Presentation given at the Learning Through Technology conference at Our Dynamic Earth.

1. MODERNISING THE
CURRICULUM
…using technology you already have
Bobby Elliott/Graeme Clark
Scottish Qualifications Authority

2. Summary of presentation
 New ICT courses
 Support materials available to teachers
 Traditional
 Electronic
 SQA Academy
 SOLAR
 Modernising assessment
 The need to
 The challenges
 Demonstration of Internet Safety materials

3. Curriculum
 ICT qualifications
 Support materials
 SQA Academy
 SOLAR

4. New ICT courses
 Stand alone National Units
 DigitalCulture
 Internet Safety
 Web Logs
 National Progression Awards
 Computer Games Development
 Social Software
 National Certificates
 Digital Media Computing

5. Digital Culture (SCQF Level 4)
 Outcomes
1. Describe the various types of social software
available.
2. Describe the impact of digital technology on
contemporary culture.
3. Use social software to perform specific tasks
 Contents
 Social networks (Facebook)
 Instant messaging
 Blogs
 Wikis

6. NPA Computer Games Development
 SCQF Levels 4/5/6
 Contents
 Computer Games: Design
 Computer Games: Media Assets
 Computer Games: Development
 Teaching and learning material
 Single integrated teaching and learning pack (one
for all levels)
 Assessment
 Single integrated project (one for each level)

7. Support materials
 Traditional
 National Assessment Bank
 Some paper teaching materials
 Delivery guides for teachers
 Digital
 Online testing (SOLAR)
 SQA Academy courses for teachers
 E-learning materials for pupils

8. Case study: Internet Safety
 Outcomes
1. Explain the risks that exist when using the
Internet
2. Safeguard self and others
3. Take precautions to maintain security and
performance
4. Adhere to the legal constraints, guidelines and
procedures
 Assessment
 Item bank
 Blog

9. Case study continued
 Support materials
 NAB
 Item bank on SOLAR
 E-learning material
 PC
 Tablet
 Smartphone

10. SQA Academy
 Online learning management and delivery
 Provide real-time on-demand CPD for SQA
Appointees
 Manages the delivery of CPD for teachers and
lecturers across Scotland
 Supports SSLN and elearning materials
provision
www.sqaacademy.org.uk

11. SOLAR
 Online managed and delivered e-testing
 Dynamic itembank-driven assessment creation
 Real-time reporting and learner feedback
 Pre-verified guaranteed on delivery by SQA
www.sqasolar.org.uk

12. Assessment
 Challenges
 Solutions

13. Assessment 1.0
 Assessment from 618AD to today
 Characteristics
 Paper-based
 Classroom based
 Formalised
 Synchronised
 Controlled
 Industrialised
 Enjoys public and political confidence
 Changed little since early 20th Century

14. Spot the difference

15. Problems with 1.0…
 Expensive to run
 Doesn’t scale well
 Inflexible
 Arranged around diets
 One size fits all (not personalised)
 Not delivering contemporary skills
 Collaboration, problem solving, flexibility
 Drives teaching and learning
 “Teachingto the test”
 Memorisation not understanding
 Unnatural
 Not using what learners use

16. Student perceptions
 Artificial and contrived
 Something that is done
to them
 Doesn’t measure
anything important
 Hurdle to be jumped
 Not part of their learning
 Sole purpose of their
learning

17. New types of learner?
“Net Geners”

18. Digital natives
IMMIGRANT NATIVE
 Use books  Use Web
 Passive learning  Active learning
 Contrived tasks  Authentic tasks
 Process oriented  Goal oriented
 Memorise  Search
 Library  Google
 Compete  Collaborate

21. Modern assessment
 Authentic
 Natural
 Personalised
 Negotiated
 Problem-based
 Deep
 Collaborative
 Peer and self-assessed
 Tool supported

22. Assessment 1.0 v Assessment 2.0
Assessment 1.0 Assessment 2.0
 Given  Negotiated
 Done alone  Done collaboratively
 Descriptive  Researched/Deep
 Text  Text/audio/video
 Closed book  Open web
 Done in class  Done anywhere
 Teacher assessed  Self- and peer-
assessed

23. Assessment 1.0 v Assessment 2.0
Assessment 1.0 Assessment 2.0
 Write an essay  Working with other
describing the rise students, choose an
of Fascism in aspect of the rise of
Germany during the Fascism in Germany
period 1932-39. during the 1930’s
 You may not confer and research this.
nor refer to notes or  Create a team blog
other reference to record your
material. findings.

24. Barriers to change
 Teachers are digital
immigrants
 Inertia
 “Persistence of
traditionalism”
 Risk aversion
 “Straight-jacket of
success”
 Lack of standards
 Rubrics
 Plagiarism

25. SOLAR E-Assessment...... and the rest!
 Efficient, Effective and Engaging
 Flexible
 Re-usable
 Sometimes Printable!

26. E-Assessment when ready
 Formative
 Summative
www.sqasolar.org.uk

27. Myths
Myths about SQA guidance on e-
assessment and technology

28. The man from SQA says no!

29. It doesn’t look like the NAB

30. I have to use the NAB

31. I don’t have 28 computers in my
classroom – I am in the Art
department!

32. It has to be done in the
classroom

33. Please print it out!

34. QUESTIONS

35. Contact:
Bobby.Elliott@sqa.org.uk
Graeme.Clark@sqa.org.uk