Last session, the Computing Department in John Ogilvie High School, South Lanarkshire, decided to create a Glow Group to host all of the resources that pupils studying Higher Computing would need access to throughout the year. Joe Kane is Head of the Business Education and Computing faculty and undertook the task of building the Group,

Context

Click to see full image

Joe was keen to ensure that pupils studying Higher Computing had easy access to all information and resources they would need for the course and also would have a place where they could give feedback.

He wanted to simplify the look of the Glow Group and aid pupils’ navigation around it and so decided to use a graphical interface along with hidden pages.

On the Noticeboard page of the Group, Joe deleted the default web parts from the page, added a Text Editor web part and uploaded an image to it. He then created ‘hot spots’ on the image to provide links to each of the hidden pages.

Each part of the image then acts like a button, linking to a separate hidden page and gives pupils access to course notes, tests, past papers, homework, study information, useful web links, a pupil voice feedback area and a blog giving specific course information.

Because of the use of hidden pages, only the Noticeboard page tab is visible in the Group, so Joe chose to create a navigation system on each page, to enable pupils to go from page to page without having to go back to the main page each time.

Like the Noticeboard page, this was done by uploading an image to a Text Editor Web part and creating hot spots to each page.

The Pages

Each page in the Glow Group is beautifully simple and easy to use, containing only a few web parts. For example:

Past Papers Page

Click to see full image

This page contains only three web parts – two text editors and a Document Store. Both text editor web parts have had their borders and title bars removed so that only the images which have been uploaded into them are visible.

The Document Store hosts Past Paper exam questions and marking schemes to aid pupils in their exam preparation and enables the staff in the Department to ensure that all relevant information is shared with pupils.

Notes Page

This page also contains Text Editor web parts (3) and a Document Store.

In order for Joe to ensure that each page contained a different Document store, containing the folders and documents relevant to the purpose of the page, he had to create new Document Library web parts from scratch for each page, using the Advanced Settings link in the Glow Group. Had he not done this and had simply added a document store to each page from the web parts gallery, he would have had the same document store, containing the same documents, on every page. You can find out more about this and how to create new web parts from scratch in the ‘how to’ videos in the Recipe section below.

Blog Page

Joe created a Higher Computing blog to enable him to give up to date information to pupils. Once he had created the Glow Blog, he copied the web address of the view of the blog. Joe then removed the blog web part from the page and instead added a Page Viewer web part, adding in the web address of the view of the blog to it. This enabled pupils to have a direct view of the blog content.

In the blog, Joe was then able to write posts to share information about the course revision guides, holiday revision and Supported Study.

Pupil Voice Page

The Pupil Voice page gives pupils the chance to give feedback on the Higher Computing course, to enable staff to then make changes in order to help them continually improve the learning experience for pupils.

On the page there is a Document store with evaluation documents which pupils can use to give their opinions on Positive, Negative and Interesting elements of the course. In here also are the results of a survey which Joe did with pupils last session to gather their thoughts on the course. This was done using ‘Survey Monkey’, however this year, Joe has decided to use a Glow Survey instead and so the web part for this is also on the Pupil Voice page. Using the Glow Survey will enable Joe to have an overview of the whole class’s feedback, as well as being able to see individual pupil responses. Results can be displayed in a variety of ways, including graphically.

These are just four of the pages in the Glow Group. In the following video we can take a look at the whole Group:

Tour of Higher Computing Glow Group (13:44)
Higher Computing- Pupil support and Pupil Voice

Ingredients

Joe chose to create the Higher Computing Glow Group using hidden pages, with links made to them via a graphical interface. This is done by uploading an image to a Text Editor web part then creating ‘hot spots’ to each of the pages on selected parts of the image.  In order to do all of this, Joe therefore needed to do the following:

-    Create a Glow Group at school level
-    Delete the Documents, Discussions and Glow Groups pages
-    Create Hidden Page
-    On the Noticeboard Page, delete the default web parts, upload an image to a Text Editor web part and create hot  spots on the image to link to each of the hidden pages
-    On each of the hidden pages, upload an image to a Text Editor web part and create hot spots on the image to link to each of the other hidden pages.

Since Joe needed separate document stores on many of the pages in the Glow Group, he also needed to create new Document Libraries from scratch, to avoid simply having the same Document store duplicated on every page.

A Glow Blog had to be created. Joe chose to then use the Page Viewer web part to show the view of the Blog.

A Glow Survey was created, with multiple choice questions using the ‘ratings scale’ option, to enable Joe to gather pupil feedback on the Higher Computing course.

Recipe

The following videos explain how to replicate some of these elements of the Higher Computing Glow Group. The context of these videos is different, but the process is exactly the same.

How to remove pages from a Glow Group and close web parts from a page (2:22)
Higher Computing- Pupil support and Pupil Voice

How to create a hidden page and hyperlink text to access it (10:39)
Higher Computing- Pupil support and Pupil Voice

How to hotspot an image and link it to a hidden page (6:22)
Higher Computing- Pupil support and Pupil Voice

How to create a new Document Store (5:57)
Higher Computing- Pupil support and Pupil Voice

How to add a Glow Blog to a Glow Group and create the blog (6:12)
Higher Computing- Pupil support and Pupil Voice

How to view a Glow Blog through the Page Viewer web part (4:53)
Higher Computing- Pupil support and Pupil Voice

How to create a survey (14:16)
Higher Computing- Pupil support and Pupil Voice

How to respond to a survey (5:19)
Higher Computing- Pupil support and Pupil Voice

Impact

Perhaps the best way to judge whether the Glow Group has been beneficial is to listen to the thoughts of the pupils who used it. Here are what some of them had to say:

“I thought that the glow group was very useful as it had all the required course notes which was easily accessible from home. I liked this because it meant that if I had missed a set of notes or lost a set I could easily get a new copy without using up the teachers time”. Sean

“Sitting Higher Computing last year, I felt glow was a great study tool.  With the online daily guide of what to study each night, it really helped me keep my studying on track, as it gave you a guide line of what to study, for how long and what was coming up. This section also updates us on homework or tests that were coming up. It allowed you to submit homework online at any point. This was great as you could receive immediate feed back, the following day. It also prevented you from losing or forgetting sheets.   It covered all the course and recalled on subtopics that we had done at the start of term. The notes on power point were also a great help to look over if I was unsure on any particular parts of a topic, these notes went into further detail and helped explain when I did not understand. With the past papers and marking schemes, this was a great study revision, as they were easy to access and find. Also the previous class test that we had sat were available online, this was a further study guide that was available nowhere else. The site was very easy to use and navigate around. I personally feel this would be a great revision and home tool for all subjects.  All of this helped me greatly to stay on track and achieve my grade B that I had hoped for.” Alix

