CAMELS: Collaborative Approaches to the Management of e-learning in Schools

1. CAMELS: Collaborative Approaches to the Management of e-learning in Schools Simon Walker and Maggie Leharne

2. Learning professionally Individually: • Identify professional issues that you are involved in and feel passionate about improving. In small groups: • Talk to colleagues to see whether anyone shares your ideas/issues

3. Why the CAMEL model and what is it?

4. This large area of Sorghum, on rented land north of Paysandu, has been grazed by cattle. It will grow again. The trees are ‘Algarrabos’. Very hard, good for fence posts

6. Injecting cattle in Paysandu against tics and liver flukes

7. 4 images from a notebook for a meeting in 1983 – Farm - La Noria

11. Key Features of Process • Planned collaboratively • Documented before and after • Focused on things that matter • Expertly facilitated • Strong emphasis on tacit knowledge and making it explicit

14. How was the model applied and adapted? • CAMEL eLIDA CAMEL CAMELS

15. You can’t change the animal but you may be able to transfer the model! • Critical features: • People who have got something to say and wish to share and discuss it. • PID (Project Initiation Document) • Core teamBreaking bread • Trust (warts ‘n all) • External partners and evaluators • CoP characteristics

16. Why CAMELS, Why Now? The University defines e-learning as: ‘the use of information and communications technology to provide a range of approaches to enhance and extend learning for a wide range of individuals and groups’. The University seeks to support the development of e-learning and to embed this into its learning and teaching policy and practice to support students and improve the management of learning. (UofG e-Learning strategy 2006)

17. It acknowledges, however, that Schools and disciplines have different needs and requirements in the use of new technology and that diversity of approach, technologies, assumptions and values should be supported within the context of clearly defined objectives and overall targets.(UofG e-Learning Strategy 2006)

18. CAMELS Programme for the Year

19. How did the workshop today meet your expectations? In 99%, the answers are positive and participants state that this workshop met their expectations. None of the participants responded that his/her expectations were not met. What did you find least useful? • the lunch time –too many activities at the same time • too many presentations Issues: • Its experiential so the partners have to come to realise what isnt working (i.e not enough discussion). • Larger core team needed – at 3 people from each team • Buy in and commitment of team members • Move from a blame culture to appreciative enquiry • Limited time for social networking within an institution so building trust is difficult • The importance of external partners, evaluators, critical friend • The possibility of camel networks

20. Doing your own CAMEL Individually: • Identify professional issues that you are involved in and feel passionate about improving. In small groups: • Talk to colleagues to see whether anyone shares your ideas/issues Taking it forward • Exchange email addresses/contact details • Find sources of funding • Meet up