www.dysgu.cymru.gov.ukwww.learning.wales.gov.uk

Adran Hyfforddiant ac AddysgDepartment for Training and Education

E-Learning in Wales: CurrentDevelopments and StakeholderViews on Future Priorities

Date of Issue: 5 October 2004DfTE Information Document No: 030-04

InformationDocument

Information& Communication

Technology

Title of Document: E-learning in Wales: current developments and stakeholder viewson future priorities.

Audience: All bodies concerned with education and training in Wales, Welsh Development Agency, employer organisations and forums,Trade Unions, National Assembly for Wales.

Overview: This document provides details on current action to utilise e-learning technology in education and training in Wales, andunderstand more clearly how it might contribute to enhancinglearning performance and participation. It includes the text of akeynote address by the Minister for Education and LifelongLearning.

It also provides a summary analysis of feedback provided byrespondents to the 2003 consultation on the ‘e-learning strategyfor Wales’ document, published by ELWa and the AssemblyGovernment’s Cymru Ar-lein unit.

Action Required: For information only.

Further Information: Further information on this document can be obtained from:

Mr Jim CowanTel: 02920 825826E-mail: jim.cowan@wales.gsi.gov.uk

Further copies: Mr Adam MoorhouseTel: 02920 825359E-mail: adam.moorhouse@wales.gsi.gov.uk

Related documents: An e-learning strategy for WalesCymru Ar-lein / on line for a better Wales: The AssemblyGovernment’s Information Age Strategic Framework.

© Crown copyright 2004Typesetting by Text Processing Services

OctoberINA-15-07-271

Designed by Graphics UnitG/227/04-05

CONTENTS

Page

FOREWORD

1 AN OVERVIEW OF CURRENT ACTIONS

i Keynote address by Jane Davidson, Minister for Education 3and Lifelong Learning, to the Dysg e-learning conference, June 2004

ii Further information on projects and initiatives 11

2 THE E-LEARNING STRATEGY CONSULTATION: THE RESPONSES

i Executive summary 21

ii Analysis 23

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FOREWORD

The e-learning strategy for Wales defined e-learning as ‘the use of electronictechnology to support, enhance and deliver learning’, covering a wide range oflearning scenarios, and involving learners of all ages and abilities. One year onfrom the publication of the document, I was pleased to accept an invitation tospeak to the Dysg e-learning conference in June. It was an opportunity to reflecton the extent of activity underway in Wales to use technology to improveteaching and learning, design new content, test new delivery methods, andenhance the broadband infrastructure. It was also an opportunity to set theseactions in a context of exciting and potentially far reaching changes to the waylearning is structured, funded and accredited in Wales.

I believe we can take pride in the creativity and foresight being shown in Wales inrelation to these developments. I am keen that the message is shared widelywithin and beyond Wales and for this reason, this document provides furtherinformation on the initiatives and actions I described. I hope this can feedcommunication and co-operation between stakeholders, and form a basis onwhich to assess our progress in capturing the exciting potential e-learningtechnology can offer.

This document also gives information on the issues arising through theconsultation on the e-learning strategy. The analysis identifies the nature andscale of the challenges, but enthusiasm for working together to get the best outof technology for teaching and learning.

A comparison of the issues raised by stakeholders in 2003, and the overview ofdevelopments in 2004 confirms that we are moving in the right direction, andbeginning to identify the key priorities. However, it is clear that we are only at theearly stages of a long term process of identifying the true benefits technologycan bring to the learning experience, and working together to maximise thosebenefits.

A new phase of work is about to start, in which the Assembly Government willreview its methods of seeking and exchanging advice and information on ICT ande-learning, and how it engages with experts, stakeholders and partners to agreepriorities and actions. The issues raised by stakeholders in the consultationresponse, and subsequently, will be key considerations as we look ahead.

Jane DavidsonMinister for Education and Lifelong Learning

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E-LEARNING IN WALES: CURRENT ACTION ANDSTAKEHOLDER VIEWS ON FUTURE PRIORITIES

CHAPTER 1: An overview of current actions

i: Keynote address to the Dysg* e-learning conference, June 30 2004, byJane Davidson, Minister for Education and Lifelong Learning, NationalAssembly for Wales

The reference numbers included in the text below refer to supporting informationpresented in chapter 1(ii).

Introduction

I am delighted to be here today to be part of what has become a very highlyrespected gathering of experts and practitioners, to discuss e-learning and itsimpact on the learning experience.

I am encouraged that this event seems to have become an unmissable fixture in agrowing number of diaries, all the more so because it seeks to get down to thefundamental issues about what e-learning means for practitioners, their skills, andtheir roles as deliverers, supporters and managers of learning.

Empowered by technology

E-learning can mean many different things to different people, and can involvevery many applications of technology. The common characteristic is thatintroducing technology of any kind to a learning environment changes things. Itcan help explain things in different ways, open up new sources of information andknowledge, bring together learners, teachers or mentors, or enable communitiesof interest to form unhindered by geography.

One key impact is that it hands greater control to the individual learner. In allaspects of daily life, more and more people find the empowerment whichinformation technology offers irresistible. We need look no further than to seemobile phone usage, text messaging, online shopping, and use of the internet toaccess information and services.

These developments pose tremendous challenges for Government and allproviders of education and training. I have said on previous occasions thatchildren, young people and adults, who are switched on to a lifestyle empoweredby technology, will be increasingly switched off by an education experience whichdoes not empower them, does not let them feel in control, or does not let themlearn in a way and at a pace which suits their needs and preferences.

Nevertheless, we must never forget that the pace at which technology ischanging, is not always matched by our understanding of the impact it will have.For example, those who identified the scope for mobile phones to send textmessages never dreamed how it would revolutionise behaviour patterns, whilstother much-lauded innovations have simply failed to capture the imagination,demonstrate real benefit, and take hold.

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So it is with e-learning: we see many different and exciting examples of it inaction, it is clear something dramatic could be stirring in classrooms, colleges, andcommunities, but we still lack clear understanding of the full extent of its benefitsand implications - for learners and teachers, for standards and performance, foraccess and participation and, fundamentally, for ways to plan, design and delivereducation and training. The ever-growing bank of research is helping build ourknowledge, but we are a long way from reaching a consensus.

Challenges and opportunities

Nevertheless, I am determined that we do not use this uncertainty as an excuseto avoid facing up to the challenge technology presents. I believe the rightcourse is to turn this challenge into an opportunity for Wales. I spoke in theWelsh Assembly Government’s policy document, “The Learning Country” aboutusing radical and innovative ways to meet our learning needs in Wales, and I amabsolutely determined that we proceed on that basis.

So we must view e-learning as part of a long term change agenda, where theAssembly Government, working with its partners, lays key foundations in policyand commitment. We must set it in the context of the vision of Wales as alearning society, and never lose sight of the fact that, whatever the technologicaltools and techniques available it is the impact of learning on the learner that isour criteria of achievement rather than the method of learning.

But what is so important about e-learning is that it has the potential to maximisethat impact by enabling more people to learn. It will improve access to learningin all sorts of ways and will thereby increase the range of subjects open tolearners wherever they are located. It should also revolutionise the scope forlearners to learn at their convenience - when they are ready and able to learnunconstrained by timetables. It has the potential to raise the quality of thelearning material available to teachers and learners, so long as care is taken in thisrespect by the commissioners and producers of such materials. And, of course, ithas the potential to develop the ICT skills of all e-learners, which are themselvesso vital for employment in the modern economy.

The foundations for change

Delivering a change agenda is never easy, especially when all the time you need toput the well being and prospects of existing learners, and their teachers,uppermost. However, I believe we are taking encouraging steps on that path.Today I want to pay tribute to the good work being done across Wales, to lay thefoundations for a technology enriched learning environment, whilst growing ourknowledge and evidence base.