“The Glow program was useful by providing remote and digital access to homework as well as a balanced revision timetable. Being able to download homework meant that the problem of losing sheets disappeared completely and being able to upload digital documents meant that when homework was handed in there was no loss of a jotter and thus access to notes, so studying could carry on in lots of little chunks instead of needing a big rush to catch up after a few days. I would recommend using Glow just because of how useful digitised work is when you have written notes, and having a good revision timetable always handy is a bonus”. Daniel

“Glow last year was good as Mr Kane was able to set us a study plan every week so we knew which to study every night in order to achieve the best grade possible. We were also able to access past papers as well as the marking instructions. Glow was effective when coming up to our exams as I was able to know what to study for when at home as well as at school”. Tommy

“I think glow was a useful, educational tool in which we were able to access at home and see our study plan and online past papers. This benefited me greatly and allowed me to work the best of my ability and achieve a high grade.” Stephen

“Good points about using the glow group in Higher Computing last year were that it allowed the class to gain access to all resources needed for the course and all past papers that would be needed for revision. It also gave us a study guide for specific subjects to study when at home which was optional which was good as it gave us areas that people may need help on as well as being able to issue homework and do homework on computer and send it back to the teacher”. Connor

Joe Kane also talks about the benefits that he got from using the Glow Group with the pupils. He feels that the blog has been the most useful element: 

“For me, the blog had the biggest impact as pupils would come to school having checked the revision guide. They would then be able to informally feedback on the aspects of the course that they found tricky when revising.”

Josef Fuchs teaches PE at St Ninian’s High School in East Renfrewshire. He was keen to learn how Glow could be used to support the activities pupils take part in in PE. After some exploration of the possibilities, he hit upon the idea of using a Custom List to record pupils’ fitness test results.

Context

The PE Department in St Ninan’s has had a Glow Group for some time, but Josef was looking for new ways to use Glow to support the work of the Department and to benefit the pupils.

He wanted pupils to be able to record the results from their fitness tests and update them after a period of time to track progress. He also wanted staff to be able to analyse the results by looking at, for example, all the results for one class or one pupil, or all the results for one particular fitness test.

He learned that a Custom List enables all of this and so began creating two – one for S1 and one for S2.

A custom list is a bit like a spreadsheet, and allows data to be entered, sorted and filtered. Unlike many other web parts, the custom list is not merely added to a page from the web parts gallery, it must first be created. This allows the person creating the custom list to choose the content, such as the data required and how it is presented to those adding an entry to the list.

In addition, it is possible to set up the custom list so that each user can only see their own entries, but that those with Administrator rights on the Glow Group where the list resides, can see all entries and so analyse them.

Josef chose to set up his custom lists so that each pupil can see only their own entries, but staff can see them all. 

Let’s look at the St Ninian’s PE Dept Glow Group and then specifically at the Custom list being used to record fitness test performance in the following video clip:

Tour of the St Ninian’s PE Glow Group and Fitness Test Custom List (7:07)
On your marks, get set, Glow!
 

Ingredients

Click to Enlarge

Josef needed a Glow Group to house the custom list, and decided to make use of the existing PE Glow Group (‘Physical Education Pupil Section’) which staff and all pupils already had access to. He needed to check the permissions for the Glow Group members to ensure that pupils could add content to the custom list. He also wanted to ensure that the Glow Group membership permissions were set in such a way that would allow staff to see all entries but for each pupil to only see their own. He therefore gave Contributor permissions to pupils and Administrator rights to staff. Josef then created his custom list and added it to the Glow Group. In the next section, learn how to do this.

Recipe

The following videos show how to replicate the custom list that Josef Fuchs created in St Ninian’s.

How to create a custom list (16:34)
On your marks, get set, Glow!
Editing the columns in a custom list (2:36)
On your marks, get set, Glow!
How to set user permissions on a custom list (4:56)
On your marks, get set, Glow!
Teacher use of the custom list: Filtering (3:23)
On your marks, get set, Glow!
 

 Impact

Josef, the other PE staff and of course the pupils, enjoy many benefits by using the Custon List in the PE Glow Group. Josef says:

“The main benefit is that pupils and staff can both access the Group at any point.  If the same information is written in booklets only pupils or staff would be able to do this at any one time.  Pupils can misplace booklets meaning that all their data is lost and them being unable to record their achievements. It also reduces the amount of paper being used and removes the need for staff to store paper booklets. Filling in booklets in all PE settings e.g. oustide, is problematic, so doing this digitally makes the experience much more positive and relevant to the pupils.” 

The way that the Custom List has been set up means that pupils can easily see their results over a period of time since they record scores at the start of a period of work and again at the end. Josef comments on this:

“Pupils can see their impovement between the start and end of the block. They can be motivated to improve their score between the 1st and 2nd time they complete each test and more between S1 and S2 for example.”

The list also aids staff, enabling them to easily look at all the results for one pupil, one class or one fitness test, by using the filter functionality. This enables staff to give specific feedback and advice to pupils to aid their improvement. Josef adds:

“Staff can sort the data easily to see who has got the best score, made the biggest improvement etc.”

Pupil Thoughts:
The pupils also have thoughts on the benefits of using Glow to record their fitness test scores. Hear what some of them have to say in the following video:

On your marks, get set, Glow!

In June 2011, two of East Renfrewshire’s clusters worked with their pupils to create e-portfolios using Glow Blogs. This involved Eastwood High School, St Ninian’s High School and their associated primary schools. At the start of the 2011-12 academic session, the other five Secondary clusters did the same. Part 1 of this cookbook covers the background to this and the set up process for the e-portfolios.

Here in part 2, we focus on the use of the e-portfolios and the plans that one school has for this.

Context

The schools in East Renfrewshire are using e-portfolios as part of their adoption of the recommendations in Building the Curriculum 5, and whilst every school in the local authority is following the same basic adoption principles, each school has its own specific plans for implementation and use. This cookbook highlights the plans of one of these schools.

Crookfur Primary School

Crookfur Primary is one of the schools in the Eastwood High cluster.

Gillian Graham is Depute Headteacher in Crookfur and has responsibility for implementing the e-portfolios. Supported by the National Glow Team, the school created e-portfolios with all of their Primary 6 and Primary 7 classes. Building on this, Gillian then worked with the Primary 5 classes to do the same.

Gillian has been taking part in the Education Scotland pilot group for Pupil Profiles and when introduced to the e-portfolios, immediately saw a way to link them with the pupil profiles.

