Monthly Archives: October 2012

Open Badges – A digital solution for recognising achievement in schools?⤴


I have been interested in the concept of Open Badges for the past few months but it’s only in the past few days that I have been able to connect all aspects and actually issue a digital badge. In short, Open Badges is an open source project designed to make the accreditation of learning and achievement become a global standard. It is designed to support a broad range of different badge issuers, and allow any user to earn badges across different issuers, web sites and experiences, then combine them into a single collection tied to their identity. Note that as Open Badges is an open source project, I have refrained from referring to it as Mozilla Open Badges.

I already use a number of tools with students which issue badges to recognise some form of achievement (e.g. Edmodo or CodeAcademy). I have seen the positive impact that can be gained from issuing a badge for “unlocking” a particular skill or as acknowledgement of a piece of work. However, currently badges awarded within these resources stay with those resources i.e. an Edmodo badge is only accessible from Edmodo, while the CodeAcademy badge can only be viewed by logging into CodeAcademy. What Open Badges seeks to achieve is a global standard currency in badges which, in theory, can remain with the learner for life. Any Open Badges issued are stored in a single online location – the backpack.

When I first investigated Open Badges, I could see how it could be implemented and earned myself a couple of test badges online via but at the time the process for issuing badges was a bit daunting. Last Saturday I attended a Computers At School Scotland session hosted by Doug Belshaw where he explained that badges could now be issued using a WordPress plugin, WPBadger. I installed WPBadger on this blog following these instructions and then these instructions, and created and uploaded a simple PNG badge. From there I was able to issue my badge to anyone with a valid email address. As our school website is also built using WordPress, in theory we would be able to issue badges from there although as things stand I don’t think the current version of WPBadger is really suited to the kind of scale that would be required in a secondary school. An alternative is to use, which is probably easier to set up but still doesn’t seem as though it could cope be easily used with a large number of badges and awards.

I think there are a range of ways in which Open Badges might be awarded in a secondary school, for example:

Skills-based learning
Students complete an aspect of a course e.g. the Code Guru badge for completing a range of practical programming tasks, the Algebra Level 1 badge for completing the algebra unit in S1

Students pass a unit assessment, or complete the practical tasks required to achieve a unit assessment

Students gain 30 smart stamps, or perhaps receive 50 ClassDojo points

A digital version of the Duke of Edinburgh award, or a badge for being in the school football team which won their league

Clearly this would result in a potentially large number of badges being issued to learners each year, but I don’t see this as a problem. Open Badges provides a backpack for storing digital badges which can be organised into categories determined by the user. In Scotland we will require all our students to produce a profile during S3, and one of the biggest problems I foresee during this process is that young people often struggle to identify what their achievements are or have been. Using Open Badges they will have access to every badge they have ever been awarded. Furthermore, parents will also be able to see the achievements of their child via the Open Badges backpack.

In summary, I think that Open Badges is pretty much spot on in terms of an approach to digitally recognising the achievements of our students and providing them with a mechanism for managing and sharing those awards. The success of Open Badges will come when we are able to accredit students via those online resources we are using daily in our classrooms, and also when there is a better mechanism for a single organisation issuer being able to easily  roll out a range of different badges to a number of different learners.

Mozillaopenbadges.png is licensed under the Creative Commons Attribution-ShareAlike 3.0 License.



The Chimp Paradox – Dr Steve Peters⤴

from @ Laurie O'Donnell

I am a bit of a mug for business books and love reading popular psychology. Many books in these genres are quite frankly rubbish, not based on any scientific evidence and too often completely useless in terms of generalising beyond the particular experiences or circumstances of the individual author. My interest in these books is usually both personal and professional – is there anything I can learn to improve myself and are there any useful insights that can be applied to the world of education.

One book I read recently stands out from the crowd, ‘The Chimp Paradox – The Mind Management Programme for Confidence, Success and Happiness’ by Dr Steve Peters. Dr Peters works in elite sport as the British cycling team’s resident psychiatrist and is credited with making a major contribution to the success of amongst others Chris Hoy, Victoria Pendleton and Bradley Wiggins.