You heard John Davies of the ELWa National Council speak yesterday about theaction it is taking through its e-learning action plan1, but also the account it istaking of e-learning in its other developments, including its Learning NetworkDevelopment2 programme. I look forward to seeing progress with these actionsin the coming year.

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The e-learning strategy3 document, produced by ELWa and the Assembly CymruAr-lein unit in 2003, highlighted the need for coherent and cohesive action on e-learning development across all learning sectors in Wales. This is starting toprovide a framework and common reference point for other action.

In 2004 Assembly officials have started working with local education authoritiesto prepare an ICT strategy for schools. This will be designed to be coherentwith the wider e-learning strategic framework, and will build on work completedin 2004 by the ICT Taskforce to establish the school ICT asset database4 inWales. It will also reflect the supportive role of technology in other policyagendas relevant to schools, such as the 14-19 agenda5, and community focusedschools6. In addition it will take account of the Assembly’s earlier exploration ofthe School of the Future7 concept.

The Assembly Government has made a substantial contribution to developing theLifelong Learning Network8 and contributing to the cost of the UnitaryAuthorities own area networks. To date a total of 80% of schools in Wales areconnected to Lifelong Learning Networks, the fibre network procured by theAssembly, and local authorities will have received a total of £10 million by Marchnext year to deliver those objectives. The Assembly Government's BroadbandWales Unit will build on these achievements by consulting on the re-procurementof the Broadband Lifelong Learning Network this year, to ensure it operates withthe maximum sustainability, and effectiveness, and can deliver benefits as an assetto learners in Wales. The Broadband Wales Unit will also explore, through opendialogue, the potential benefit of wider public sector aggregation of broadband inWales.

This is being complemented by the Extension to the Lifelong Learning Network(ELLeN), an Objective 1 bid by the Assembly to create a grant scheme for localauthorities in Wales to provide broadband connectivity in schools, libraries andICT learning centres in areas that would not otherwise be viably connected.

To underpin these, and help us learn about good practice in promoting access,the Assembly Government will this year evaluate its earlier ICT for Learning9

initiative, while Estyn will assess the impact of UfI Cymru10 on lifelong learningand workforce development. As part of the 2004 Skills and EmploymentAction Plan11 HEFCW and ELWa are being asked to work closely with the sectorskills councils on promoting innovative work place e-learning.

We are also taking steps to ensure availability of high quality electronic content. Iam pleased to learn of progress by ELWa to procure access for all post-16providers in Wales to the National Learning Network materials12. However, weare also focusing on creating made in Wales content. Earlier this year, NGFLCymru13 launched its innovative schools fund, combining the innovative ideas ofteachers, with technical expertise, to produce web based, fit for purpose andbilingual learning content.

As part of the European funded Knowledge Exploitation Fund, e-trainingconsortia14 of FE and HE providers across Wales are collaborating in a programmeto create innovative e-learning content focused on the needs of Small to medium

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sized enterprises in Wales. The first phase of the programme involveddevelopment work by a consortium of 5 universities and 5 colleges in SW Wales,and further funding of £1.06 million has been awarded to roll-out of theprogramme across Wales, and will involve every institution in Wales.

Content sourcing will be supported by initiatives such as Gathering the Jewels15,which has created a freely accessible national digital resource of over 20,000images of Welsh life, and the Assembly Government’s GIS project16 whichprovides detailed and timely geographic information and data. Assembly officialswill also be working with the BBC to reflect the Cwricwlwm Cymreig17 in itsDigital Curriculum development programme.

We are also identifying other ways to support innovative content development. Iam pleased to confirm our continuing support for the Wales Digital College’s18

programme to target special groups through innovative broadband learningservices, utilising this medium for highly engaging, original and effective learningcontent.

I am also pleased at the progress being made by ELWa and UfI Cymru to secureimprovements in the range of support services and learning materials available forlearners and providers in Wales19.

Through partnership between BBC Wales and Yale College Wrexham, Wales isforging ahead of other European countries in its knowledge and use of DigitalStorytelling20. Storytelling has been a means of learning throughout history. Theapplication of simple technology has made it, in the words of the TimesEducational Supplement, ‘a fast track to the senses’ and it is having a dramaticimpact on the confidence and motivation of individuals in schools andcommunities, who might never have engaged in learning. There is much I believewe have yet to see and learn about how this simple innovation can help reachnew learners.

Officials are also working to utilise e-learning technology to make programmes ofspecialist advice and support more widely available. Support has been providedto develop a web-based awareness raising programme for teachers on specialeducational needs21. Officials are also engaged with a European fundedprogramme, led by the Welsh Dyslexia Project22, to build an exemplar web-basedtraining approach for those teaching and supporting dyslexic pupils.

Elsewhere in Wales, the Wales Digital College has developed a pioneering ‘mentorzone’, and the UfI online tutor service will, from this year, be available to learnersin Wales.

These will add to other evolving approaches to use technology to supportlearners, such as Cwmni Cynnal, supporting schools in North West Wales,Cardiffschools.net, the University of Glamorgan’s e-college, and Coleg Sir Gâr’sVirtualcollege programme.

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Supporting practitioners

We are also seeking to identify ways of giving effective support to the educationworkforce in Wales. I welcome John Davies’s statements yesterday about thefurther investment ELWa will be making over the coming year to build e-learningcapacity in colleges, communities, and in work based learning. The Assembly isalso continuing to invest £2million this year in ICT advisers in local authorities.These will complement existing capacity building programmes such as thosedelivered through INSET, and through the JISC Regional Support Centre.

Whilst we will continue to support such action, we will also be looking at newways to achieve effective practitioner development through technology.

For example, this year, training for teachers involved in the new FoundationPhase23 for 3-7 year olds will use e-learning techniques alongside conventionalmethods, where they have been identified as the most effective at reaching largenumbers quickly. We will also evaluate the Pen-i-ben project24 which created anon-line community for newly appointed headteachers to access peer support andmentoring. Both will provide valuable lessons on how best to utilise technologyto support teachers. Officials will also be working with the Lifelong LearningSector Skills Council, whose work will include the identification of e-learningbased solutions to practitioner development and support.

Other initiatives

As part of the 2004 Skills and Employment Action Plan, a number of actions areproposed to promote better ICT skills in Wales. We will introduce the e-skillspassport25 into Wales, to help individuals better diagnose their ICT skills needsand so ensure training is better targeted to suit need.

We will also pilot Computer Clubs for Girls26 in Wales, to encourage more younggirls to see how high level technology skills can provide them with a stimulatingand rewarding career. Through the Cymru Ar-lein team’s Meet the Mouse27

campaign, the Assembly has already broken down the barriers to many lackingconfidence and experience with IT, providing them with initial tasters, andencouraging them towards further learning.

E-learning and the Welsh language

I spoke at this event last year about the need to ensure ICT meets the needs ofthe Welsh speaker and the Welsh learner. I can report progress in a number ofareas: ELWa is working with Cydag and UKERNA to pilot the impact ofvideoconferencing on opening up opportunities for high quality Welsh mediumeducation in sixth forms in Wales28, and the lessons for planning, design andeffective delivery. NGFL Cymru’s website contains an increasing quantity ofbilingual materials. From 2004 ELWa will be investing in the development ofweb-based bilingual post-16 materials in key vocational subject areas29, as wellas developing web-based Welsh for Adults support materials for practitioners30.The KEF e-training consortia will also include bilingualism as part of their researchand development work.

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It is important to see the actions I have described in the context of key andpioneering developments which are moving education and training into a new agein Wales. They, in turn, will help to shape and drive e-learning development.