Working with staff and Headteacher Fiona Loudon, Gillian developed the format of the profile document that the P7 pupils in Crookfur Primary will complete. This document will contain the pupil’s reflections on their learning, their progress through the curricular areas, information on achievements across learning plus a section for parental comment on their child’s progress.

In ICT time, pupils add information to their e-portfolios about their weekly achievements, to build a permanent record throughout the year. This will be used at the end of the year to help pupils complete their profiles. These will then be attached to their e-portfolios.

Staff can access each pupil’s e-portfolio and comment on the posts that pupils write and parents can view the e-portfolios when their child logs in to Glow at home to show them.

In the following audio clips, Gillian Graham explains Crookfur Primary’s plans for use the e-portfolios:

Use of e-portfolios and Pupil Profiles (0:51)
Gillian Graham: Pupil Profiles

 In the following video, we’ll look at one pupil’s e-portfolio and how they have included their pupil profile in it.

Pupil profile in their e-portfolio (8:10)
e-portfolios in East Renfrewshire – Part 2

You can also view a sample of the pupil profile document being used in Crookfur Primary in the following attachment:  You can also view a sample of the pupil profile document being used in Crookfur Primary in the following attachment:    Pupil’s primary 7 Profile

Ingredients

In order for pupils to be able to attach their profile to their e-portfolio, they first had to learn how to add content to their blog. The Crookfur pupils learned the same things as the pupils in all of the East Renfrewshire schools.

This included:

-          Adding information about themselves on the blog’s welcome page

-          Learning how to use the Blog Dashboard to write a post and edit it

-          Finding out how to categorise and tag a post

-          Learning how to attach documents and images to blog post

Pupils were also shown how teachers can comment on posts and how they can then read those comments and reply.
 

Recipe

Learn in the following videos how to do the things listed above:

How to set up the ‘All about me’ welcome page (8:48)
e-portfolios in East Renfrewshire – Part 2
How to use the blog dashboard to write a post, categorise and tag it (9:54)
e-portfolios in East Renfrewshire – Part 2
How to attach a document to a post (6:10)
e-portfolios in East Renfrewshire – Part 2
How to add an image to a post (8:38)
e-portfolios in East Renfrewshire – Part 2
How teachers access a pupil’s e-portfolio and add comments to it (7:11)
e-portfolios in East Renfrewshire – Part 2
 

One additional thing which pupils did, to give ease of access to their e-portfolio, was to create a button on their Glow Light screen to take them straight to their e-portfolio. Find out how to do this in the following video:

How to create an e-portfolio button on the Glow Light screen (3:39)
e-portfolios in East Renfrewshire – Part 2
 

 Impact

Each of the schools in East Renfrewshire plans to use the pupil e-portfolios in different ways and so the impact will be different for each.  

In the following audio clip, Gillian Graham gives her thoughts on the benefits of using e-portfolios, including access from home and parental access:

Ninian’s High School:
Josef Fuchs is Principal Teacher of Development at St Ninian’s High School in Giffnock. He has been heavily involved in the implementation of the pupil e-portfolios there and commented on the benefits that he and the school see for their usage:

 “E-portfolios allow our pupils to keep an online record of their progress and achievements throughout their school life.  These records can be categorized into achievements and/or curricular areas.  Pupils post updates on their progress and achievements, also being able to attach media files such as photos to evidence these. 

As these can be updated continually, this record is a much fuller account of their experiences than if completed as a paper exercise termly or annually which was the previous method. 

We have a strong emphasis on pupils being responsible for updating their own e-portfolios regularly.  Staff across the school encourage pupils to add in for example test scores, extra curricular activity involvement and achievements such as awards gained.  School staff can easily view and comment on pupils e-portfolios at any time although we plan to timetable a formal review on a termly basis. Another use is that we can make resources available, for example PE fitness test scores and Home Economics Food Diaries that pupils copy and paste into their e-portfolio and then fill in the answers online, allowing pupils and staff to access these.  It also removes the ability to lose them while also saving paper and filing space. We believe these to be invaluable as we prepare our pupils for the next stage in their lives. 
The benefits include: 

• Giving pupils the necessary communication tools to use in the world which is becoming more and more digitalised. 
• Preparing pupils for using e-portfolios at further/higher education level and beyond in many professions such as Medicine, Dentistry and Law.
• Encouraging pupils to be self reflective, important in many professions such as Teaching and Nursing.”

These comments reflect the impact on just two of the schools involved in the implementation of e-portfolios in East Renfrewshire. There are many other benefits being enjoyed across all of the schools.

Practising Mandarin. Click to enlarge.

Jacqui Clark is a Primary 5 teacher at Lynburn Primary School in Fife. She has been using Glow for about eighteen months initially just with her own class and now supporting colleagues throughout the school. Jacqui is very positive about the learning opportunities Glow has opened up – allowing pupils to discuss and collaborate, to share their work with their peers and their families, to record and assess their own progress.

This cookbook illustrates a number of ways in which Jacqui has embedded Glow in daily learning and teaching.

Context

Jacqui’s first use of Glow was a project on the Declaration of Arbroath. Her class contacted a history teacher at Arbroath High School who was able to support their project remotely through a Glow Group and a Glow Meet session. This provided an excellent testing ground for Jacqui to explore the potential of Glow to expand learning beyond the classroom. Through Glow Meet pupils engaged in a question and answer session with the history teacher, their learning enhanced by his expertise and local knowledge.

The children subsequently became very enthusiastic about participating in national Glow Meet events, often checking the calendar on the National Site themselves and asking if the class could sign up for events of interest.

Jacqui Clark talks about how she got started with Glow (2:26)Lynburn Primary: enthusing learners and promoting responsibility

Following the success of her first experiences of Glow, Jacqui this year created a class Glow Group for her P5s. The Group evolves during the course of the year, as the learning progresses.

Her class have begun to learn Mandarin. Resources used in class, such as PowerPoint files, and links to websites have been added to the Glow Group for pupils to use to support their homework. Pupils have used a discussion board to post their thoughts about the Mandarin lessons.

A story in the Daily What about the arrival of two new pandas at Edinburgh Zoo caught the children’s attention. They studied the story together in class and then used some of the accompanying lesson suggestions and resources. They researched what pandas would require in a zoo environment, designed suitable habitats and wrote reports. The results were uploaded into the Glow Group to be shared with the rest of the class and discussed with parents and carers at home.

Learning Tai-Chi. Click to enlarge.

