Webinar - Innovative Applications of Raptivity in Education

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Innovative Applications of Raptivity in EducationWebinar


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


A decade with Raptivity

Caryl OliverLearning Solutions UK


Permission

Privacy

Preference Keep it fun

Keep it simple

Keep it short Respect the learner

Relate to all media

Refresh often

My Basic Roadmap


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


STEEP Factors



Death by PowerPoint


Learning Depths


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A welcoming environment

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Caryl Oliverwww.learningsolutionsUK.com

+44 7704 232 [email protected]

?

http://www.learningsolutionsuk.com/

mailto:[email protected]


Using Raptivity to Improve Vocabulary Fluency of Education Students Preparing for

the PPR Exam

Mary Lasater, Ed.D. Shahrzad Vafa, Ed.D.


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?


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.


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


PPR Data base


Implied Consent


Step-by-Step


Competency 009 Study Resources


Step-by-Step


Million Dollar Game


Million Dollar Game


Password to the Post-Game


Mary [email protected]

?Shahrzad Vafa

[email protected]




Dr. Karina KasztelnikColorado State University

Raptivity for Education


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

http://doctorkarina.net/Audit_8/HTML5_Publish/PR_1.html



How Do I create the quiz?Step 1

Click: New



Click: New

Interaction



Click: Spin the Wheel



Type: Your Title here



Type: Your Question



Type: The Correct Answer



Type: The Incorrect Answers x

3 times



Type: Correct Answer

Feedback



Type: InCorrect Answer

Feedback


Preview my original Quiz


Preview My Original Quiz


How Do I publish the quiz?Step 1

Click: Publish



Click: PublishHTML5



Click: Publish


How Do I publish in PDF file the quiz?Step 4

Click: Publish Flash



You need to upload this file

to Adobe Acrobat Pro XI



You can see here the final version your quiz in PDF


Dr. Karina Kasztelnik [email protected]

?

http://www.karinakasztelnik.expert/



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