12 ways of Making an event successful

Parents' evenings, ICT open days, local conferences, "away days". As a leader of educational ICT you are bound to have to organise such an event at some stage in your career. What can you do in order to ensure that it is successful? Here are 12 top tips.

1: Know what "successful" means

At the risk of stating the obvious, every event should have at least one objective. Friendly get-togethers that are amiable but also aimless simply waste people's time. But even if they are not a waste of time, they may look as if they will be, and that will deter people from attending.

2. Limit the number of objectives

In my experience the most successful events have a limited number of objectives, no more than four or half-a-dozen. Having a relatively small number of aims means that the event is kept focused.

3. Choose the right time of year

OK, there never is a right time, because there is always something going on. So perhaps this should have been expressed as "choose the least bad time of year"! try to avoid obviously difficult times such as the very beginning of term, or examination time. But equally, the slack times, such as in the last week of term, can also be difficult. Often, teachers are too tired by then to want to attend something where they need to be creative, or they are involved in activities such as museum visits.

4. Have a variety of activities

See 21 Ideas for an ICT or Technology Co-ordinators' Day for some ideas that you can adapt for different types of event.

5. Plan ahead

People tend to be very busy these days, and so their diaries get full. If you are planning to bring in an external speaker, this is especially relevant. So book the event as far ahead as possible.

6. Tell people about the event

I can never understand it when I receive invitations for conferences with a week's notice. Since the event had obviously been planned some time ago, why didn't the organisers tell me about it ages ago? How can you maximise the likelihood of someone attending if you don't tell them about it until the last minute?

7. Keep reminding people about it

I do not mean send them spam. Sending them a reminder a week or two before the conference is fine -- it's when it's the first notification that I think it's unreasonable.

8. Give them reasons to attend

Not your reasons, but theirs: what will they get out of it, and why is that better than what they'd have gained by not attending the event? For example, how will attending help them address the new curriculum, a particular course, Every Child Matters or No Child Left Behind? If it's an event aimed at parents, how will attending benefit them and their child?

9. Bribe them!

If you can get funding, perhaps you could send each attendee away with a freebie of some kind, something useful to them -- such as a CD full of resources.

10. Feed them

People often judge the success of an event by the quality of the food they are given. Pay attention to this.

11. Park them

The other thing that people judge by is how easy it is to get to, and the parking. If possible, it's a good idea to arrange for some parking spaces or parking permits to be available, if this is a relevant consideration.

12. Create a community

This won't be appropriate or easy for all types of event, but sometimes creating a website or blog can generate and maintain interest. Before the event, it can help to generate ideas and anticipation, whilst after the event it can help to keep the discussions going, and keep the event itself alive in people's minds.

Over to you

Can you think of anything else that can help to make an event successful? If so, do tell -- make a comment in the area below.


 

21 ideas for an ICT or Technology Co-ordinators’ Day

Does part of your job involve planning and running professional development days for the ICT Co-ordinators (known as Technology Co-ordinators in some parts of the world) in your area? If so, you may find these twenty activity suggestions useful.

The activities are not mutually exclusive. The idea of this list is to use a pick-‘n’-mix approach to selecting a few activities that you could run in a single day.

A separate article to be published on Thursday morning will look in more detail at making the day a success, but for now there is one important thing to bear in mind: vary the nature of the activities in terms of what attendees will be doing. I have attended conferences where the only “activity” consisted of listening to a presenter, with the occasional 5 minute break for a table discussion. That sort of menu is ultimately not very useful for people, as they struggle to maintain their concentration after several hours of doing very little. Make your conference different.

The activities

Book an expert speaker

ie someone who is an expert in a particular area, such as assessing students’ attainment in ICT, or government requirements.

It’s a bonus if the speaker is prepared to run a break-out session or workshop to follow on from their main talk.

Book an inspirational speaker

It can be very useful to get someone in who can get people fired up. However, a lot of one-day conference organisers make the mistake of getting in two such speakers. That is too much: people like to be inspired, but then they also want to know how to translate their new-found enthusiasm in their lesson tomorrow morning.

Book a product demonstration

Schools may be thinking about buying a particular product, or a particular type of product. Getting in someone to give a demonstration, especially if it would be difficult for a school to evaluate it on its own (such as a VLE) can be quite useful.

However, if the aim of the exercise is to decide as a whole group which product to buy for all schools, you will probably need to go through a more formal process in which would-be suppliers are invited to demonstrate their wares.

Book a product training session

If schools have recently been given or have recently purchased a particular product, a training session may be quite useful. You may wish to organise a couple of parallel sessions, so that people can choose whether to go to the basic or the advanced “course”.

If there are quite a few attendees, some of whom may not need any training session, give a couple of further choices for them.