A trip to Edinburgh Zoo was then organised, where pupils enjoyed furthering their understanding of Chinese culture by taking part in a tai-chi lesson, and learning from zoo staff about the logistics of transporting pandas and settling them into a new environment. Evidence of pupils’ learning is recorded in the photos uploaded into the Glow Group and through the presentations they created, recording their experiences.

Jacqui Clark talks about the P5 Glow Group, pt 1 (4:30)Lynburn Primary: enthusing learners and promoting responsibility

Santa visits Lynburn. Click to enlarge.

Jacqui is keen to use Glow to develop pupil e-portfolios. As a pre-cursor she is introducing the children to the concept of blogging. At Christmas Jacqui used two additional Glow accounts, created in the names of Santa C and R. Rudolph, to post messages on a blog. The posts rapidly engaged the pupils’ interest – indeed the scenario snowballed with other classes becoming caught up in the story of Santa’s search for his missing reindeer! Pupils responded to the tasks set through discussion boards and by adding their own posts to the blogs.

 Jacqui Clark talks about the P5 Glow Group, pt 2 (2:58)Lynburn Primary: enthusing learners and promoting responsibility

The enthusiasm of the P5s for Glow is evident in their independent use at home, such as updating their own pages (described in a separate cookbook), showing their parents and carers work they’ve been doing, and using games and activities on the National Site. Their parents have been keen to find out more about Glow and how they can support their children’s learning. Jacqui created a Homework page where parents could post up questions or comments, use links to suggested online activities and contribute their own website recommendations. To date, it has been the pupils, rather than their parents, who have used the discussion board to post comments, but it has remained a useful point of contact with families.

 Jacqui Clark talks about the P5 Glow Group, pt 3 (2:19)Lynburn Primary: enthusing learners and promoting responsibility

The Wedding invitation. Click to enlarge.

Jacqui’s remit includes supporting her colleagues with Glow. One facet of this has been establishing whole school Glow Groups which everyone can use. In April, a Glow Group was created to support a whole week of activities around the Royal Wedding. In a hectic, but clearly very enjoyable, few days pupils were involved in many aspects of wedding planning including making a cake, creating invitations and collecting the replies, organising the caterers and making sure the bride had something to wear! The week culminated in the school’s very own wedding on the Friday morning. A wealth of photos capturing evidence of the learning has been uploaded to ‘The Royal Wedding’ Glow Group. Jacqui’s P5 pupils provided peer mentoring to other classes in the school, supporting them with undertaking a series of challenges posted in the Glow Group. Pupils also supported members of staff in creating their own Glow pages. The week’s activities stimulated a lot of interest from staff about Glow, and this together with the pupil peer mentoring, has had quite a substantial impact on uptake within the school.

 Jacqui Clark talks about ‘The Royal Wedding’ Glow Group (3:07)Lynburn Primary: enthusing learners and promoting responsibility

Ingredients

For her P5 class Glow Group Jacqui:

* created a Glow Group on the school site

* added all her pupils as ‘Contributors’

* added additional pages

* created multiple Documents, Web links and Discussions web parts

* added topical features, such as the snowflakes and red noses

Method

The video clips below explain the processes of customising a Glow Group as Jacqui has done.

* how to add, rename or delete pages (2:56) Lynburn Primary: enthusing learners and promoting responsibility

* how to upload a document (2:24) Lynburn Primary: enthusing learners and promoting responsibility

* how to add a post to a discussion board (3:00)Lynburn Primary: enthusing learners and promoting responsibility

* how to add a web link (3:56)Lynburn Primary: enthusing learners and promoting responsibility

* how to create an additional Documents web part (7:42)Lynburn Primary: enthusing learners and promoting responsibility

* how to close, restore or move web parts (4:21) Lynburn Primary: enthusing learners and promoting responsibility

* how to compress images before uploading to Glow (8:12) Lynburn Primary: enthusing learners and promoting responsibility

* how to upload images to an Image Gallery web part (8:51)Lynburn Primary: enthusing learners and promoting responsibility

The Glow Help blog contains information about adding snowflakes and red noses to your own Glow Groups.

Impact

Jacqui feels that she has learnt much about using Glow – about the activities that she would definitely continue, such as pupils’ own pages – and the things she’d do differently (compressing photos before uploading, to speed up how long they take to display). She has been impressed by pupils’ enthusiasm for learning, and the motivation that Glow provides. She’s been delighted too with pupils’ sense of responsibility and their confidence: they have provided peer mentoring, supported school staff and talked about Glow to a meeting of Fife headteachers. Next year she’s keen to progress with introducing e-portfolios into the school.

Jacqui Clark talks about her next steps with Glow (0:44)Lynburn Primary: enthusing learners and promoting responsibility

Pupils have been keen to lead the learning, talking about news stories they’ve seen in the ‘Daily What’, games and activities they’ve found on the national site, or national Glow Meet events that they want to participate in.  

Lynburn pupils talk about their favourite activities on the National Site (0:58)Lynburn Primary: enthusing learners and promoting responsibility

Lynburn pupils talk about teaching others about Glow (1:14)Lynburn Primary: enthusing learners and promoting responsibility

Lynburn pupils talk about Glow Meet (2:22)Lynburn Primary: enthusing learners and promoting responsibility

The pupils' own Glow Group. Click to enlarge.

Jacqui Clark is a P5 teacher at Lynburn Primary School in Fife. She has been using Glow for about eighteen months, first with her own class and then supporting colleagues and pupils throughout the school.

This is the second of two cookbooks about Jacqui’s work. The first focused on how Jacqui used Glow to support learning in areas as diverse as Mandarin, Christmas and the Royal Wedding! In this cookbook we look at how she has given the children in her class their own Glow Group and given them the responsibility for ensuring it is used appropriately. She is delighted with the way they have responded to that challenge.

Context

Jacqui’s Primary 5 class were already well used to Glow, to the Glow Group environment and in particular to using Discussion boards to post comments about their work or to ask questions.

One pupil's page. Click to enlarge.

The class were then keen to have their own Glow pages. While pupils could have used their ‘My Glow’ for this purpose, Jacqui decided to create a Glow Group with one page per child. Pupils use these pages to post messages for each other, upload photos of activities they are involved in outside school, post up personal news, announce when they have uploaded new work for peer assessment and store pieces of work they want to be able to share with their families

The P5s have been given ‘Administrator’ rights to this Glow Group, allowing them to be able to create new web parts when required. This is an uncommonly high level of rights for pupils to be given on a Glow Group (’Reader with Discussions’ or ‘Contributor’ are more typical), and could cause some problems, such as with pupils deleting each others’ work. However, the class have proved very mature in their use of the Glow Group and handled the responsibility well. Indeed they have taken the messages of internet safety and being responsible citizens to heart, rapidly flagging up to Jacqui any item that they feel is inappropriate.

