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Introductione-learning headingsOfSTED headingsHeadline themesTelling storiesImpactConfident teachersWhat we do
Geoff [email protected]
To access a Course Reader go to: www.tinyurl.com/rebbeck1This is a personal view and not that of OfSTED, JISC or anyone else.
Modern LearningModern Learning
What do learning technologies offer educationHow might we present that offer
What do we want to get from our colleaguesWhat does that say about us as learning technology enthusiasts
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Digital LiteracyPersonalisation
Collaborative learningDivergent thinkingPace & ProgressionThe Learner VoiceTutor Confidence
Beyond the classroomVision & Leadership
ReputationModern LearningModern Learning
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1. The centrality of assessment techniques to inform good learning and therefore effective teaching
2. Personalisation of the learning experience and the learner experience
3. The movement of the management of learning towards the learner from the teacher
4. Great teaching and learning also occurs outside the traditional classroom
5. Imagination, exploration and reflection are valid teacher actions in attempting to improve teaching, learning and assessment
6. Judgement is based on summative Impact (not good intentions)
6 interesting ideas for learning technologists
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Characteristics of Improving ‘colleges’•Good internal communication•Data is well managed in that it is immediate, accurate and gives early warning of slip•Teaching staff are accountable for effectiveness and supporting each other•The ‘college’ has a good reputation•The ‘college’ has effective leadership
‘The further education college sector, complemented by independent and adult community learning providers, is of crucial importance to youth employment, adult skills, economic recovery
and, indeed, social cohesion. The learning and skills sector needs re-orientating towards a moral determination to provide high quality and relevant provision, which should include
reputable apprenticeship opportunitiesfor young people. This is an urgent and major challenge for the system.’
Sir Michael Wilshaw HM. Chief Inspector. OfSTEDAnnual report 28th. November 2012 at http://www.ofsted.gov.uk/resources/annualreport1112
The three laws of impact if Sir Isaac Newton had been an e-learning champion instead…..
First LawMomentum in teaching remains constant until someone tries something differentSecond LawThe amount of energy and enthusiasm in effecting change will only have effect when it is stronger than the desire to hold the status quoThird LawWithout commitment to doing something different there is no consequence
The double-negative statementWhat would not have happened if we hadn’t done this
If we had not introduced www.wallwisher.com students would not have had a voice to express opinions.
If we had not introduced www.wallwisher.com students would not have had a place to express an immediate opinion
If we had not introduced www.wallwisher.com students would not have had a place to share their opinions with other learners immediately
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Thinking through a causal linkAsk your intended target to provide evidence of the benefit
The double-negative statement
What would not have happened if we hadn’t done this
If we had not introduced Moodle, 20 of our students on long term sickness during the term would not have been able to stay on course and on track. (entitlement 4)If we had not set up a campus wide WIFI system, students would not have been able use their own devices to support teaching & learning (entitlement 6)
A Learner Entitlement
Laws of ImpactGeoff’s Rules of Impact:
•Impact is an intervention that attempts to alter the natural or settled course of things1.Impact can be an intervention that accelerates the natural progression2.When making an impact through technology, it is the enabler, not the target3.Impact statements must include ‘technology in action’4.Impact must be aimed at a minimum of one person5.Impact must have an underlying reason or purpose in one or other statement6.Statements are always written with a positive inference, that the target person confirms by degree7.Consequences of impact will always include the intended, unintended & the unforeseen
Observations on OfSTED & Impact•OfSTED use ‘impact’ 13 times in the Handbook and not at all in the Framework; suggesting the Framework is mainly about interventions and the Handbook is about outcomes.
•‘greatest’ impact is the adjective used most times. ‘Successful’ impact is used in terms of teaching & learning, suggesting any positive contributions are evaluated on the contribution to excellent teaching, learning and assessment.
•Trends and patterns are evidenced by ‘monitoring impact’.
•Impact is seen mainly as summative and retrospective, not formative and showing potential.
•Impact is not evidence of action, but evidence of successful action.
1111
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credo |ˈkrēdō, ˈkrādō|noun ( pl. credos )a statement of the beliefs or aims that guide someone's actions: he announced his credo in his first editorial.• ( Credo )a creed of the Christian Church in Latin.• ( Credo )a musical setting of the Nicene Creed, typically as part of a mass.ORIGIN Middle English: Latin,‘I believe.’ Compare with creed.
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1. We need all staff members to develop their potential to be more effective in their professional life and day to day practice as part of the larger developing workforce and that the use of technologies that provide personal reflection space and by supporting each other makes this possible.
2. A developing workforce is one that recognises the constant challenge of the new and possesses the imagination to apply the properties of technology to purposeful and effective teaching and learning and personal development to deal with these changes with confidence.
3. A developed workforce is one that tackles changing and uncertain circumstances with confidence
4. A confident workforce is one that is not afraid of the challenges new technologies may bring to their practices and is able to modify their work and its context to take advantage of the affordances of new technology
Why is having confident teaching staff so important?
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Higher level thinking Description
1 Drive to think & work flexibly The ability to use technology in different ways than originally covered in
training or the Manual. Making technology bring learning to life.
Personalising learning through the use of technology
2 Ability to adapt technology to
purposeful pedagogy
The ability to make technology genuinely contribute to learning for
learners rather than seeing technology as an end in itself. This includes
widening participation, increasing retention, particularly amongst hard-
to-reach learners
3 Vision to create imaginative
blended learning design
Learning and demonstrating the skill of redesigning teaching and
learning by blending in technology to other forms and methods of
teaching and learning. This refers to skills developed through practice
and engagement with peers and learners rather than in formal sessions
or using formal learning resources
4 Curiosity to involve learners in
curriculum delivery & design
The Learner Voice. Involving learners in the design and personalising
of learning. Student e-learning monitors in classes. Involving learners in
the experience of learning in the widest sense
5 Imagination to develop future
learning plans
Using technology in helping learners to develop management of their
own journey, to account for their learning and plan future learning.
Improving the tutorial process, making learning more relevant to the
needs of each individual learner
6 Desire to account for personal
and purposeful effectiveness
Using technology to develop the skills of reflective thinking. Capturing
ideas and themes to inform teacher learning journeys through personal
learning space. Developing professional accountability
7 Capacity to develop
collaborative and cooperative
working
To look across and out of the organisation to work with and for others.
An open mindedness. Working adaptively to accommodate the ideas of
others. Assimilation of the best ideas.
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Introductione-learning headingsOfSTED headingsHeadline themesTelling storiesImpactConfident teachersWhat we do
Geoff [email protected]
To access a Course Reader go to: www.tinyurl.com/rebbeck1This is a personal view and not that of OfSTED, JISC or anyone else.
Modern LearningModern Learning
What do learning technologies offer educationHow might we present that offer
What do we want to get from our colleaguesWhat does that say about us as learning technology enthusiasts