Write your ICT Strategy

Nobody in school has enough time to do things like write their ICT Strategy. You could provide them with an opportunity to do so, in a situation in which they will have access to your and their colleagues’ expertise and experience, and access to all the official documentation they need.

Write your e-Safety Strategy

As above, but for an e-Safety Strategy.

Observe a lesson, via video

Watch a video, and then discuss with others what were the good points and what the not-so-good points about the lesson (or extract from the lesson). You may want the group to focus on a particular aspect of the lesson. In fact, you might ask different groups to look at different aspects.

Obviously, you should get the video clips from a source that is in the public domain, or make sure you have the teachers’ permission to use it.

Observe a scenario, using actors

There are actors’ companies who visit schools and other organisations for educational purposes. If there are particular issues that need to be addressed, especially where relationships and choices are concerned, they will work with you to devise a semi-improvised scenario that brings out the points you want to address.

Be an inspector

Disseminate the relevant inspection framework, and a case study (anonymised or made up) and invite participants to “inspect” the school or department. What lessons can they learn to apply to their own situation?

Be an evaluator

As for an inspector, but perhaps a lighter touch, less formal or focusing on specific aspects of a school’s ICT provision.

Be a moderator

Disseminate examples of students’ work (anonymised), along with Level descriptions of the set of standards you go by, and ask participants to assess the students’ attainment, and come to an agreement with each other about it.

Be a data analyst

Disseminate some statistics pertaining to ICT attainment for one or two anonymised schools. Which students have shown the greatest attainment and improvement? Which are the areas that need to be addressed?

Be a trouble-shooter

Disseminate a case study of a situation in which several things are going wrong, and invite participants to identify the issues and suggest solutions. I used this approach to address problems being experienced in several of the schools represented at the event, and the outcome was very useful to all concerned.

Create a resource in a day

As already stated, people lack time in school. If you have 20 participants, and they get into pairs and create 10 resources by the end of the day (or the morning), everyone will have an extra ten resources they can use straight away, or which they can customise.

Share good practice, unconference style

Invite participants to take turns sharing good ideas with each other, or resources they’ve discovered, or things they have tried out in their own classroom.

Have a mini-exhibition

Bring in vendors to display their wares around the room or hall. Invite participants to provide examples of work they’ve been doing. Then allow time in the day for people to wander around looking talking.

Have a primary-secondary (elementary-high) school get-together

These two phases of education often do not know what the other one does. Getting them in the same room to discuss what they’ve been up to can be quite revelatory.

Collaborate with a partner school

If some schools are in partnership with a neighbouring school, or for a particular project, make time available in which they can have a meeting to progress some issues.

Collaborate with cluster schools

As above, but involving schools in a cluster, which may be geographically-based or based on a different criterion, such as participation in a government-funded project.

Plan your district’s policy

An ICT Co-ordinators’ Day is a good opportunity to thrash out issues such as the local area’s internet safety policy, or other issues of general local interest.

Have an away-day

This works best with a relatively small number of people, but can be very useful. For example, I once arranged a visit to a major software and hardware supplier. They gave us a tour, showed us products in development, a training session on an existing product and a nice lunch!

Conclusion

One day conferences do not need to be boring, or follow the same old tired format of a couple of keynote presenters and a workshop. Be imaginative!

If you have any other suggestions, please let us know in the comments section below.

 

Checklist: 9 Guidelines for Managing a Technical Support Team

You don't necessarily have to be a "techie" in order to be able to manage a technical support team effectively. These guidelines explain how.

• Recognise that output is more important to most people than input. In other words, what matters is not so much how long or how hard the technical support team works, but whether the systems are reliable and functioning well most of the time.
• Most technical support problems have non-technical causes, and therefore non-technical solutions.
• If you have just started in the role of managing a technical support team, undertake a fact-finding exercise, to determine what the technical support experience is for various groups of people in the school -- including the students. I have undertaken this work for schools on several occasions, and the findings often come as a surprise to the technical team.
• Introduce reporting and measurement procedures. How many faults were reported this week? How long did it take, on average, to resolve them? What has been done to reduce the risk of the same fault occurring again?
• Insist on the proactive involvement of the senior management team. In the work I've done with schools, a consistent message has come through that a passively supportive attitude, while better than an unsupportive one, is not enough.
• Invite the network manager to your department or curriculum meetings, both to listen to what's important to you and, perhaps either briefly every time or, say, once every 6 weeks, to give a report about the network and any matters of concern.
• If you are the educational technology co-ordinator or manager, work towards having the line management of the technical support team taken out of your hands. The technical infrastructure and support of the school ought to be regarded as a maintenance function, not part of a curriculum area.
• In the meantime, allocate some of your budget for training purposes for the technical support staff, especially if they will be asked to implement or manage a new network system, say.
• Ensure that there are clear guidelines for responsibility in place. The role of the technical support team is to advise, implement and maintain. It is your role to ensure that learning takes place. When new computer facilities are being planned, both parties will need to be fully involved in the discussions from the outset.