Cymru Ar-lein31

First and foremost, the Assembly Government’s Cymru Ar-lein strategy establishesan overarching framework for maximising the benefit of ICT across all Assemblyfunctions and remits. It also provides a strategic context for our actions, a forumfor sharing good and innovative practice, and for identifying priority areas foraction and attention.

At this point I would like to encourage any of you not already engaged in theCymru Ar-lein discussion forum to get involved in taking this debate forward. Yourviews and experiences are valuable and I would urge you to make them knownthrough the forum. If any of you are interested in participating my officials canprovide you with leaflets that have the Cymru Ar-lein website address32.

Careers Wales on-line33

In autumn 2004 Careers Wales On-line, an all age interactive advice and guidanceportal will be fully launched. This will enable all learners, and potential learners,to seek information, advice and guidance about career and learning opportunities.Users will also be able to personalise the site to suit their needs and interests,and maintain an electronic progress file. It will be a major enhancement to theservices offered by Careers Wales and has real potential to make electronicaccess to guidance a reality.

Credit and Qualifications Framework for Wales34

The Credit and Qualifications Framework for Wales will help underpin the kind offlexibility in learning which e-learning technology can enable. As it becomesembedded, learners will increasingly be able to demonstrate the relative value oftheir award, to transfer knowledge and skills between career paths, and providers,and help employers see more clearly what current and potential employees knowand can do.

National Planning and Funding System35

In 2004 ELWa will introduce the new National Planning and Funding System forpost-16 education and training in shadow, in preparation for a full introduction in2005/06. The new system will introduce a common and unified approach toplanning and funding education and training in Wales that will help expand choicefor learners whilst securing quality and cost effectiveness. It will be a driver ofmodernisation in post-16 learning, which is already being recognised by ELWa’sLearning Network development programme.

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Estyn & ACCAC

Other work in progress will help our education and training structures adapt to alearning environment influenced by technology and which, over time, willdemonstrate greater variation and flexibility in the time, the place, manner, andpace of learning. In this respect ACCAC will be engaged with partners across theUK in exploring e-assessment36, and Estyn will this year introduce its commoninspection framework, an important step towards a situation where learners mayuse several different kinds of provider over time. Estyn is also contributing to ourknowledge and evidence base through a series of inspections and surveysaddressing a range of technology-related themes37.

14 - 1938

Learning Pathways 14-19 seeks to transform young people's options andopportunities through extending choice and flexibility; securing individuallytailored learning pathways that meet learners’ needs; and providing opportunitiesand experiences to help develop wider skills needed for life and work. I amissuing guidance on Learning Pathways in the next month online, with a full launchof the hard copy in September. This first tranche of guidance represents animportant milestone in the implementation process of this agenda, and opens upthe potential for technology-based approaches to play a key role successfulimplementation.

Conclusion

It is clear then that there is much we are doing in Wales to demonstrate ourcommitment to getting the most out of e-learning. There can be no single actionto achieving full utilisation of e-learning technology, nor would I want to see suchan approach. The agenda affects everyone involved with learning, and should beowned by all, fostering partnership and collaboration.

I still feel, however, that we are at only the early stages of the journey. Given myearlier words about seeing this as a change agenda, it is crucial to progress goodwork, but ensure that we have the right structures and processes in place, to learnand develop together. More importantly we need to ensure that we keep a clearfocus and direction on what it is we are trying to achieve. Action is important,but agreement on where we are going, is critical.

It is essential that the Assembly Government, its stakeholders, and its partners,continue to base action on a strong foundation in expertise, accountability,evidence and experience.

With this is mind the Assembly Government will this year review its methods ofseeking and exchanging advice and information on ICT and e-learning and how itengages with experts, stakeholders and partners. This will include looking again atthe remits of the two key groups driving this agenda, the ICT Advisory Panel, andthe e-learning expert group. I expect to receive advice by the autumn.

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A great deal is being done, although we are still in the early stages of our journeyto become an e-learning country. Notwithstanding this, the Dysg e-learningconference is an excellent opportunity to take stock before we move on to thenext stage.

It remains for me to wish you a successful conference.

* Dysg is the operation of the Learning and Skills Development Agency in Wales.It seeks to provide strategic support for the development of policy, and assistwith its implementation, through research programmes, development projects andnetworking activities across post-16 education and training in Wales. As part ofthis work Dysg has, since 2002, convened a national e-learning conference,focusing on strategic implications and good practice. Further information onwww.dysg.org.uk

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Chapter 1: ii: Further information on projects andinitiatives

This chapter provides further information on the projects and initiatives referredto in the text of chapter 1(i), to which the reference numbers below refer.

1 ELWa e-learning action plan.

ELWa is the Assembly Sponsored Public Body responsible for funding post-16education and training in Wales (except Higher Education, which is theresponsibility of the Higher Education Funding Council for Wales). The e-learningaction plan was agreed by the National Council ELWa in November 2003. Itfocuses on capacity building measures for the post-16 provider network. It alsoincludes action to explore the feasibility of concepts proposed in the e-learningstrategy document to develop e-learning knowledge and capacity for all ages andlevels of learning: the e-learning observatory, and the centre of excellence.Further information on ELWa can be found on www.elwa.org.uk

2 Learning Network of the Future

The Learning Network development agenda aims to address inefficiencies in thecurrent learning network, reinvest in improving quality, create innovative newlearning experiences and widen participation.

During 2004-05, ELWa will begin exploratory work to inform futuredevelopments. This will include a series of pathfinder learning networkdevelopments that will highlight the political, organisational, procedural andtechnical issues that need to be addressed as work in progress. Projects willinclude reference to thematic areas including e-learning, basic skills andbilingualism. Key outcomes of these projects will include cost/benefit analysesof the potential reforms to the learning network.

• Identify performance indicators and targets for learning network pathfinders;

• Identify performance benchmarks for learning networks; and

• Provide evidence of the impact of learning network reform activities to informfuture policy development and strategic planning activity.

Further information on the Learning Network initiative can be found onhttp://www.elwa.org.uk/elwaweb/elwa.aspx?pageid=3456

3 The e-learning strategy for Wales

The e-learning strategy was developed as a result of discussions of the e-learningexpert group convened by ELWa in 2002, as part of the Assembly Government’sCymru Ar-lein agenda. The document can be accessed on the Cymru Ar-leinwebsite: www.cymruarlein.wales.gov.uk/skillict/consultation.htm

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4 The school ICT asset database

The database has been designed to provide the Assembly Government, and itslocal authority partners, with information on the current provision of ICTequipment in schools. It is intended that this will help inform future ICTprocurement arrangements; initiatives to improve ICT provision; andenhancements to LEA guidance on maintenance and technical support. Furtherinformation is available from Maureen Potter in the Department for Training andEducation (e-mail maureen.potter@wales.gsi.gov.uk).