I found it well worth reading from a personal perspective – we all need to manage our chimps and make sure our human is in the lead. I also think there are some excellent insights from the perspective of a parent and a teacher. The model of chimp, human and computer is a useful one that can be easily communicated and understood. In the BBC interview with Stephen Sackur (who is unfortunately too busy trying to ask ‘hard questions’ to either comprehend fully or engage properly with the depth of argument) Dr Peters talks about happiness and quality of human living. Could there be any more important educational outcomes?

A Modern Inconvenience⤴

from @

I should have seen it coming, I should have been prepared, but it still came as a shock when Google Chrome told me my blog had been blacklisted as a potential source of malware.


Initially I didn’t know what to do. Ignore the warning and go to the site, taking the risk that I’d infect my computer? Ignore it in the hope it’d go away? Panic? Cry? Shout for help?

In the end, I did the next best thing to shouting for help – I tweeted.

I've got warnings about malware on my blog, but no idea how to clean it up. Not self hosted, waiting to hear from host. Any thoughts? Pls RT
Drew Burrett

Amongst the respondees was one of my oldest friends, @alanbboyd. He saw my cry for help and saved the day, stopping me panicking and giving me the advice and assistance I needed.

Solving the problems required the following -

  • ensuring all anti-virus, anti-spyware, anti-malware & firewall software on my computer was updated
  • logging into the WordPress admin for the site, checking for rogue accounts and changing ALL the admin passwords
  • installing some site security plug-ins for WordPress -
    • Quttera Scanner - detects hidden iframes and other malicious code
    • Sucuri Scanner - identifies malware, spam and blacklisting
    • Wordfence - verifies and repairs core, theme and plugin files
  • performing scans to locate, indentify and repair the majority of the problems
  • editing header.php file via WordPress menu Appearance–>Editor to remove ‘hidden’ iframe scripts
  • re-running scans to confirm complete removal of malware
  • backing-up the entire site
  • setting up Google Webmaster Tools on the site and requesting a malware review via Health–>Malware

This whole episode has been a huge learning experience for me, it’s made me tighten things up enormously and gain a lot more knowledge and a few new skills.

I may be in the minority, but I reckon there are a huge number of other bloggers who, whilst confident users of their blogging platform, have little or no technical knowledge and skills. I have rarely, if ever, gotten under the bonnet of my blog, and was consequently highly vulnerable to this kind of hacking.

If your experience of blogging is similar to mine, I’d suggest you install those plug-ins, do some scans and tighten up your security in general.

If you are an expert in getting under the bonnet of your blog and you think I might have missed something, or could do more to protect my site from further inconvenience, please let me know.

Here’s hoping for a trouble-free future for!

RM Unify⤴

from @

This year at the Scottish Learning Festival I attended a presentation demonstrating RM unify which is the new launchpad for glow.  For those who were unable to attend or haven’t had a chance to access the information about the change which is available within glow, here is a brief outline of what it is going to provide:-

  • continue to use single sign on
  • quicker, more direct access to tools people want to use
  • wide range of tools from 3rd parties
  • support for mobile devices
  • an app library (this will future proof glow as apps can be added as they become available)
  • access to Microsoft Office 365 tools

The video below demonstrates the look of unify and some of it’s current content.

The next video demonstrates more content and how, when login on as an administrator, you can add or remove apps for your organisation.

Currently unify is being piloted in selected schools but should be available for users by the end of the year.




One of projects I am going to be involved in on my secondment at RM is looking at what apps users would like made available in the app library.  What apps would you like to see included?  Please use the comment box below to add any suggests.  All help will be greatly appreciated.  Please note that there are no guarantees that these will be made available and will depend on decisions made at national level.

(Just to clarify by apps I mean websites or webtools you currently use)

Reflections following ACTS conference of 18-9-12: Leaders of Learning in Dutch and Scottish Schools⤴

from @ Association of Chartered Teachers Scotland

How challenging can it be for today’s teachers, in the present economic climate, to access an afternoon of quality CPD? An enthusiastic delegation of Dutch colleagues visited Glasgow to explore a range of issues, one of which was of particular interest to Chartered Teachers, namely, how an effective Masters-level teaching force might be developed in the Netherlands. As a member of the Association of Chartered Teachers Scotland, I was keen to discover what colleagues in the Netherlands were currently thinking and what we might learn from them.