Checklist: 9 General Principles for Recruiting Technical Support Staff

Image by Terry Freedman via Flickr

You may have the opportunity to advise your senior management team on the appointment of technicians to support the educational technology provision in your school. Here are nine factors to consider.

• Decide on whether to recruit your own technicians or use agency or Local Authority (School District) staff. The decision will be based on considerations such as finances, and whether there would be enough work to justify the employment of a full-time technician.
• Decide on what sort of tasks you need the technician to do. If they require little technical expertise, such as changing printer cartridges, it may be better to hire or give additional training to a teaching assistant instead. Use Becta's technician job description tool to assist you.
• Decide on the level of expertise you're looking for. This is related to the previous point.
• Decide on the sort of person you need: a backroom person who will have little contact with staff, or a frontline person with whom staff will feel comfortable in approaching on a day-to-day basis.
• Decide on how many technicians you will need. Hiring too few may prove to be a false economy, especially if they leave and take their knowledge of the network with them.
• Ideally, there will be a budget to cover salaries. Bear in mind that for a network manager or technical team manager's post, you are competing in the "real world" market place.
• If the school cannot offer a commercial salary, you will need to sell the advantages of working in your school. For example, will the person be required to come into school every day during school vacations? In many respects, working in a school environment is more challenging than working in a small to medium-sized company. This is a potential selling point to anyone who wishes to acquire a wide range of experience in a short period of time.
• Advertise in the most appropriate place. For example, if people skills are more important to you than technical skills, it may be more cost-effective to send a letter out to parents than to advertise in a technical periodical.
• Make it a requirement that applicants be ITIL (The Information Technology Infrastructure Library) trained, or experienced in something similar (such as Becta's Framework for ICT Support, or FITS), or be willing to be trained.

Checklist: 8 things to check every day in a computer room

Here's a checklist you can use to help keep a computer suite in tip-top condition. Make sure the students know you will be checking as well. It's not rocket science by any means, but may be useful to give to a classroom assistant, parent helper or student monitor.

• Are all the computers working?
• Are all the printers working?
• Do the printers have paper in them?
• Have discarded print-outs been cleared away?
• Are all the mice working?
• Are all the monitors working?
• Is the network working?
• Is there a student User ID list handy in case someone forgets their details?

What young people can do, and 7 implications of that

What do the Cambridge Primary Review, the 14-19 Diploma and walking down Piccadilly have in common?

In the evening of 19 October 2009 I attended the launch of the Cambridge Review of the Primary Curriculum, at the Royal Society of Arts. What the report brings out is the fact that there is much that children know, understand and can do. This will not be news to anyone who believes that children are (or could and should be) active agents in their own education as opposed to empty vessels into which a teacher pours knowledge. Anyone who believes that teaching is more than merely following a script written by a third party, which is about as creative as painting-by-numbers, knows this.

Indeed, my own small-scale research (please see References), and the research which Miles Berry and I undertook (ditto), shows this to be the case. So hearing it emphasised at such a meeting and in such a robust publication was most welcome.

It was interesting to learn, for example, that when asked what makes a good teacher, the children came up with the same answers instantly as academic researchers take eons to discover! The teacher must know their stuff, make learning fun, and tell the class in advance what they will be covering.

(I intend to write a separate article about the Cambridge Review, but I'd like to go on record now as saying I think it's a seminal piece of work, and likely to prove the modern-day equivalent of the Plowden Report (and no doubt suffer the same fate). I haven't read the final bit about ICT thoroughly yet, but was impressed enough by the statement, at the launch, that ICT was seen as fundamental a type of literacy as oracy or numeracy, and not merely as an instrument for achieving something else, to say that perhaps I was wrong when I said the educational ICT community should reject the ICT aspects of the report. But, as I say, I will write more when I have read more)

The following day I attended a Westminster Forum on the subject of Diplomas and Apprenticeships, as I have already mentioned. There are two dangers in education. One is that conference organisers too often fail to include young people as an integral part of the programme. Another is that good ideas like the Functional Skills and the Personal Learning and Thinking Skills will end up as just more sets of tickboxes for teachers to complete.

I am delighted to say that my worse fears on both counts were allayed at the seminar. Not only did the organisers have the good sense to include a talk by a young person, the school had the good sense to choose an excellent spokesperson!

Victoria is undertaking the Advanced Diploma in Engineering, and was one of the most articulate speakers I've heard. In her allotted five minutes she managed to convey vividly the benefits and challenges of the Diploma, and what doing it has meant for her personally.