5 Learning Pathways 14-19

Learning Pathways 14-19 fulfils the commitment given in ‘The Learning Country’ totransform the 14-19 phase of learning. It is the product of 2 years’ collaborativeeffort between the Assembly Government and its partners to develop asustainable strategy for a more flexible and balanced approach to learning for 14-19 year olds. It will provide a wider and more appropriate mix of experienceswhich will suit the needs of Wales’ young people, the Welsh economy and Welshcommunities. More information can be found onhttp://www.learning.wales.gov.uk/pathways/welcome-e.htm

6 Community Focused Schools

A community focused school is one that provides a range of services andactivities, often beyond the school day, to help meet the needs of pupils, theirfamilies and the wider community. Earlier research found that where schoolsengage with their local community this has an impact on pupils’ attainment andaspirations. In December 2003 the Assembly Government published guidance forschools and their partners on how they might build on and develop communityfocused services and activities, including improving and expanding opportunitiesfor lifelong learning provision, and access to information resources and IT. Furtherinformation can be found on http://www.learning.wales.gov.uk/pdfs/c3403-community-focused-schools-e.pdf

7 School of the Future

The policy review by the Education and Lifelong Learning Committee, building onthe strategy set out in The Learning Country, commenced in 2002. The intentionwas to identify possible changes in the roles and operation of primary andsecondary schools over a 10 to 15 year period, and the policy developmentsnecessary to take account of these anticipated changes. The report can beaccessed on http://www.wales.gov.uk/keypubassemedlearning/content/future-e.htm

8 Broadband Lifelong Learning Network

The Broadband Wales Programme is a 5 year multi million pound Welsh AssemblyGovernment Flagship programme. Introduced to address the significant marketfailure within Wales, the programme is a holistic, balanced action plan addressingboth supply and demand issues.

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There are 5 strands to the programme:

1) Promote and improve demand2) Improve supply 3) Encourage local initiatives 4) Specific Procurements 5) Aggregate Public Sector Demand

More information on the Assembly’s Broadband programme can be accessed on:www.broadband.wales.gov.uk

9 The ICT for learning initiative

The initiative took place during 1999-2002 and was supported with £18 millionfrom the Capital Modernisation Fund. ICT for Learning provided grant funding forlocal education authorities and others in order to:

• extend the ICT infrastructure to support lifelong learning across Wales;

• create a critical mass of ICT provision in schools and extend its availability toschool pupils both during and outside school hours; and

• make ICT more readily available for people in disadvantaged communities.

Measures supported by the grant included the establishment of ICT learningcentres in school and community venues; the provision of ICT equipment forpupils with special needs; and national and local projects to test and developnew approaches to using ICT to support learning and tackle disadvantage. Theoverarching aim was to make an effective contribution to:

• raising standards of attainment in schools across Wales;

• improving ICT skills;

• supporting lifelong learning; and

• helping tackle social disadvantage by securing universal access to ICT.

Estyn published a survey on the effectiveness of ICT investment in raisingstandards of attainment in schools in (2003/04) including the investment madethrough ICT for Learning. A further review of the impact of the initiative inpromoting community access to lifelong learning (including within CommunitiesFirst areas) is presently underway.

10 UfI Cymru

Ufi works as a public-private partnership in England, Wales and Northern Irelandto provide access for individuals to innovative and high quality learning services,over 80 percent of them on-line, delivered through the brand name oflearndirect. It aims to enable people to enjoy more flexible and accessiblesupported learning experiences at home, at work, or in one of many learndirectcentres, located in colleges, communities or bespoke venues in Wales. Publicfunding for learndirect delivery in Wales is provided by ELWa. Furtherinformation on UfI Cymru can be found at:http://www.learndirect.co.uk/personal/cymraeg/?view=Wales

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11 Skills and Employment Action Plan 2004

The Assembly Government’s Skills and Employment Action Plan (SEAP) 2004builds on work begun under an earlier plan published in February 2002. Publishedfor consultation in May 2004, its aim is to improve Wales’s economicperformance through a series of actions grouped under four strands:

• improving the mechanism for workforce development;

• supplying new entrants to the labour market with the skills needed foremployment;

• working with employers and employees to improve skills; and

• helping more people into sustained employment.

The Plan includes reference to the potential of e-learning technology to open upnew learning opportunities and enrich the learning tools available. It can beaccessed on http://www.learning.wales.gov.uk/pdfs/seap-04-cons-e.pdf

12 National Learning Network materials

The National Learning Network is a partnership set up to increase the uptake ofInformation and Communications Technology (ICT) and e-learning across thepost-16 education and training sector in England. A major project undertakenthrough the partnership has been the development of e-learning materials acrossa wide range of subjects, commissioned and managed by the British EducationalCommunications and Technology Agency (Becta). Further information on thematerials can be found on http://www.nln.ac.uk/materials/

13 National Grid for Learning (NGFL) Cymru

NGFL Cymru is an initiative funded by the Welsh Assembly Government andmanaged by Curriculum Data Wales. It provides bilingual online teaching andlearning materials and a network of links to selected websites offering informationand services relevant to the needs of teachers, pupils and parents. Furtherinformation on NGFL Cymru can be found on http://www.ngfl-cymru.org.uk

14 e-training consortia

KEF seeks to develop and embed a culture of entrepreneurship and innovationthroughout Welsh further and higher education. It supports a number of projectsand initiatives concerning academic/industry collaboration, facilitatingtechnology transfer from university research departments into industry, assistingthe commercialisation of research and boosting the consultancy capabilities ofWelsh institutions.

It was established in 2000 by the Welsh Assembly Government (WAG) and ismanaged by the Welsh Development Agency (WDA).

The e-training consortia are being developed following the successful South WestWales e-Learning Consortium where all ten further and higher education

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institutions in the region collaborated in the development of on-line trainingsolutions for small to medium sized enterprises. The project demonstrated thebenefit of sharing knowledge and expertise in pedagogy and ICT and experiencein developing training materials.

Further information KEF can be found on http://www.kef-wales.org.uk

15 Gathering the Jewels

The goal of the Gathering the Jewels project is to gather images representingWales' cultural history, from museums, libraries, record offices and archivesthroughout Wales, putting them in one collection for the first time, available toall free of charge via the world wide web. The contents include historic letters,paintings, documents, artefacts and photographs, encompassing everything fromwell known items to the rare and little seen.

The website creates a vast learning resource, as well as preserving such images forfuture generations to enjoy. The project was originally funded by the NewOpportunities Fund (NOF) under the cultural enrichment strand of its programmefor the 'Digitisation of Learning Materials', and is now being maintained and furtherdeveloped by Culturenet Cymru, which is funded by the National Assembly.Further information is available on http://www.gtj.org.uk

16 Geographic Information Systems (GIS)

It is estimated that, whatever the department within the Assembly Government,more than 80% of the information used and generated everyday has some type ofgeographical reference. The Assembly Government through its Cymru Arleinproject worked together with GI Professions from across Wales, who form AGICymru, to put in place a GIS Strategy Action Plan for Wales. This has beendeveloped from the recognition that the value of such information can beenhanced greatly, and its content more easily understood, if displayed visuallywith different data sets relating to the same area being shown on a map. Thesemaps and associated tables can be exported for use with reports or integratedwith other software, so that GI can be adapted to serve a range of purposes,including learning. The Association for Geographic Information (AGI) Cymru hasrecently begun the first annual review process of the GIS Strategy Action Plan.Further information is available athttp://www.agi.org.uk/regionalgroups/index.htm

17 Cwricwlwm Cymreig

The Cwricwlwm Cymreig reflects the Common Requirements of the SchoolCurriculum in Wales which require that pupils are given opportunities, whereappropriate, to develop and apply knowledge and understanding of the cultural,economic, environmental, historic and linguistic characteristics of Wales. ICT canbe a powerful and motivating tool for achieving this.

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18 Wales Digital College Special Target Groups Project

The project was established in 2002 to utilise digital broadband technologies toprovide innovative, managed and supported bilingual education and trainingopportunities for special target groups agreed with the Welsh AssemblyGovernment, including those:

• seeking learning opportunities in rural or remote areas;

• with literacy and numeracy needs;

• with motivational needs;

• housebound, with caring responsibilities, disabilities or learning needs;

• seeking to learn through the medium of Welsh or community language; and

• seeking to improve their Welsh.