Following a brief – and typically, witty- introduction from David Cameron (the Real…Ltd), David Noble, Chair of ACTS, delivered a summary of Scottish education’s ambitious Masters-level programme which began with pilot modules in 2001, and described its evolutionary – perhaps now catalytic – impact on CPD and GTCS Standards to date, not solely within the recently updated Standard for Chartered Teacher, but also the undoubted influence on forthcoming developments,  which will present Scotland’s teachers with opportunities to engage in CPD within an improved, more challenging framework.

André Koffeman then presented an overview of ‘Masters-level professional learning in Holland’, first posing the question, ’For an uncertain future, how can we know how to teach and what to teach? ’. He then highlighted some thought-provoking research by van de Grift (2009, 2010), whose findings suggested that in Holland, the average teacher reaches just two-thirds of their potential, in that within a 5 – 10 year period of teaching, they reach a peak in their experience, with a plateau effect thereafter. Aiming for ‘collective professionalism’ in addition to ‘individual professionalism’, and in endeavouring to create ‘a social context in which staff start learning again’, Action Research and Professional Learning Communities are identified as a viable way forward. In concluding, Andre encouraged us to reflect on what we do as teachers, and to promote the positive message that ‘Learning is a good thing, ‘otherwise, how will pupils learn?’

Language proved no barrier when facilitating one of several ‘break-out’ groups, comprising Chartered Teachers and leading academics, together with Dutch teachers and lecturers. Excellent examples of recent Masters research in Scottish schools were presented, with most groups so thoroughly engrossed in enquiry that it necessitated some ‘rounding up’ to return to the Plenary. At this point, the future of Masters-level professional learning was examined, in addition to a hint of what the GTCS may have in store, via the National Partnership Group.

In concluding this inspiring afternoon, there was a consensus that in identifying common challenges and aspirations, useful links could be established with our counterparts in Holland – and beyond – supporting a growing culture of teachers learning from one another.

Julie Tormey, M.Ed.



After a brief introduction to the Chartered Teacher scheme and the Dutch understanding of the term professional learning and the need to undertake such, Dutch and Scottish colleagues had self-organised into 7 groups.

I presented the small scale action research project that I undertook as part of my MTeach, afterwards fielding questions from all sides.

Not unusual for disconnects to occur between different participants in learning.  The vertical group research revealed a mismatch between the pupils’ true experiences and teachers assumptions of pupils’ experiences and a disconnect between the Headteacher’s assumptions about the teachers’ experiences and the truth of teachers’ experiences.  Monique, a teacher in a Dutch vocational secondary school, lamented how her students often seemed unable to identify opportunities to apply their classroom learning when out on work placements.

Some of those who had chosen (Scotland)/been chosen (Holland) to undertake Masters level professional learning in both the Netherlands and Scotland had experienced a degree of professional jealousy directed towards them by colleagues.


On a personal level, to share my research with others who had gone through the same process and understood the process, the emotions and the demands of a teacher-learner-researcher that were involved.



Complete follow-up action research to explore impact of initial investigation into vertical groups in my setting.

Display initial and follow-up research posters at the Scottish Educational Research Association (SERA) 37th annual conference in November.

Complete my MTeach – remaining modules are ‘Chartered Teachers as Catalyst of Change’ and ‘Chartered Teachers as Knowledge Creators’ (dissertation).


Consolidate ACTS (despite everything), start work on formalising international network of educators involved in professional learning & research


I was 11 years into my career when I embarked on the Chartered Teacher programme in 2010. Currently, I am half way through my MTeach at Edinburgh University.

‘Vertically Challenged?  What do vertical groups look like in my setting?  What has been their impact?’ was a small scale action research project that investigated a new mixed age grouping practice called vertical groups that had been introduced at my school.  Vertical groups take place once a week for about an hour and involve all pupils, teachers and support staff in the mainstream part of the school.  There are 12 groups with a teacher for each, and every group has about 18 children in it.  It’s vertical because there’s a mix of children from each stage in the school from P1 through to P7.  In their first year, the vertical group sessions took in citizenship issues such as Fairtrade, the UNCRC and bullying.