Jacqui Clark talks about her pupils’ Glow Group (1:47) Lynburn Primary: giving pupils responsibility for their own Glow Group

Ingredients

For the class Glow Group, Jacqui needed to do the following:

* created a Glow Group on the school site

* gave her pupils Administrators of the Group

* created a page for each pupil

The pupils themselves then:

* created multiple web parts, so that each had their own News, Documents and Discussions web parts

* added a Glow Image Gallery web part

* added content to their own pages and to their friends’

Method

The following video clips show how to customise and use a Glow Group as Jacqui and her class have done.

* how to add, rename or delete pages (2:56) Lynburn Primary: giving pupils responsibility for their own Glow Group

* how to upload a document (2:24) Lynburn Primary: giving pupils responsibility for their own Glow Group

* how to add a post to a discussion board (3:00) Lynburn Primary: giving pupils responsibility for their own Glow Group

* how to create an additional Documents (or other) web part (7:42) Lynburn Primary: giving pupils responsibility for their own Glow Group

* how to close, restore or move web parts (4:21)  Lynburn Primary: giving pupils responsibility for their own Glow Group

* how to compress images before uploading to Glow (8:12) Lynburn Primary: giving pupils responsibility for their own Glow Group

* how to upload images to an Image Gallery web part (8:51) Lynburn Primary: giving pupils responsibility for their own Glow Group

Impact

Using a Glow Group for ’social’ purposes have proved a hit with Jacqui’s class. While every pupil has a ‘My Glow’ space, it is not easy to allow other pupils access to this, nor easy for staff to keep an eye on what is posted. Use of a Glow Group gives all members of the class easy visibility of everyone’s pages. For staff it can provide a good teaching environment in which to reinforce lessons about internet safety, to discuss the implications of copyright when sourcing images on the web, and to encourage respect for peers.

Lynburn pupils talk about their pupil Glow Group (0:35)Lynburn Primary: giving pupils responsibility for their own Glow Group

Booking of Rooms Glow Group. Click to enlarge.

Ian Gibson is a Business Studies and Computing teacher at St. Andrew’s High School in Fife. He is also a Glow Mentor and a member of the ICT working committee in the school. Last year the committee was tasked with developing an electronic room booking system. This cookbook details how the room booking system was created and the impact it has had in the school.

Context

The school has two ICT suites which are available for staff to book for use with classes. Initially a diary-based system was used to manage the bookings, but this has proved far from ideal. With the diaries kept at reception it was not easy for staff to check room availability during lesson time and inevitably with a paper-based system confusion often occurred over scored-out bookings and amendments! 

The school’s ICT working party were asked to investigate options for an electronic booking system. Using the internal email system  for this purpose appeared problematic, but the means to create a booking system within Glow looked quite feasible. Such a system would also necessitate staff logging on to Glow regularly and perhaps encourage them to explore further.

Ian searched through the Glow Help forum and the cookbooks to see if any other school had created a similar booking system. Though he found no information that fitted the bill, he did find a cookbook - detailing the creation of graphical interfaces and hidden pages - that proved particularly useful.

Ian Gibson explains the background (5:25)Creating a room booking system on Glow

Calendar month view. Click to enlarge.

Ian created the ‘Booking of Rooms’ Glow Group, designed a graphical interface and added links to hidden pages containing a ‘What’s on’ web part for each room. The initial plan of providing a booking system for the two rooms had rapidly grown to include three ICT rooms, the Assembly Hall and Library.

Calendar day view. Click to enlarge.

When the Glow Group was launch, there were some teething problems, particularly from staff requiring help to log on, if they were not regular Glow users. The problems, though, quickly diminished, as staff became familiar with the process. Ian added a ‘Help’ button to the graphical interface to provide a support guide.

Staff are now able to see at a glance with rooms are available, make a booking, and create recurring bookings for long-term projects. It was decided, by the ICT working party, that staff would not have the rights to edit or delete bookings, in order to prevent any accidental changes. Ian, and others with Administrator rights to the Glow Group, make any changes that staff request.

Ian Gibson explains the permissions on the Room Booking system (1:01)Creating a room booking system on Glow

Ian Gibson demonstrates how bookings are added and deleted (3:21) Creating a room booking system on Glow

Ingredients

To create the room booking system, Ian required:

* a Glow Group

* an image for the background of the graphical interface

* art software (or PowerPoint) to create the graphical interface

Method

Ian created the Glow Group, removed all the default pages, other than the Noticeboard, and replaced these with ‘hidden pages’ (standard pages but without page tabs).

Next he created a graphical interface, inserted this into a Text Editor web part and added hotspots to link to the hidden pages.

Multiple ‘What’s on’ web parts were then created, one for each of the rooms in the booking system. A ‘What’s on’ web part was placed on each of the hidden pages, and the view of the web part changed so that it displayed as a calendar.

Permissions were set on each calendar allowing staff to view existing bookings and add their own bookings, but permissions to edit or delete bookings were removed.

The video clips below explain each part of this process:

* How to delete pages and close web parts (1:56) Creating a room booking system on Glow

* How to create the background for the graphical interface (4:59)Creating a room booking system on Glow

* How to create hidden pages (2:52) Creating a room booking system on Glow

* How to create hotspots to hidden pages (4:57) Creating a room booking system on Glow

* How to create multiple What’s on web parts and change to calendar view (2:54) Creating a room booking system on Glow

* How to set the Glow Group membership and amend the permissions on the What’s on web parts (8:05)Creating a room booking system on Glow

Impact

The use of the room booking system has had considerable impact at St. Andrews. Use of the ICT rooms has increased, as staff are able to check availability far more rapidly – and accurately - than the previous diary-based system allowed. Staff can plan both for long-term projects, making recurring bookings, and also grab last-minute availability, when needed. Senior manager too have benefited in being able to check how effectively room resources are being used.

Ian mentions in particular that the system has been “brilliant” for whole school and special events, where booking the rooms well in advanced give staff peace of mind that the rooms will be available as expected.

Ian Gibson describes the impact of the Room Booking system (1:58) Creating a room booking system on Glow

Context

Operation Safety was conceived in 2000 as an expansion of the Road Safety course being rolled out in primary schools and initially involved Schools Services, Police, Fire Service and Ambulance Service.  Over the years Operation Safety has developed and additional partner agencies now participate. There are now 12 scenarios giving life skills in a safe environment to enhance the pupils’ knowledge of what to do in these situations.  It is hoped they remember these lessons in future if they find themselves in a similar position in real life.  The scenarios evolve to keep up to date with the current issues, for example, Internet Safety includes bullying on-line and on mobile phones. Each year over 2,200 P6/7 pupils attend Operation Safety. Operation Safety was first mentioned at one of the Glow Training courses attended by Community Police Officers as one of the officers involved saw the potential of using Glow.