Part of the project work has included restructuring digital broadcast material foron-line programmes, creation of on-line processes for recruitment, induction andsupport, and flexible approaches to assessment. Further information on theWales Digital College is available on www.learn.cd

19 UfI Cymru/ELWa arrangements

With the help of ELWa, FE providers are establishing a common approach toservice arrangements with UfI which can, collectively, secure enhancements tothe scope and scale of delivery in Wales. It is intended that this will enableopportunities for providers to purchase additional volumes and ranges oflearndirect programmes and support.

20 Digital Storytelling

The techniques and opportunities of digital storytelling are made possible by theincreased availability of digital equipment and new editing software. Newtechnology means that anyone can create a story that can show on a website.The BBC Capture Wales project aims to encourage, support and help all kinds ofindividuals express themselves in new and different ways through digital stories ofmemories, thoughts, views and interests, building into to a colourful portrayal ofthe richness of life in Wales. Further information is available onwww.bbc.co.uk/capturewales andwww.bbc.co.uk/wales/northeast/sites/studio/pages/digital.shtml

21 Special Education Needs bi-lingual course

The project is being managed by the Pupil Support Division of the AssemblyGovernment’s Department for Training and Education. It will result in anaccredited bi-lingual e-learning course in special educational needs (SEN). Thecourse will focus on the areas of need identified in the SEN Code of Practice forWales in the context of inclusive practice. It is aimed at teachers in the earlyyears of their professional development and also Learning Support Assistants.

16

Assessment arrangements will also be available for participants who do not wantto gain accreditation at a higher level. Further information is available fromMaggie.Bowen@wales.gsi.gov.uk

22 Welsh Dyslexia Project ‘Dystrain’ programme

The European funded project will develop two specific courses for thoseteaching and supporting dyslexic pupils. It will use e-learning technology todevelop one course for parents, and one for teachers, in four languages (Welsh,English, Swedish and Hungarian). By comparing and contrasting the two groups, itis hoped that wider practice will be informed, both in e-learning delivery andassessment methods, recognising that parents of dyslexic pupils may themselvesbe dyslexic and excluded from conventional courses through lack of confidence,skills, and qualifications. The project is led and managed by the Welsh DyslexiaProject www.welshdyslexia.info

23 The Foundation Phase

The agenda seeks to develop a statutory Foundation Phase that would extendfrom age 3 to 7 years, with the objective of progressively improving the supportfor, and promotion of, children's rounded development. The use of e-learning totrain teachers will play an important part in ensuring a well informed and trainedworkforce. It will enable practitioners in the most rural areas of Wales toenhance their understanding of what constitutes good early years practice andpedagogy. Further information is available onwww.learning.wales.gov.uk/foundationphase

24 Pen-i-ben

Pen-i-Ben is a bilingual online community developed by the National Assemblyfor Wales in partnership with the National College for School Leadership (NCSL),BT and Ultralab. It was launched as a pilot in February 2002 and has a communitymembership of 371; comprising of headteachers and mentors from across Wales.The main purpose of the Pen-i-Ben pilot has been to support the peer networkingand mentoring elements of the Professional Headship Induction Programme(PHIP), the professional development programme for newly appointedheadteachers in Wales.

25 e-skills passport

This is a nationally recognised method of assessing IT skills through a web basedprocess. It enables individuals to build a profile of their IT skills so they and/ortheir employers can better define future IT training needs. It has been developedby the e-skills UK Sector Skills Council. Further information can be accessed onwww.e-skillspassport.com The introduction into Wales will be managed andfunded by ELWa.

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26 Computer Clubs for Girls

The initiative has been developed by the e-skills UK Sector Skills Councilspecifically to interest and motivate girls aged between 10 to 13 - in year 6 ofPrimary School and 7 and 8 of Secondary School. It seeks to capture theirimagination and help them develop interest and skills in IT. By so doing, the longterm objective is to help address the current and future shortage of professionalsavailable to the IT industry in the UK. Further information is available onwww.cc4g.net

27 Meet the Mouse

The Assembly backed campaign consists of free sessions throughout Walesspecifically targeted at those who have little or no experience of usingtechnology. Their aim is to demystify the Internet and computers and overcomefears and concerns. Attendees should go away with enough experience andconfidence to experiment on their own. Participants also receive a full pack ofinformation on how to take the next step, either through training or throughcontacting the relevant organisation for more help. Further information isavailable at www.cymruarlein.wales.gov.uk/skillict/seminar.htm

28 Welsh medium videoconferencing project

The project supports the installation of video-conferencing equipment in 6Welsh-medium schools in Wales to facilitate delivery and widen participation inWelsh-medium education. Better Schools Fund match funding has been used tofund training for teachers on teaching methodologies associated with video-conferencing and on the production of materials that will enable them to delivercourses in an interactive way. It is the intention that courses will start inSeptember 2004.

Further information is available from

Ann Jenkins - ann.jenkins@elwa.org.ukEinir Wyn Kirkwood - einir.wynkirkwood@elwa.org.uk

29 Post-16 web resources

The aim of this project is to produce high quality, accessible digital Welsh mediumlearning and teaching resources for post-16 vocational subjects in five key areas:

i. Health and Social Care/Early Years

ii. Leisure and Tourism/Sports Science/Physical Education

iii. Business/ICT

iv. Media/Performing Arts/Drama

v. Agriculture

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The resources will be used by practitioners as well as by learners, and the contentwill provide activities for learners as well as some traditional static supportmaterials that will complement the work of practitioners. The project is due forcompletion in February 2006. Further information is available from Liz Powell -liz.powell@elwa.org.uk

30 Web based Welsh for Adults practitioner support materials

The objective of this project is to produce high quality, Welsh language teachingcontent that can be easily accessed electronically. This is a 2-year project tocreate back-up teaching materials for Welsh for Adults practitioners at Welsh forAdults Levels 1-5. It will provide a unique contribution to the Welsh for Adultsfield, and will reflect the needs of practitioners and students in relation to Welshlanguage learning. The project is due for completion in February 2006. Furtherinformation is available from Liz Powell - liz.powell@elwa.org.uk

31 Cymru Ar-lein

The website for Cymru Ar-lein is www.cymruarlein.wales.gov.uk

32 Cymru Ar-lein forums

can be accessed on http://www.cymruarlein.wales.gov.uk/scripts/forums.asp

33 Careers Wales on-line

Further updates on the launch of Careers Wales on-line will be available on themain Careers Wales website: www.careerswales.com

34 Credit and qualifications framework for Wales

Further information on the CQFW can be found onwww.elwa.org.uk/creditframework

35 National Planning and Funding System (NPFS)

The latest information on the ELWa NPFS developments is available fromwww.elwa.org.uk/npfs

36 ACCAC

ACCAC (the Qualifications, Curriculum and Assessment Authority for Wales/Awdurdod Cymwysterau, Cwricwlwm ac Asesu Cymru) is the Welsh AssemblyGovernment's principal advisory body on matters relating to curriculum,assessment and qualifications in schools and is the statutory regulatory authorityin Wales with regard to all qualifications (outside higher education). ACCAC alsohas a key role in commissioning high quality Welsh and bilingual classroommaterials to support the teaching of Welsh, other subjects through the mediumof Welsh and Wales-specific aspects of the school curriculum. More informationis available on ACCAC's website – www.accac.org.uk

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37 Estyn

Estyn is the office of Her Majesty's Inspectorate for Education and Training inWales. It is independent of, but funded by, the National Assembly for Walesunder Section 104 of the Government of Wales Act 1998. Estyn is responsible forinspecting provision of education and training in Wales, with the exception ofhigher education. The Inspectorate also provides advice to the Welsh AssemblyGovernment to inform policy review and development. The advice is publishedby Estyn often in the form of good practice guides. Publications by Estyn ontechnology related issues are available athttp://www.estyn.gov.uk/publications.asp

38 Learning Pathways 14-19

see note 5

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CHAPTER 2: the e-learning strategy consultation: theresponses

i: Executive summary

To what extent did the consultation assist the development of the strategy?