The research developed from a couple of concerns I had.

Firstly, I wasn’t sure that I really understood the rationale behind the change that had been brought in by the Senior Management Team.

Secondly, although the general impression of vertical groups from participants and facilitators was positive, I worried that perhaps the youngest pupils were overwhelmed or even intimidated in the groups because numbers wise at least the groups were dominated by pupils all older them.

I collected evidence from teaching and non-teaching staff, managers and pupils.  I gathered together photographs, film and drawings in addition to carrying out group and one-to-one interviews.

After analysis of all the data, several issues came to the fore.  First of all, my initial worry about the younger pupils appeared to be unfounded.  This was good, although I should admit that due to time constraints, I was unable talk with the children about their drawings in order to verify my interpretations but I feel that the preponderance of smiley faces and bright colours tells the story of their positive experiences.

Some quite stark disconnects were revealed between what teachers believed about the pupil experience and what pupils themselves thought.  For example, some teachers categorically stated that particular named children were not enjoying or getting anything out of vertical groups for a specific reason ie: elective mutism or autism, meanwhile the drawings done by those particular children were amongst the smiliest and most colourful of all, indicating quite the opposite.  Rather that their engagement with this new and novel way of working, was on their own terms.

There was also a mismatch between what the HT thought about the teacher experience of vertical groups and what teachers thought.  Talking about the content of the different vertical group sessions in her interview, the HT said that ‘the staff have had input beforehand and the leaders or co-leaders have been trained for anything that they’ve had to take forward’.   In reality, one member of staff was charged with planning the lesson every week for all 12 groups and during data collection, the staff as a whole lamented the lack of advance notification regarding the content of the vertical group sessions.  And, while the pupil leaders were very enthusiastic and took their responsibilities very seriously, most were often underprepared for communicating the content of the lessons effectively because advance planning and review were not built-in and simply had not occurred.  Related literature underlined the extent to which a high level of organisation, planning and ongoing support for all participants was required for such a structural transformation to become a successful and sustainable practice.

As for the rationale behind vertical groups, the HT explained that she thought it was a great way to broaden pupil voice in the school.  She also believed it was a way of improving relationships across the whole school community.  This view was certainly supported by the data I collected in school. Reading the literature helped me understand that while there is no one grouping practice which suits everybody, there was a strong evidence base for the HT’s contention that vertical groups would bring about more widely distributed pupil voice and stronger community feeling.

In the wake of the research several things have happened.

Though the research was ostensibly carried out for a university assignment, fortunately my Headteacher has been very supportive throughout and she asked me to present it to colleagues at school.

Following on from that presentation, changes were made to vertical groups so that planning is now shared across the whole staff, the pupil leaders have access to all the lesson plans weeks in advance so there is a far greater degree of ownership and understanding of the content from pupils and staff.

Since the start of this academic year, more mixed-age working opportunities have been incorporated into the timetable.

And on a personal note, the profound understanding I achieved through the critical thinking processes that underpin the action research left me feeling empowered and with an increased sense of agency and self-efficacy.  I think that the confidence derived from my studies undoubtedly helped me succeed at interview for a secondment to a national organisation. I genuinely believe that had I not engaged in this style of professional learning, none of it would have ever happened.

Lynne Jones

Chartered Teacher

West Lothian


The Dutch visitors were informed of the educational changes implemented by the Mc Crone Agreement and the different routes that had been pursued by teachers wishing to attain Chartered Teacher Status.

These routes have included the following:

  • Modular Route
  • Partial APL Claims
    (A combination of a Masters Qualification and Chartered Teacher Modules)
  • Full APL Claims

(This route attracted many teachers who had previously held promoted posts such as APT and ST. The McCrone agreement proposed a reconstruction of the teaching career routes. These positions  were eliminated with a view to maintaining good teachers in the classroom.

Regardless of the route chosen, Chartered Teachers have demonstrated that they possess a wealth of experience in their subject discipline and wider educational issues. They are a highly skilled human resource. Chartered Teachers have recognised that the programme was an excellent professional development opportunity. It has been aligned to the highest professional standards set by the GTCS.