Diane Webb is a Development Officer for Glow with Dumfries and Galloway. It was decided at a meeting attended by both the police and education that a Glow Group would be created for use within the authority to enhance the experience for the pupils attending the sessions. Discussions were held to decide what would be included in the Glow Group. They decided that a Glow Group would work well to showcase art work and creative writing by the pupils and also to facilitate feedback from the pupils themselves after they took part in the project. They were also keen that the Glow Group could contain film of the pupils, from different schools, participating in some of the activities and also films of interviews with the pupils about the activities. The plan was that pupils would only get access to the Glow Group once they had attended their Operation Safety session.

Ingredients

Tour of the Operation Safety Glow Group (6:30)
Operation Safety in Dumfries and Galloway

The basic template for the Group was created and the surveys were created and added.  The Child Exploitation and Online Protection Centre (CEOP) film, Jigsaw, was added after seeking permission from CEOP and the YouTube video, Children See, Children Do. The layout changed as Diane and her team added various items to the pages to make them more attractive and useful for the pupils and teachers.

Creative Writing Page

Be Safe Be Bright – click to enlarge

The Glow Group also includes a Creative Writing Page and they’re hoping to expand this to include more pieces of pupil writing as the Glow Group starts to be used.

Picture Library Page

Posters – click to enlarge

There were hundreds of posters available from running the project previously and it is was really difficult for the team to choose which ones to showcase on this page. Again, it is hoped that they will be able to use this page to showcase pupil artwork from around the local authority.

Filming

Armed with a video camera, tripod and microphone Diane and her colleague Andrea Austin attended Operation Safety in Stranraer and filmed the scenarios they wanted to use for the Glow Group.  They also collected pupil work from PC Milven.  The videos were edited back at base by one of their colleagues on the Glow Team. It is intended to extend the range of videos available on the Glow Group by filming further videos the next time Operation Safety runs.

Beer Glasses film from the Glow Group (2:16)
Operation Safety in Dumfries and Galloway

What did Diane need to successfully set up the Operation Safety Glow Group?

• A Glow Group created at local authority level in Dumfries and Galloway.
• Pupils to be added into the Glow Group school by school, once they have completed the Operation Safety course.
• Surveys created and put onto the Noticeboard page for the pupils and staff from the schools to respond to.
• Various pages created within the Glow Group.
• A picture library created to hold pupils’ art work.
• A Creative Writing documents web part to hold pupils’ work.
• Various videos uploaded to TeacherTube and then embedded into xml web parts within the Glow Group.

Recipe

There are many aspects of the Operation Safety Glow Group which could have been included in the recipe section. However, I have chosen creating the survey for the focus and you will find videos on this below. You will find links to other Cookbooks containing how-to videos on similar aspects to the ones additioanlly included in the Operation Safety Glow Group.

Creating a Survey (10:04)
Operation Safety in Dumfries and Galloway

Adding the survey to the page (2:06)
Operation Safety in Dumfries and Galloway

These Cookbooks contain information about embedding video in your Glow Group:

Embedding Video as a Stimulus for Writing

Engaging Videos in an Earth and Space Glow Group at Coylton Primary

LEGO activities at SLF: Part 4- Pictures and Videos

These Cookbooks contain further information about using surveys in Glow

Embedding Glow in daily learning and teaching

Raising attainment in literacy in Primary 3

Encouraging deeper learning: pupils creating surveys

Enabling Pupil Voice – using a Glow Survey

Impact

The following videos are really about the impact of the project rather than the Glow Group as it is too early yet to be able to tell how well the Glow Group is extending the learning.

The first video is Diane describing the project and the Glow Group and the remainder of the videos are from the What we Learned page of the Glow Group and also available on Teacher Tube.

Diane Webb speaks about Operation Safety (3:06)
Operation Safety in Dumfries and Galloway

In their own words (0:37)
Operation Safety in Dumfries and Galloway

The Best Bit of Operation Safety – Pupil Comments (0:50)
Operation Safety in Dumfries and Galloway

What scared us most – Pupil Comments (1:36)
Operation Safety in Dumfries and Galloway

Top Tips – Pupil Comments (2:51)
Operation Safety in Dumfries and Galloway

What we learned about online games (0:19)
Operation Safety in Dumfries and Galloway

Graphica Interface. Click to enlarge.

Glenwood High School in Fife, with a roll of 860 pupils and with 90 teaching staff, has seen a significant increase in the use of Glow over the last six months. By the end of the year, around 75% of staff and pupils had active accounts and in an average week over 200 pupils were using Glow during school hours.

The cookbook, “Glowing across the curriculum at Glenwood High School“, describes how a number of staff from different departments, have been using Glow to enhance learning and teaching.

In this cookbook we focus on the work of the Computing department. In the Recipe section, video clips show how you can replicate the use of avatars, vokis and forums.

Context

In January 2011, a number of Glow training courses were run in Fife and staff from eight secondary schools were invited to attend. At Glenwood, volunteers were sought from across the school and 14 participated in the training. Most of the sessions offered were one-day Glow Basics training, which covered how to create a curricular Glow Group to support learning with a specific class. At the end of the day’s session, staff had a Glow Group ready to go and a good idea of how they wanted their pupils to use it. The aim for many of the staff was initially to upload revision documents in preparation for prelims and for pupils to be able to use discussion boards or forums to ask questions or look for help.

Clare Hunt is PTC of Business, Enterprise and Computing at Glenwood. She and her colleagues have begun to use Glow across S1-S6, and have created a series of attractive graphical interfaces to allow users to easily navigate between the different Glow Groups.

Pupils' work. Click to enlarge.

The S1 ICT course contains a unit of work on Cyber-Bullying. Following a class discussion, pupils were asked to create presentations to share their understanding of what cyber-bullying is, how it should be dealt with and how to avoid becoming a victim of a cyber-bully. Pupils uploaded their completed presentations into the S1 Glow Group, as it provided an ideal place for pupils to share their work. The Group enabled them to view each others’ presentations and to show their work to parents and carers at home. A number of parents have commented to Clare about how valuable this has been in stimulating a discussion with their children about staying safe online.

Pupils' forum avatars. Click to enlarge.