2.i.1 The consultation marked the first wide scale discussion on e-learning inWales, and provided a helpful picture of some current practices in Wales.Responses tended to concentrate on use of technology to support existingteaching and learning approaches, rather than consider and develop thetransformational themes and concepts suggested in the strategy document.Responses, with a few exceptions, also tended to rely on anecdotal evidence ofthe impact of e-learning technology, rather than qualitative and quantitativeinformation.

What contribution are you making to any of the objectives?

2.i.2 Most responses focused on this question, and highlighted local successstories, and lessons learned. Key messages included focusing on strategic visionand success, securing and sustaining leadership through a change process, andhelping practitioners and learners adapt to new ways to teach and learn.

2.i.3 Some responses highlighted efforts to integrate programmes acrossdifferent sites and, sometimes, different providers, and how this had influenceddecisions on planning, design and delivery of learning. Examples includedpromoting access to learning for businesses and the community, promoting Welshmedium and bilingual delivery, and access to learning for those with special needsand disabilities. A number of respondents were already engaged in multi-agencydialogue on issues such as common technical and educational standards forlearning using technology.

What contribution would you like to make to any of the objectives?

2.i.4 Many respondents expressed a willingness to share their experiences, andsaw the proposed observatory and centre of excellence as a useful facilitator ofco-operation, collaboration, and good practice.

What are you already planning which could contribute to the objectives?

2.i.5 Examples included plans to use technology to develop services across awider area (ranging from whole delivery services, to promoting communities ofpractice between learners); and discussion of local e-learning strategydevelopment.

What would you like to see others doing/doing more of?

2.i.6 Effective communication on direction and development was a recurringtheme, and a desire for robust and transparent partnership. Several responsesalso emphasised the need for clear links to the wider education policy context.

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Are there any objectives that should be included but are missing?

2.i.7 Comments stressed the need to sustain engagement with stakeholders one-learning development.

Other comments

2.i.8 Key issues raised:

• strong support for the strategy’s vision and breadth;

• recognition that understanding of the impact and potential of e-learning is stillemerging;

• using technology to boost, not lose, the richness of the learning experience;

• new skills required, such as information literacy;

• the impact of open source software;

• the importance of equitable broadband access to successful e-learningdevelopment;

• the impact of technology on access for learners with special needs anddisabilities;

• effective and responsive technical support arrangements;

• overcoming a culture of small-scale and isolated project development.

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CHAPTER 2 ii: Analysis

General points

2.ii.1 The consultation period ran from March until the end of June 2003. Theconsultation was publicised on the Assembly Government's Cymru Ar-leinwebsite, articles in a number of Welsh newspapers, and a leaflet distribution toschools, colleges, universities, libraries, businesses, and many other organisationsthroughout Wales. The document asked the following specific questions:

• What contribution are you making to any of the objectives?

• What contribution would you like to make to any of the objectives?

• What are you already planning which could contribute to the objectives?

• What would you like to see others doing/doing more of?

• Are there any objectives that should be included but are missing?

2.ii.2 By the end of the consultation period 59 responses had been receivedthrough the Cymru Ar-lein website. Many responses offered general narratives ofthe experiences of developing, or delivering e-learning, and thoughts on theissues arising, rather than tailoring responses to match the questions. The type ofrespondent is detailed as follows:

Type of Respondent Number received

FE institution 11Education body/group/interest 10HE institution 6information/resource management 6Local authority 5Charity/Voluntary sector body 5business: technology based 4School 2private training provider 2Government body 2misc interest groups 2adult community education 1broadcast body 1business: general 1misc interest individuals 1

2.ii.3 There was a limited exchange on the strategy on the Cymru Ar-lein websitediscussion forum, and interest expressed through telephone contact, writtencorrespondence, and meetings with the strategy manager based at the NationalCouncil-ELWa.

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To what extent did the consultation assist the development of the strategy?

2.ii.4 The consultation, and the responses to it, have helped make a start inraising awareness of e-learning, and to highlight examples of current practice inWales. It has also helped highlight areas of expertise and experience in managinge-learning development and delivery. It is also hoped that respondents found ithelpful to consider their current and planned activities in the context of theframework.

2.ii.5 The picture gained of current practice is, however, by no means complete.The small response from certain parts of the education and training sector, forexample, (compared with the scale of current involvement and potential impactof the strategy in those sectors) suggests that further communication is essentialto encourage engagement, help inform on future plans, and help shape thedevelopments ahead.

2.ii.6 A further issue is that responses tended to describe learning experienceswhich are being 'assisted' by technology but which, fundamentally, remainunchanged in terms of institutional, programme or classroom structures andschedules. There was limited reference to, or reflection on, the possibilities fortransformation through technology in terms of the way learning is structured,designed, planned, supported and delivered. Also, whilst there were manyexamples of benefits brought about by introducing technology, there was limiteduse of qualitative and quantitative impact assessments and indicators to helpprovide a perspective to the benefits described. Responses were stronger forhaving such information. This was the case, for example, in one responsedescribing the electronic learning management systems, and drew on evidenceciting impact its impact. This is referred to in paragraph 12 below.

2.ii.7 This consultation exercise should be seen as a first engagement on e-learning in Wales. It has helped to draw attention to the strategy, to gauge theinitial reaction to its objectives, and to highlight current levels of activity anddevelopment in Wales. It has reaffirmed the need for a coherent and wellmanaged strategic approach in Wales. Importantly, it has highlighted whatquestions still need to be asked and explored. Finally, it has served as a usefulreminder of the need to balance aspiration and strategic vision with caution. Inthe words of one respondent: you are right to acknowledge the cynicism ofpeople over new technology. We have recognised that the hype is far in front ofthe reality - for this reason we went down the infrastructure and proving route.

What contribution are you making to any of the objectives?

2.ii.8 Overall, answers concentrated largely on this question. This has helped tobuild a picture of the range of activity in Wales, at local and wider levels. It is notcomplete however, and should be treated as an ongoing task. Respondentsfocused largely on examples of local success and effectiveness. A number,including local authorities and further and higher education institutions, describedapproaches to building the confidence and competence of practitioners, and ofextending networks across schools, and distributed learning opportunities acrossa wide area.

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2.ii.9 Some responses described the practical challenges of doing this, andlessons which had been learned in the process which could inform the e-learningstrategy's development. The more impressive accounts had in common theemphasis they placed on securing and sustaining leadership and vision fromsenior management in organisations, and at a higher level, such as in the localeducation authority. Such lessons included maintaining a focus on strategic visionand success, over individual project success; paying close attention to the trainingand support needs of staff and learners in taking new approaches to learning;identifying fitness for purpose of different software and systems designs.

2.ii.10 Such circumstances have enabled long term planning and systematic staffdevelopment and confidence building which reached widely across theorganisation or groups of organisations. They have also enabled more holisticjudgements on total cost of ownership of ICT and return on investment, whichcan inform future investment. A number of further education colleges describedpositively the e-learning champions programme being undertaken on a nationalscale, and the technical and learning support they received from the JISC supportcentre.

2.ii.11 Some responses provided useful insight into the infrastructural challenge ofevolving a 'one-to-many' integrated network (not least the implications for themany and varied methods of collecting and storing learner and learninginformation and data). Nevertheless, there were the beginnings of an explorationabout how this might be achieved, and the implications of such developments onproviders' management and development of systems, and critically, on the changemanagement process it would require for employees in education and training.