Engaging in Practitioner Action Research has transformed the practice of many Chartered Teachers in many ways. They continue to impact upon the curriculum employing the skills and knowledge acquired through reading and research of educational theory. The Chartered Teacher Programme has empowered them to gain confidence in experimentation with new methodologies and current approaches to Learning and Teaching.  Many Chartered teachers have incorporated AifL techniques, collaborative learning and self-evaluation into their daily practice.  They are highly committed to their continuing personal development.

Several Chartered Teachers informed the Dutch visitors of the work involved in their individual action based research projects. These projects were initially undertaken as part of their CT studies.

These included the following:

  1. Collaboration with staff to create Outdoor Activity projects that have been integrated into the curriculum. These programmes encourage young people to adopt healthy lifestyles and improve their fitness. Team building exercises have empowered young people to become confident individuals and effective decision makers. Many skills acquired are transferrable to other subject disciplines.
  2. A recognition of the importance of Pastoral Care in guiding young people. A Chartered Teacher highlighted the counselling experience that had been acquired and the ways in which she continues to offered valuable support to pupils who have suffered bereavement. The nurturing of the emotional and well being of our pupils is important in serving the communities in which we teach.
  3. An analysis of the Learning Styles of both teachers and pupils resulted in the Chartered Teacher learning new approaches to teaching and learning. This resulted in an adaptation of teaching methodologies to match the different learning styles of pupils.

It is evident that the extent to which Chartered Teachers can impact upon the curriculum can vary and  be restricted by the schools in which they teach. A greater understanding of the CT qualification is required. The Head of Establishments should recognise that the Chartered Teacher is a valuable human resource. Given the collective experiences of the Chartered Teachers present, they are well equipped to support the implementation of ACFE, assist in Mentoring and advise staff in the GTCS update of Professional Standards. Many Chartered Teachers are active members of Learning and Teaching communities and are involved in projects such as curriculum development and interdisciplinary work.

The Dutch colleagues informed Chartered Teachers that they are part of the first cohort of a Pilot Masters programme. Unlike the GTCS model the Dutch programme is funded by their Government. On completion of the Masters qualification there is no financial reward. Depending on the particular route adopted, the Chartered Teachers present highlighted that they had invested sums of money ranging between £ 1,800 and £ 6,000 in their professional development. Extensive personal time had also been invested in pursuing individual research and study. Both Scottish and Dutch teachers faced the demands and challenges of managing their studies outwith the school day.

There is variation in teaching salaries paid in Holland as  it is dependent on the school and the area in which they teach, even if the same subject discipline is involved.

Dutch teachers are nominated by the Head of Establishment to follow the Masters programme whereas Chartered Teachers were self-nominated. It was highlighted that the GTCS procedures were rigorous and that the acquisition of staff testimonials had been necessary to support the final portfolios.

Like Chartered Teachers, Dutch teachers were engaged in action based research projects. Some themes were similar. On completion of the Masters qualification the Dutch teachers are expected to promote the programme to other staff. It may be a rolling programme. However some teachers raised questions as to whether all teachers would be capable of meeting the standards required.

Both Scottish and Dutch teachers agreed that the qualifications were valuable. The personal learning that had taken place as part of the journey had transformed their practice.

Teachers in Holland and Scotland face similar challenges. The economy, government, educational directives and societal changes continue to impact upon their conditions and impose restrictions on the way teachers operate. Questions were raised regarding true professional autonomy versus prescriptive teaching.

This event was beneficial in learning about educational initiatives in Holland. Teachers from both countries would have enjoyed more time to exchange ideas. An online forum would promote further discussion from which all teachers involved could enhance their professional development.


I was impressed about how much further ahead than Scotland Holland seems to be with regard to vocational education, and several of the teachers were involved in areas like nursing education and education for horticulture.  The group of teachers I held discussions with told me that some pupils make a choice at the age of 12 about the route they are going to follow: academic or vocational.  Vocational education also doesn’t seem to have the stigma that it has here.  In fact one teacher told me that the group that seemed to have the most problems as far as perception was concerned was the lower performing academic group.