A Glow forum was then used to encourage pupils to think about the advice they would give if they discovered a friend was being bullied. Introducing the forum to the pupils enabled Clare and her colleagues to reinforce internet safety messages about keeping personal information private. Rather than displaying a photograph of themselves in the forum, pupils learnt how to create an avatar (a cartoon representation) using a free website, and how to upload this into their forum profile.

Clare Hunt: S1 Cyber-Bullying presentations and discussions (1:59) “Glow is an ideal place to share pupils’ work”

Pupil's voki

Towards the end of the academic year S2 classes were introduced to the Voki web site. Here they each created their own Voki (a talking avatar) to give their evaluation of the Computing course. The website allows users to give their Voki a voice, either by entering text or by using a microphone to record. Microphones work well with a bit of peace and quiet, but not so effectively with 20 pupils recording simultaneously. So the second years typed in their text and took great care over the comments, spelling and punctuation, as the Voki’s speech is only as good as the text that’s been entered. The Vokis were then shared through a Glow blog, so that pupils could see each others’ and Computing staff could hear all the feedback on the course. Pupils clearly found this a highly motivating activity, and the quality of comments was better than might have been recorded on a paper evaluation form.

Clare Hunt: S2’s Computing course evaluations (2:14)“Glow is an ideal place to share pupils’ work”

Ingredients

For the S1 Cyber-bullying project, Clare required:

- an S1 ICT Glow Group

- all relevant pupils given Contributor membership

- a suitable website for creating avatars

- Microsoft Office Picture Manager, or similar image editing software, to resize the avatars

For the S2 end of year evaluations, Clare required:

- an S2 Computing Glow Group

- all the relevant pupils given Contributor membership

- the Voki website

- a Glow blog created within the Glow Group

Method

* How to add the Glow forum web part and create a forum (2:57) “Glow is an ideal place to share pupils’ work”

* How to post messages on a forum (5:59) “Glow is an ideal place to share pupils’ work”

* How to create an avatar to use in a Glow forum (3:46) “Glow is an ideal place to share pupils’ work”

* How to upload an avatar to a Glow forum profile (1:36) “Glow is an ideal place to share pupils’ work”

* How to create a Voki (4:41) “Glow is an ideal place to share pupils’ work”

* How to add a Voki to a Glow Group page (6:50) “Glow is an ideal place to share pupils’ work”

* How to add a Voki to a blog post (4:50) “Glow is an ideal place to share pupils’ work”

Impact

The use of Glow at Glenwood has grown very rapidly over just a few months, not just in Computing. Glow is becoming well embedded in the curriculum: it’s not viewed as an adjunct, but a tool to be used, when appropriate, to enhance learning and teaching.

In the video clip below, Dave Dawson, DHT at Glenwood, explains the progress that has been made.

Dave Dawson: uptake and usage of Glow at Glenwood (1:35) “Glow is an ideal place to share pupils’ work”

The challenge now is to continue to develop. In the new academic year, each department has been asked to have a Glow representative and for Glow to be included in development plans.

Dave Dawson: next stages of Glow development at Glenwood (0:36) “Glow is an ideal place to share pupils’ work”

 

In June 2011, just before the end of term, two of the East Renfrewshire clusters worked with their pupils to create e-portfolios using Glow Blogs. This involved Eastwood High School, St Ninian’s High School and their associated primary schools. In the secondary schools, every S1 pupil (the new S2 cohort) created an e-portfolio and in the primaries, every P7 pupil did so, in preparation for their transition to high school. In many of the primaries, the P6 pupils also created e-portfolios for use in P7 and beyond.

Context

In line with Building the Curriculum 5: A Framework for Assessment (BTC5) , the Assessment Team in East Renfrewshire was keen to ensure that all schools are providing opportunity for pupils to reflect on their learning, evaluate it and record evidence of what they have achieved, both in school and outwith. They felt it to be essential that there was a consistent approach across all schools in the local authority. This approach is encouraged in BTC 5:

“It is important that shared standards and expectations should apply among the primary schools in a cluster and across departments in secondaries. Transition will be greatly assisted by sharing ideas across sectors.”

To help ensure consistency, staff from East Renfrewshire contacted the National Glow Team to enquire about the possibility of having a custom-built Glow Blog theme created for their e-portfolios. This was readily agreed to and a theme reflecting the East Renfrewshire priorities was created. The theme incorporates an image for the header, widgets, categories and three ready-made pages. This can be seen in the ‘how to’ videos later.

Creating the e-portfolios

Members of the National Glow Team worked with staff and pupils in all of the Eastwood and St Ninian’s cluster schools to create the e-portfolios.

Each pupil created a Glow Group in their My Glow area and into that Group they added a Glow Blog. It is the Glow Blog that is used as their e-portfolio. All staff were made members of the Glow Group where the blog lives. This membership alone, however, does not enable them to access the e-portfolio. Since no one can access another user’s My Glow area, pupils additionally had to provide staff with a link to their blog. This link to the view of the blog was added to a web links web part in a school e-portfolio Glow Group. This Group had been created ahead of time in preparation for the pupil sessions.

Pupils learned how to add content to their blog by writing posts, categorising and tagging them, adding media such as images and attaching documents. They also learned how staff can comment on the posts and where they can then access those comments from.

Ingredients

In preparation for the pupils creating their e-portfolios, each school had to do some work in advance. This involved them creating a Glow Group to host links to the pupil e-portfolios. They also had to ensure that both Glow Light and Glow Blogs were switched on for all pupils. (This task is done by the school or local authority Accounts and Services Manager – ASM)

During the pupil sessions, the pupils required the following:

- To have Glow Light enabled

- Create a Glow Group in their My Glow area

- Add the Glow Blog web part to their Group and create a Blog

-  Add teachers and non-teaching staff as administrators of the Glow Group Note: One of the reasons that  (Administrator access is recommended so that any comments left by staff on the pupil’s blog are automatically published. If, for example, staff are given Contributor rights, they can still access and interact with the pupil’s blog but their initial comments would have to be approved by the pupil before they are displayed)

- Put a link to their Blog into the school e-portfolio Group to enable staff to access it

- Carry out some ‘admin’ on their blog – apply the Local Authority theme; delete the default post; delete one of the pages; set a static welcome page and a page to display latest posts

- Add information about themselves to their welcome page

- Learn how to use the Blog Dashboard to write a post

Recipe

The following videos explain the process that the pupils went through to create their e-portfolios, as well as looking at the preparatory work the schools did to create the Glow Group to host the links to the pupil e-portfolios.