She also said, in response to a question of mine, that her teacher's ability to teach the course improved dramatically after s/he had attended an Inside The Workplace event as part of their professional development!

Victoria was accompanied by a friend, who sat in the front row giving her moral support, and who was also prepared to assist in answering questions. In speaking to their teacher I found out that preparing for, taking part in and attending such events was all part of the school's approach to teaching Functional Skills and the Personal Learning and Thinking Skills.

Finally, whilst walking down Piccadilly writing the draft for this article in my head, I was brought back to the here and now by a girl asking me if I knew where Regents Street was. I replied that I did, and that it would be easier for me to take her there than to try to give directions (and before you leap to any conclusions, I should mention that she was accompanied by her mother!). We got chatting, and it turns out that the reason she was in London was to attend St James's Palace, where she was presented with her Gold Duke of Edinburgh Award by Prince Philip, the Duke himself. Just listening to the catalogue of what she had done in order to achieve the award was enough to make me feel exhausted!

So what do these three episodes have in common? I think the obvious conclusion is that young people know and can do an awful lot, given the right set of circumstances. So, as far as ICT is concerned, what are the 'right circumstances'? I would suggest the following:

1. Start from the premise that the young person in front of you knows a lot, but is keen to know more.
2. Provide a real challenge, as far as possible, not a made up, and therefore irrelevant, one.
3. If audience is involved, let it be a real and important audience. Victoria sat next to, and was spoken to by, Tim Boswell, MP. That's more than a lot of adults have done. And it's so much more meaningful than having an 'audience' of several thousand unknown people on YouTube in my opinion.
4. Build the teaching and learning of Functional Skills, Personal Learning and Thinking Skills and other kinds of skill into the work itself, not as some kind of artificial add-on.
5. Make learning enjoyable.
6. Treat the young people as adults, as far as possible. At least, treat them with respect: the ideas and opinions and scenarios they come up with may pleasantly surprise you.
7. Make sure you and your colleagues obtain relevant and enjoyable professional development.

 

Being too overbearing simply does not work

I have recently stopped going to “my”gym, and started going to an unfamiliar one instead. The small increase in travelling time and the extra cost in terms of parking are more than compensated for by the peace and quiet I enjoy as a result of switching.

So what's all this about, and how does it relate to educational technology?

Let me deal with the second question first, because I wish to keep your attention. Many subject leaders of ICT in schools (and sometimes Local Authorities and other organisations) have a remit to encourage colleagues to use educational technology as well. To do so, one has to tell people, and demonstrate to people, the benefits. But there is a fine line between doing that, and being completely insensitive – and thereby disrespectful – to the other person.

Back to the gym. It's not the gym that's the problem, but the restaurant. If you order a cheese sandwich, you get a sort of roll call of every other type of sandwich you could have instead. A request for a coffee is answered by a list of all the health benefits of smoothies. Wondering aloud if you might try the fruit salad, you get a long-winded explanation of all the ingredients therein, why they are healthy and how the fruit was hand-picked from a local farm only hours earlier. You get what you want in the end, but not before having to waste time listening to someone you don't wish to listen to, and without feeling that you have to summon up reserves of assertiveness merely in order to enjoy the light refreshment of your choice. And in the shortest possible time.

Consequently, I have decided to vote with my feet.

Several conclusions can be drawn from this in the context of ICT:

Firstly, I can read. Therefore, I can read the menu. I don't need someone bending my ear about all the things I could have. Does your school have a menu of ICT services that colleagues could enjoy? If not, I think you should make that a priority: not only will it be informative to those colleagues who wish to be informed, it will save you from being an insufferable bore to those who don't.

Secondly, there's an implicit assumption that I am not well-informed enough to make a sensible choice by myself. At least, one could infer that. By the same token, to look at this in an educational technology context, if someone tells you they'd like to word-process their worksheets, do you respond by suggesting they may like to consider desktop publishing them instead? I did once, and was unable to understand the negative reaction I received. It's fairly safe to assume that someone who is intelligent and qualified enough to be a teacher is able to decide what they'd like to do with their own worksheets. And if you do harbour any doubts about that, you can always refer them to that menu I was talking about.

Thirdly and finally, I think it is generally acknowledged that there is nothing worse than an evangelist. As an ex-smoker, I suddenly lurch somewhere to the right of Attila The Hun when anyone inadvertently blows cigarette smoke in my face. Nobody is more tedious than the couple who have just discovered a new holiday resort and insist on showing you -- and describing in great detail -- every single one of the 400 photographs they took whilst on vacation.

Similarly, if you start to get the feeling that the staffroom starts to empty when you enter it, and bookings for equipment either dries up or starts to be done on teachers' behalf by trusted students, perhaps it's time to ask yourself if, perhaps, you've been coming on a little strong lately.