I was also interested to find out from one teacher that Dutch schools don’t have a catchment area, and so have to attract pupils, if they don’t succeed in doing this and numbers fall, teachers can lose their jobs and ultimately the school could close.  The other thing that amazed me was that someone who had only been qualified for less than two  two years was able to become a head of department.  The teacher concerned explained to me that there was a shortage of teachers in Holland because people could earn far more in industry and commerce, so it was possible to become a head of department very rapidly.  Obviously this is very different to the situation in Scotland!  He did, however, point out that the situation was beginning to change because of the financial crisis in the Eurozone.

Several of the teachers told me that they had been very impressed by the efforts teachers at Govan High made to help pupils from  deprived backgrounds achieve their potential.  Two of them told me they had been shocked by the levels of multiple deprivation that some pupils at the school  faced, as these were much greater than they faced in their own establishments.  They thought the teachers there were doing an excellent job and found their visit there highly stimulating.

A presentation by one member of the group also had interesting ideas for helping pupils move on from a “plateau” of achievement in Maths, while another presentation looked at the performance of teachers throughout their careers, noted that performance tended to level off on a graph and decline, and suggested ways of reversing this decline and moving the graph upwards.  Levelling off and decline in teaching performance can also be an issue in Scotland, and obviously collaborative work with colleagues and professional CPD of the type envisaged in the Donaldson Report has an important role to play in re-energising teachers.

Sheila Waddell


An ACTS committee member had positive informal discussions with the Dutch course leader and, in the near future, this may see Dutch teachers writing for SERA’s online journal Researching Education Bulletin. ACTS has successfully run teachers-as-researchers seminars in co-operation with British universities and one suggestion put forward is to extend this to Amsterdam University.

One teacher presented his findings about inter faith dialogue derived from a recently completed MSc dissertation at Oxford University. The twenty pupils in S3 and S4 involved with this action research project responded positively to a series of teacher-led interventions. Analysis of their conversations revealed clear evidence that the pupils developed skills in both cumulative talk – whereby they built positively but uncritically on each other’s dialogue; and exploratory talk – in which they engaged critically but constructively with each other’s ideas. The teacher has been sufficiently encouraged to make a proposal to the Scottish Government that an anti-sectarianism project be established.

Click here to access details of this mini-conference

The Networking of Knowledge and Storytelling: David Weinberger for the Future of StoryTelling 2012⤴


“Western culture’s traditional system of knowledge is a stunning achievement,” says author and Harvard Internet scholar David Weinberger at the outset of this thought-provoking video. “It made us the dominant species on the planet.” But it was constructed as a series of stopping points: you asked a question, and you got an answer—on the page of a book or newspaper, say, or from an expert or a teacher. That system worked well when knowledge was put down on paper. Now knowledge lives on the hyperlinked Net, and links offer a never-ending invitation to go further, to know more. What are the implications of a future in which human knowledge is no longer a finite compendium of scholarly works but rather a limitless, intricately connected network of people, ideas, and works? What happens when knowledge consists of all those pieces, connected in discussion and disagreement? What happens, to quote Dr. Weinberger, when “the smartest person in the room is the room”? And what does all this mean for the storyteller? In venturing to answer that last question, Dr. Weinberger identifies the cardinal challenge of the storyteller in the age of networked knowledge: the duty to expose us to points of view other than our own, to free us from the “echo chamber” of narratives that merely reinforce what we already know or believe. The best stories should honor a simple yet stubbornly elusive truth: that different people start from different places, and that what happens to them matters just as much to them as what happens to us matters to us. True, stories that tell us about our own beginnings, our own history, and our own families have a place in our moral universe. But the future of storytelling lies in the hands of tellers who can, in the words of Dr. Weinberger, “show us how the world unfurls from a beginning other than our own.”

my most treasured possession⤴

from @ John H's ePortfolio

My My most treasured possession is my front tooth it got knocked out of my mouth by a swing  when I was  playing with james  at  GADRCH PARK .

I HID  IT UNDER  MY PILOW.  THE TOOTH FAIRY CAME BUT SHE DID NOT TAKE MY TOOTH.                                                                                              




most treasured possession