flash
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How Do I publish in PDF file the quiz?Step 5
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to Adobe Acrobat Pro XI
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You can see here the final version your quiz in PDF
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Dr. Karina Kasztelnik [email protected]
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