c. Adapting the Resources for Different Learners or Work

This part of the case study follows on from what has just been said about evaluation of resources. If a piece of software, a spreadsheet or a dedicated piece of courseware can be used for more than one group of learners or across more than one area of work, it follows that it is more valuable to you in your work.

In the case study, the teacher found the computer useful for his students studying for Level One Key Skills, but also for other groups with whom he wanted to look at Pie Charts for calculating percentages, especially the spreadsheet's ability to explode segments of the chart. Advanced students could take advantage of the package to improve their presentation of assignments. The Tourism and Leisure tutor wanted the students to investigate types of holidays people were taking. This could have been delivered using such a scheme of work.

In your case the spreadsheet has a range of applications beyond this case study. It uses a variety of functions and facilities such as Microsoft Map. In your consideration of the question of adaptation, you should think of only using subject specific scenarios that are integrated into the students main subject(s) - this will make the exercise more relevant to the student and optimise their opportunity to learn. Most of the time when you use an ICT resource - say, in the use of a spreadsheet or a dedicated piece of courseware - you will find that you have to bend it a little to make it more widely useful.

Key Skills: There are many ways that the tutor can introduce other elements of the key skills qualification into the case study. Students who use IT to present their findings may be assessed for IT Key Skills as well as providing opportunities for students to be assessed for Communication Key Skills.

With this in mind, think about how you would complete the grid on the following page and discuss it with your mentor.