2.ii.12 As a caution, and an indication of the scale of development needed,accounts were also received of the impact unplanned e-learning growth has onstaff in education institutions. In some cases they were not aware whether therewas an institutional ICT strategy, worked in isolation, found themselves re-inventing the wheel, and often were not using ICT to best effect. In the worsecase examples they had received little guidance and support, and found that theintroduction of ICT had actually increased their personal workload and madeworking life more difficult. This was attributed in responses to a lack ofunderstanding or action at a strategic level to recognise the full extent of thechanges which can be implied by ICT, and how these should be managed mosteffectively, including opportunities for reviewing methods of teaching, assessingand supporting learners.

2.ii.13 Beyond the formal learning environments in schools and colleges, therewere some references to using technology to reach learners in new and differentways, although these tended to be focus on the location of learning and the basiclevel of programmes offered as the main attraction. The more impressiveresponses gave examples of the extent of integrated planning involved in engagingpeople and sustaining their interest in learning. This included, for example,combining learning and leisure activities in one local authority area, with aplanning structure to facilitate transition to other learning and advice.

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2.ii.14 There were clear reminders that e-learning should be seen in its widestsense, that is, not just the formal learning of schools and colleges, but throughsupported access in libraries, communities (including through bodies such ashousing associations and Citizens' Advice Bureaux). Some imaginative links weredescribed regarding the potential technology has provided for linking otherinitiatives, such as health and leisure initiatives (eg free access to swimming pools,use of sport as a means of engaging learners) to lifelong learning opportunities.The contribution of digitised archives and relics to content development washighlighted in a number of responses as one key component of a future made inWales solution to meeting Wales's learning needs.

2.ii.15 There was a useful focus on the contribution made by electronic learningmanagement systems to diagnosing and targeting work based skills development.Examples were provided of applications by firms of different sizes anddemonstrated the potential for such concepts to apply across whole industrysectors. These responses offered a very interesting and potentially mould-breaking insight into the scope technology offers for reconfiguring the planning,design and delivery of learning, and integrating it with organisational developmentand evolution. They drew on evidence of the speed, responsiveness and costeffectiveness such approaches can bring to planning and delivering work basedlearning, and measuring returns on investment and staff and organisationalperformance.

2.ii.16 Other responses described work to design specific content and learningsolutions to better meet the needs of small firms, which cannot always spare thetime and resource to engage in lengthy formal training, and for whom 'just in time'learning is a more appropriate solution. There was also a reminder of the need toensure that research and development of e-learning utilises the full range oftechnology tools, including broadcast media and mobile technology.

2.ii.17 A number of respondents are engaged on behalf of other members of theirrespective sectors in dialogue on a UK level concerning issues on standards,specifications and interoperability. They are therefore bringing knowledge to theprincipality, as well as sharing it beyond Wales. Reference was made by post-16providers to the benefit of such organisations (such as JISC, UfI) which haveestablished, or are working towards, common standards for services and software.In line with this, observations by agencies and businesses which have aperspective beyond Wales has also been useful, for the potential offered toinform and benchmark Welsh developments.

2.ii.18 Several responses were keen to recognise the importance of the bilingualdimension, and related a number of projects to develop learning software andtools, to appropriate quality standards and technical specifications. At the sametime reference was made in a number of responses to the need to ensure thatWelsh speaking children and adults achieve maximum benefit from technologicaldevelopments, on a par with English speaking learners.

2.ii.19 A number of innovations were described aimed at encouraging andfacilitating use of the Welsh language in an e-learning environment. The supportfor Welsh speaking children and adults engaged in e-learning is seen a crucial

26

factor for ensuring that they continue to learn through the medium of Welshrather than switch to English in the expectation of higher quality learningprogrammes and support.

2.ii.20 On a related point, a number described research, development anddelivery of learning software, infrastructure and support for learners with specialneeds and disabilities. Many responses referred to the recognition they had givenin their development to promoting accessibility.

What contribution would you like to make to any of the objectives?

2.ii.21 Linked closely to the references to existing activity, respondentshighlighted in their strengths, their potential to contribute to the wider agenda.Many expressed willingness to contribute to the delivery to of at least some ofthe objectives, most notably the observatory and centre of excellence.

2.ii.22 A number of the larger organisations had experience and expertise toshare in terms of designing and operating an ICT infrastructure, and were able toexplore in their responses some of the technical aspects of the strategy whichcan affect its implementation, including interoperability, software, and learningstyles.

2.ii.23 Many organisations, large and small, had had experience in contentdevelopment and saw the strategy as a means of facilitating sharing of content(some as a commercial venture, others on a not for profit basis). The maindifficulty here was not so much the lack of reference to quality standards but thevariety of references and criteria, which illustrates the challenge of achieving theright balance of innovation and quality assurance.

2.ii.24 There was an encouragingly positive desire expressed in most responsesfor sharing developments with partners. Whilst there was a recognition of issuesof interoperability, these were seen as challenges to be addressed with guidanceand leadership, rather than deterrents to collaboration. Some organisations sawtheir potential to operate as a 'hub' within an integrated network. There was alsoa keenness to engage in the future development of the strategy.

2.ii.25 Several organisations offered expertise in training and developingpractitioners in the use of technology as a tool for teaching and learning. Thisappears to present a challenge. Several organisations are engaged in capacitybuilding activities, sometimes overlapping, with no clear indication that theseapproaches, as a whole, represent the best way of meeting the key e-learningneeds of teachers, trainers, mentors, resource staff, lecturers, their managers, andsupport staff.

What are you already planning which could contribute to the objectives?

2.ii.26 The responses showed a mixture of plans and ideas. These ranged frompractical approaches to securing value for money in activities such asprocurement, and licensing of software, to action to promote the use of ICT astools for learning, and bringing learners together. Such examples include forming

27

communities of practice and interest through establishing electronic discussiongroups across different sites. One response pointed to work to secureendorsement from partner disability organisations of a set of guidelines relevantto software procurement, which had inclusion as a clear criterion.

2.ii.27 A number of responses described plans to develop and manage servicesfor providers and learners across a wide area (eg a dispersed institution, or a localauthority area). There were references to the development or elaboration uponlocal e-learning strategies, and discussions (some exploratory, some moreadvanced) between providers and sectors about local holistic approaches. Thiswas very encouraging. Such examples served as a reminder of the need to ensurethat a national framework is appropriate, supportive and provides the necessarysteerage and direction, but also is an early demonstration of the potential forlocal strategic ownership and confidence to drive innovative and ambitiousthinking and planning.

2.ii.28 Some responses referred to plans or longer term ideas concerning thedevelopment of local portals. There seemed to be a common recognition thatsuch tools provide potential for managing access and delivery of information,learning and support. However, they are a further reminder of the need toidentify and establish common standards and, where possible and appropriate,common formats.

What would you like to see others doing/doing more of?

2.ii.29 Certain phrases came out repeatedly: communication, consultation atevery stage of development, coherence and management of activities. There wasalso strong support of the concept of developing e-learning in partnerships, butcaution based on previous experience of some partnerships, where certainplayers have been seen as being inappropriately dominant, and stakeholders havelost a sense of genuine engagement.

2.ii.30 Several responses referred to the need for e-learning to maintain a closerelevance to the developments in curriculum and learning in Wales. Examplescited in responses included the 14-19 agenda, the social inclusion priorities forWales, and the implications of legislation on special needs and disability access(further reference to this latter point is made below).

2.ii.31 A number of practical needs were highlighted, such as scope fordeveloping common and shared approaches to technical support.

Are there any objectives that should be included but are missing?

