And here’s the link to the resources on our own site!:    http://www.iwm.org.uk/learning/resources/learning-resources

Hello,

We have been sharing our new learning resources, via both our own website and the TES resources site.

We would prefer people to use the resources via our own site, as this allows us to provide context and drive teachers towards other relevant content on our site.  The launch of the resources has definitely helped drive visits to the learning pages of iwm.org.uk which have risen significantly since we launched the first resource in September 2013.

Hosting the material on our own site has also allowed us to develop content and an approach which responds directly to our own evaluation into what teachers want from online learning resources.  The resources are not perfect, and we hope that the next iteration will make them more user friendly for teachers.   I will be discussing this in more detail at the Digital Learning Network’s upcoming event looking at Digital Learning and the First World War:  http://www.digitallearningnetwork.net/event/digital-learning-and-the-first-world-war/.

However, we have also made versions of the resources available via TES as it is a platform which teachers tend to use.  I think a large part of this appeal is that most schools have a good old fashioned hard copy of TES floating around the staff room and this drives visits to their website.  The downside to this is that you are more constricted in terms of how you can present content.  Our public profile on TES can be seen here:  http://www.tes.co.uk/imperialwarmuseums.

Thanks,

Charlie Keitch

Digital Learning Officer

Imperial War Museums

Morning Nick,

We’ll be interested in the collated responses in the strategy team here at HLF.

Your first question prompts a wider one for me: where might teachers expect to find learning resources funded with public money?  It’s a question Darren Henley sort of asked in his review of cultural education and those of us still plugging away at trying to deliver his recommendations at a policy level (in England; but I need to be focussed on the UK picture) continue to wrestle with it.

To this end, I’m interested in the potential of the TES site to be better utilised by cultural sector and to understand more about how teachers use and rate the resources we upload.  Any views on this welcomed.

In the old days, in order to try to influence reach and quality, especially in smaller projects, we could write into HLF learning guidance that the teaching resources we funded should be added to the National Grid for Learning. I’d be interested to know if anyone thinks we should now suggest sharing through TES.

Thanks,

Jo

Jo Reilly
Head of Participation and Learning
Heritage Lottery Fund
7 Holbein Place, London SW1W 8NR

Direct line: 020 7591 6007    Mobile: 07989 344220
Twitter: @JoReilly00

Website: www.hlf.org.uk  Young Roots Facebook page: http://tinyurl.com/d5z4paf

Dear Gemmers,

Please forgive my shamelessly using you as a focus group, but the Collections Trust is currently working on a project called Europeana Food & Drink which includes the creation of a set of re-usable Open Educational Resources based on museum collections for use by teachers at a variety of different educational levels, and we could really do with your help.

Specifically, we are trying to answer the following questions:

1.       When creating museum-based e-learning materials, is it better to publish them on the museum’s own website (where they benefit from context) or via platforms which teachers already use, such as TES – or a combination of the two?

2.       Are there standard formats for different types of e-learning resource and if so, where might we start to learn about them?

3.       Do you have any experience of providing e-learning resources that work in a non-UK (ie. rest of Europe) context where key stage levels and curricula are structured differently?

4.       Can you point me to any great examples of museums that have provided e-learning materials accompanied by guidance for teachers on how they ought to be used?

Essentially, we are trying to ensure that the materials generated through the project are (a) useful and (b) used. We are aware of the need to engage directly with teachers, and there are one or two EU projects that have already generated quite a lot of insight into the subject, but we’re really trying to educate ourselves first!

Many thanks in advance for any advice you can offer on how we approach any of the above questions. If you are interested in the wider context of Europeana Food and Drink (I can’t wait ‘til UKIP and/or the Daily Mail get hold of this project...) there is more information at http://www.foodanddrinkeurope.eu.

All best,

Nick

Nick Poole
Chief Executive Officer
Collections Trust

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