Step 0 (for staff) – How to create a school Glow Group to host links to pupil e-portfolios
e-portfolios in East Renfrewshire – Part 1
Step 1 – How a pupil creates a Glow Group in their My Glow
e-portfolios in East Renfrewshire – Part 1
Step 2 – How a pupil creates their Glow Blog
e-portfolios in East Renfrewshire – Part 1
Step 3 – How a pupil adds staff as members of their Glow Group
e-portfolios in East Renfrewshire – Part 1
Step 4- How a pupil adds a link to their blog into the school e-portfolio Glow Group
e-portfolios in East Renfrewshire – Part 1
Step 5 – How a pupil uses the Blog Dashboard to apply the local authority theme and customise it
e-portfolios in East Renfrewshire – Part 1

The following video covers the whole process for steps 1-5 above. There is slightly less explanation than in the separate videos but the video provides a good overview of the entire process:

The whole process for pupils creating their e-portfolio
e-portfolios in East Renfrewshire – Part 1
 

For videos on how to add content to the blog, see part 2 of this cookbook.

Impact

Each of the schools in East Renfrewshire plans to use the pupil e-portfolios in different ways, depending on their particular focus. Part 2 of this cookbook looks at the plans for two of the schools and discusses the impact they hope the e-portfolios will have.

SG Drama Glow Group. Click to enlarge.

Glenwood High School in Fife, with a roll of 860 pupils and with 90 teaching staff, has seen a significant increase in the use of Glow over the last six months. By the end of the year, around 75% of staff and pupils had active accounts and in an average week over 200 pupils were using Glow during school hours.

The cookbook, “Glowing across the curriculum at Glenwood High School“, describes how a number of staff from different departments, have been using Glow to enhance learning and teaching.

In this cookbook we focus on the work of one teacher, Clare Todd, and how she uses Glow Groups with each of her Drama classes. In the Recipe section, video clips show how you can replicate Clare’s use of surveys for self-evaluation.

Context

In January 2011, a number of Glow training courses were run in Fife and staff from eight secondary schools were invited to attend. At Glenwood, volunteers were sought from across the school and 14 participated in the training. Most of the sessions offered were one-day Glow Basics training, which covered how to create a curricular Glow Group to support learning with a specific class. At the end of the day’s session, staff had a Glow Group ready to go and a good idea of how they wanted their pupils to use it. The aim for many of the staff was initially to upload revision documents in preparation for prelims and for pupils to be able to use discussion boards or forums to ask questions or look for help.

Homework dropbox. Click to enlarge.

Drama teacher, Clare Todd, attended the training having been put forward as the representative for her department. She comments that she “was really excited when I first heard about Glow. It was exactly what I’d been looking for.” What Clare wanted was a collaborative area where pupils could find learning resources, use forums to discuss their work, hand-in homework and use surveys to evaluate their learning. While she didn’t have the skills to create her own website, she could immediately see the potential for Glow to deliver what she was needed.

Clare first created a Drama Glow Group open to all pupils in the school. The Group showcases current work, with videos of recent trips, photos of class productions and discussion boards where pupils can post comments. All pupils can interact in this Glow Group and get excited about what they might be involved in as they progress through the school.

Clare Todd: Drama Glow Groups – part 1 (7:14) “Just what I’d been looking for…”

Next Clare created a Glow Group for each year group, with separate pages for each teaching group. This structure allows her to upload materials appropriate for each class, guiding pupils in their learning. In the Standard Grade Glow Group, for example, there are links to theatre review websites, discussion boards where questions are set for homework, and a spreadsheet where pupils assess themselves against grade-related criteria.

The Documents area of each Glow Group has proved particularly useful. Learning resources are uploaded, so that pupils have access to all the materials, such as the course handbook, from home.

As a number of colleagues in other departments have also done, Clare has created a homework web part, where pupils can submit work for review. This has proved very successful in encouraging pupils to complete their homework, and in addition it allows Clare to monitor the progress of draft pieces before final submission. Clare gives feedback either within the web part or in more detail on the pupil’s document which is then returned to them. Permissions on the web part are set so that while Clare can see everyone’s work, pupils can see only their own.

Clare Todd: Drama Glow Groups – part 2 (2:29) “Just what I’d been looking for…”

Survey questions. Click to enlarge.

Survey results. Click to enlarge.

With many of her classes Clare has used surveys for self-evaluation exercises. The surveys are quick to create, easy for the pupils to respond to and, as the data is automatically collated, pretty painless for the teacher to review. For multiple-choice type questions, such as “When working in a group, I contributed imaginative and sensible ideas”, a bar chart provides a valuable overview of the responses. For free-text questions, such as “What were your main strengths in Drama?”, the bar chart view is less useful, but viewing pupils’ individual responses provides excellent personal feedback. When first experimenting with the survey options, Clare had hoped that it would provide a means of creating vocabulary tests, but having been introduced to Glow Learn by one of her colleagues, now feels that would be a more effective tool for assessments and tracking progress.

Ingredients

For each year group Clare required:

* a Glow Group

* the relevant pupils given Contributor membership of the group

Recipe

Having created each Glow Group, Clare has added many features, such as discussion boards, video clips, surveys and a homework web part. The video clips below focus on the use of surveys and show to replicate each part of the process from creating a survey to viewing pupils’ responses. A cookbook about Clare’s colleague, Kayleigh Brown, shows how to create and use the homework web part.

* How to create a survey (4:15) “Just what I’d been looking for…”

* How to add the Survey web part to a Glow Group (1:54) “Just what I’d been looking for…”

* How to change the permissions on the Survey web part (2:37) “Just what I’d been looking for…”

* How pupils respond to a survey (1:44) “Just what I’d been looking for…”

* How to view the results of a survey (2:42) “Just what I’d been looking for…”

Impact

From the outset Clare was impressed with how Glow would support her learners and it has lived up to expectations in day-to-day usage in the classroom. She’s already looking ahead to the next stages in her own learning and progression, ready to explore the potential benefits of using the assessment and tracking facilities offered by Glow Learn.

The use of Glow at Glenwood has grown very rapidly over just a few months, not just with Drama classes. Glow is becoming well embedded in the curriculum: it’s not viewed as an adjunct, but a tool to be used, when appropriate, to enhance learning and teaching.

In the video clip below, Dave Dawson, DHT at Glenwood, explains the progress that has been made.

Dave Dawson: uptake and usage of Glow at Glenwood (1:35) “Just what I’d been looking for…”

The challenge now is to continue to develop. In the new academic year, each department has been asked to have a Glow representative and for Glow to be included in development plans.

Dave Dawson: next stages of Glow development at Glenwood (0:36) “Just what I’d been looking for…”