by teachers unwilling to Communicate project goals with all colleagues as often as ‘Opt-out’ have photographs taken in lessons time permits. Engage teachers in image analysis and discourse. Lessons Learned Lessons Learned Activities and processes which worked well Automation of image upload using he wireless cards was most effective, speeding up the process of storage and making the photos available for immediate inspection (and monitoring) Follow-up discussion although some degree of refinement of questions and discussion – will be necessary, especially when several students are involved, our students are articulate and more than capable of expressing their views. Which could have been improved, and how Using a single student, no matter how reliable is high-risk, Have back-ups, or use pairings. Seek parental from outset. Provide a letter outlining scope of project (include ‘buy-in’ reply slip?) and opportunities for finding out more Post-project Tasks Postproject Task By whom NM Devise a backup protocol NM Automatic image resizing application needs to be sourced and implemented IDM Devise a schedule for student feedback forums at which image content can be discussed and explored IDM Explore possibility of using My Schoolplace as a repository of images with the potential for adding annotations/descriptions IDM Explore potential of use of discussion board for communication between student participants, IDM & other stakeholders DH/IDM Begin exploring potential student participants DH/IDM Explore possibility of including students who may not be involved in image capture, but could participate in image analysis IDM Explore different methods for displaying images which allow the story to be told for a wider audience. IDM/SMT Discuss with school community what we want the outcomes to be: a photostory showing learning, a resource for further development, possibly teacher CPD? IDM Explore methods of parental involvement online – letter, parent’s meeting, meeting, SLG site,
‘Opt-out’ by teachers unwilling to have photographs taken in lessons Communicate project goals with all colleagues as often as time permits. Engage teachers in image analysis and discourse. Lessons Learned Lessons Learned Activities and processes which worked well Automation of image upload using he wireless cards was most effective, speeding up the process of storage and making the photos available for immediate inspection (and monitoring) Follow-up discussion – although some degree of refinement of questions and discussion will be necessary, especially when several students are involved, our students are articulate and more than capable of expressing their views. Which could have been improved, and how Using a single student, no matter how reliable is high-risk, Have back-ups, or use pairings. Seek parental ‘buy-in’ from outset. Provide a letter outlining scope of project (include reply slip?) and opportunities for finding out more Post-project Tasks Postproject Task By whom Devise a backup protocol NM Automatic image resizing application needs to be sourced and implemented NM Devise a schedule for student feedback forums at which image content can be discussed and explored IDM Explore possibility of using My Schoolplace as a repository of images with the potential for adding annotations/descriptions IDM Explore potential of use of discussion board for communication between student participants, IDM & other stakeholders IDM Begin exploring potential student participants DH/IDM Explore possibility of including students who may not be involved in image capture, but could participate in image analysis DH/IDM Explore different methods for displaying images which allow the story to be told for a wider audience. IDM Discuss with school community what we want the outcomes to be: a photostory showing learning, a resource for further development, possibly teacher CPD? IDM/SMT Explore methods of parental involvement – letter, parent’s meeting, online meeting, SLG site, IDM