2.ii.32 There appeared to be no significant gaps in terms of whole 'objectives'.However, there were many suggestions on areas where there needed to be muchstronger emphasis (these are detailed under 'other comments'). Several responsesreferred to the need for reassurance and information regarding the futuremechanism for managing and reviewing the development of the strategy in a waywhich can engage all stakeholders, and enable strategic decision making based onbest practice, national policy direction, and achievability. One response in

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particular emphasised the need to 'talk about compelling success stories' toensure engagement.

2.ii.33 Costing and benchmarking were highlighted by some responses as missing.This was inevitable given the nature of the document as a strategic narrative.However, it emphasised the importance of developing credible costing andbenchmarks to take forward the strategy.

Other comments

2.ii.34 The vision and breadth of the strategy have been overwhelminglysupported in responses. They suggest the beginnings of a national consensus - acommon factor throughout responses was the desire for access to knowledgeabout the practicalities of making e-learning work, and much willingness to shareexpertise and experience. any expressed a desire to participate in futuredevelopments, and urged a continuation of efforts to ensure action to deliver onthe objectives. Some reassurance was sought that sight must not be lost of thebenefits of face to face contact, either between learners and providers, orbetween learners, and the challenge was to enable the appropriate blend to beachieved, according to individual preference and need. Similarly, a number ofresponses urged that e-learning strategic development be driven first andforemost by pedagogical need, and should not be viewed as something distinctfrom 'conventional' learning, but as an enabling and enhancing tool which canform a vital part of a total learning portfolio. 'Learning' should be at the heart of'e-learning' development.

2.ii.35 A number of responses called for recognition that our collectiveknowledge and understanding of the complex and evolving area of e-learning isstill immature. However, this poses a particular challenge for how futuredevelopment of the strategy is managed. Whilst more research and evaluation isneeded (and in itself forms a lynchpin of the strategic framework) there is also aneed to innovate and take managed risks, so that lessons can be learned throughfailure as well as success. Government and educational organisations have beenurged in several responses to foster an environment in which controlled riskencourages experimentation without fear of negative outcomes.

2.ii.36 A clear message also came through from respondents that an effective e-learning framework, and all the additional benefits it can deliver for learners andproviders, will require high levels of investment. However, there was littlereflection in responses on how best to demonstrate the impact of technology interms of transformed performance by learners, and better teaching and learningexperiences. There was also little input on how best to demonstrate thepotential for economies of scope and scale, and make compelling evidence-basedbusiness cases in terms of return on investment, value for money, and addedvalue. On a related point, some reference was made in responses to the issue ofbalance between local and national responsibility for investment decisions.

2.ii.37 A number of respondents drew attention to the need for appreciation ofthe opportunities and challenges posed by open source software, compared withthe procurement of proprietary software and platforms. Responses pointed to

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the increasing adoption of open source software by academic institutionsworldwide, making a case that adoption of open source software is critical toachieving leading edge innovation and development.

2.ii.38 The relevance to lifelong learning of adopting consistent technicalstandards was aptly highlighted by one respondent in particular:

The mechanism for achieving continuity of support for learning should reside withthe learners themselves. In practice, education and training needs vary asorganisations and employers come and go, the learner remains the only consistentfactor. Changes in lifestyle and patterns of work mean that the lifelong learnerneeds easy recourse to a dedicated personalised information environment thatremains dedicated and accessible to them for life.

This may be realised through the adoption of electronic student profiles andpersonal development plans. But for this approach to work technology andinformation specifications and standards…..must be widely adopted.

2.ii.39 The link between the Broadband Strategy for Wales and e-learningopportunities was also highlighted in a number of responses. Several responsesreferred to the challenge for many parts of Wales, particularly rural Wales, ofachieving economically viable broadband connectivity, on a par with urbancommunities. Other comments pointed to the need for government to ensureappropriate linkage between broadband strategies in different policy areas (ieeducation, business, e-government and health), and to ensure that bandwidthwould match future demand. A number of responses also referred to non-broadband innovative solutions which enhance and enable high quality andparticipative learning with existing bandwidth or without broadband.

2.ii.40 One major area of concern in responses was the lack of reference to theneeds of disabled and special needs learners. This was unfortunate as theintention, at the drafting stage, had been to emphasise inclusion, access, andsupport with the aim of sending a clear message that this strategy included alllearners and potential learners, regardless of their age, ability, disability, specificpersonal circumstances, needs, location, or aspiration. Much knowledge had beengained, in the process of developing the strategy, of the particular contributiontechnology can make to helping meet the needs of learners whose physicaldisability or learning disability might hitherto have posed a barrier to their accessto learning opportunities.

2.ii.41 Much innovative practice is underway in Wales in terms of understandingthe needs of learners with physical and learning disabilities, and how this shouldbe accounted for in software design, infrastructure development, programmedevelopment, and learner support. Responses to the strategy have helpedemphasise the importance of developing and maintaining knowledge and focus inthis area, in light of varying levels of accessibility across Wales, and a need forunderstanding of the implications for e-learning development of inclusivelearning. Aligned to this, the need for specialist support, provision and adaptationhave also been highlighted as key areas for consideration by respondents in theirown future plans.

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2.ii.42 Technical support was highlighted by a number of respondents. The needto explore innovative approaches to meeting technical support needs was afrequent comment (including through exploring remote services), especially in thecase of small and remote learning venues.

2.ii.43 A number of respondents sought to emphasise the importance ofinformation literacy, as a skills users of technology need to acquire, in anenvironment where technology will become increasingly a tool for enablingaccess to information and learning. This highlights the more fundamental issuethat e-learning enables new and diverse ways to teach and learn.

2.ii.44 A number of responses drew attention to the opportunities a nationalapproach provided for Wales to showcase exemplar practice on an internationalscale. At a practical level there was some call for the objectives stated to beconsidered at an international level (such as the observatory and centre ofexcellence).

2.ii.45 There were a number of references to digital repositories, how they mightbest be structured, and the mileage of the very concept. The range of views onthe concept suggests further exploration of the added value is needed.

2.ii.46 In terms of people development, reference was usefully made to the needto disaggregate any approach to suit different audiences: teachers, learners,managers, leaders, governors of institutions, businesses. Some good practice washighlighted in responses, but it is clear that there is a long way to go before allinvolved in the planning and delivery of learning have clear confidence in wheretechnology can support, enhance and deliver learning. Where this had beenmanaged effectively, teachers and lecturers were more likely to become leadadvocates for the benefits of technology to their work.

2.ii.47 A key message which a number of respondents were keen to emphasisewas that teachers should not feel they need to become technical experts, buthave the confidence of technical support available to help them grow theirapplication of technology where it helps them better deliver their teaching.Similarly, the confidence of children, young people and adult learners variesconsiderably, and there were many anecdotes of the impact of demonstrationson people's enthusiasm and confidence. Safe operation of the internet was thetheme of one response in particular, which can help reassure users, and parentsof children using the internet as a learning tool.

2.ii.48 In recognition of the change agenda e-learning represents, one responsepointed to concern that the competitive culture of further and higher educationinstitutions may result in resistance to many of the objectives of the e-learningstrategy, which rely on collaboration. In some respects this has manifested itselfin terms of multiple efforts to develop electronic content, although this activityseemed to be a feature across many different organisations, not just educationinstitutions. It confirms the concern expressed in the strategy document aboutthe extent of small and limited local investment in content development, andwhether this is appropriate or desirable for meeting the needs of learners.

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2.ii.49 Some responses, but by no means all, recognised the benefits of scale andspecialisation achievable through carefully managed and developed economies ofscale and specialisation, in areas such as technical support, people developmentand materials development.

2.ii.50 A number of responses queried the reference in the strategy to thelearning network's 'one to many' principle, arguing that it should be 'many tomany'. This is entirely correct, and the two phrases are not contradictory. The'one to many' was merely to emphasise it from the perspective of an individuallearner, or an individual provider.

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