john anderson managing inspector education and training inspectorate olte 15.3.11 e-learning
TRANSCRIPT
John Anderson
Managing InspectorEducation and Training Inspectorate
OLTE 15.3.11
e-Learning
Summary
OLTE and the Entitlement Framework
ICT embedding as a critical dependency
What did we say about LNI - and now?
What is the state of ICT in schools? What could be done in schools?
Goal for ALCs and OLTE
“By June 2013, every ALC should have utilized the expertise of their OLTE graduates to pilot at least on collaborative and accredited, blended, online course recognised under the Entitlement Framework”
Entitlement Framework
Phase 2 – continued commitment to supporting schools to expand curriculum offer by 2013
Reducing funding for support arrangements Mainstreaming funding from 2013 as part of
delegated budgets to support implementation in shorter and longer term
emPowering SchoolsMain changes under Education Technology Strategy 1998-2003
Main focus of emPowering Schools Strategy 2004 -2008
common infrastructure and network universal broadband connectivity a reliant managed ICT service a sustainable and affordable solution common curriculum content teachers’ professional development instances of excellent practice awareness of need for change
changed practice for the learner enhanced professional practice for
the teacher and the school leader whole-school improvement building collaborative approaches to
curriculum provision and professional development
capacity-building across the service a context of systemic change technology service enhancement and
innovation
The computer room
1990
The school network
1995
BBC
The schoolcomputer
1985
e-LearningThe future
Developing the national network
2002 -C Becta 2004
Content Challenge
instructional personalised, creative
Integrated learning systems
tools, simulations
Practice Challenge
Singlestandalone
computer class
whole-class whiteboards
personalised
ICT as an accelerator
Education Reforms
21st century skills Managing information Thinking, problem-solving,
decision-making Creativity Working with others Self-management
School improvement Curriculum Reform Entitlement Framework Teacher Education Globalisation
ICT Tools
ICT skills Creativity tools Critical planning- mind maps Research tools - Internet Management Info Systems Adaptive testing E-learning E-portfolio Communication tools
DE Strategic Priorities
Raising Standards
Closing the gap – increasing access and equity
Investing in the workforce
Improving the learning environment
Transforming management
Embedded in 3 major areas
In school self-evaluation for improvement data analysis for benchmarking, target-setting, tracking,
reporting In teaching and learning: tools for
active learning higher order thinking access to the entitlement framework
In professional development online professional development
Embedded in 3 major areas
In school self-evaluation for improvement data analysis for benchmarking, target-setting,
tracking, reporting In teaching and learning: tools for
active learning higher order thinking access to the entitlement framework
In professional development online professional development
http://www.etini.gov.uk/index/together-towards-improvement.htm
tinyurl.com/eti-tti
Etienne Wenger: Communities of practice
Motivation to share Shared place Shared identity Shared practice Shared language
Horizontal Accountability
http://www.ewenger.com/
Embedded in 3 major areas
In school self-evaluation for improvement data analysis for benchmarking, target-setting, tracking,
reporting In teaching and learning: tools for
active learning higher order thinking access to the entitlement framework
In professional development online professional development
Embedded in 3 major areas
In school self-evaluation for improvement data analysis for benchmarking, target-setting, tracking,
reporting In teaching and learning: tools for
active learning higher order thinking access to the entitlement framework
In professional development online professional development
ICT embedded across the profession to …
support school leadership through technology
develop professional ICT competences for teachers including for learning support staff
provide continuing professional development online
Taking learning online …
Shared experience over 10 years since Duquesne and Ulster Universities some 20 pilot projects
a growing community of e-learning developers and users – 160 teachers since 2007
World-first Online A Level – “Moving Image Arts” Experience here led to the development of e-
learning quality standards Now developing examples of online courses
Content“Digital Stuff”
Pedagogic Affordances and
PracticesAssessment
Learning
Planning
Technical Standards
Design Principles
Functionality
Interoperability
Content Design
Fit to curriculum requirement
Quality of assets
Infrastructure Provision
Accessibility specifications
Network requirements
Equipment requirements
Built Environment
Institutional Development
Teaching
Institutional delivery
Management planning
Deployment and access
The equipment available; the functional specification: memory, peripherals, etc.
Technical accessibility issues e.g. WAI guidelines, including access device issues. Learner Gateway.
Interoperability of systems and content, metadata, use of browsers, content packaging + hosting; repositories; LO ingesting; data aggregation services
The inherent video/audio/graphic/textual quality and mix of the digital assets, (pictures, text, animation, audio, video, etc).
Good design principles in standard architecture, e.g. using accepted HCI approaches, navigation, effective, consistent interface, user accessibility, etc.
The design/choice of the product supports creative, innovative practice in affording accessible, authentic, inclusive and fit for purpose content and data about learning: personalised to the needs of learners.
Relevant for the curriculum it claims to support, “curriculum” here is a broad term; it might be for an informal learning agenda as much as a national curriculum. Sufficient granularity for re-purposing.
Curriculum/course design, planning + preparation by the practitioner/developer (aims, outcomes, progression, blended, dynamics of course/group)
The disposition of the learners; their attitude, skills, interaction, engagement and motivation to learn.
Embedded assessment of teaching & learning – assessment for, as of learning; data about learning
The disposition of teachers: teaching skills & knowledge of how to use (online) resources/content/environments; their ability to critically reflect on and evaluate effectiveness.
The implications of deployment and access for modifying/building schools/colleges of the future.
High-level purpose. Leadership decisions related to choice and implementation of provision, including staff development and evaluation plans. VFM.
The capability of the institution to deliver. ICT service procurement/provision. Technical support and legal / copyright / safe + acceptable use requirements.
How resources are deployed and made available to the learner – anytime and anywhere – institutional infrastructure and/or learning platforms
Networked/connected environments; incl. thick/thin client authentication. (National Schools Network)
Product/service offers functionality required and remains technically robust, resilient and scaleable in a range of computer environments.
Specification conformance
Contextual judgement
Reciprocation: pedagogy/resource
The greater affordance in the design the more scope for
pedagogic quality The narrower the
resource design the more design and
support from the practitioner
Use of Learning Environments …
Satisfactory progress in addressing some key recommendations
Improvements in the performance, functionality and features of the LNI platform have been well communicated
‘In general, the performance of the LNI platform is excellent, and although this observation has to be understood within the context of low rates of national usage, we believe that the platform should be able to cope as the usage rate continues to improve.’ Becta
Use of LNI by schools is rising – 15% rise year on year, but, proportionate numbers of regional users is low
Progress: Online Learning Service …
Wide range in quality of practice across schools in the use of technology to support learning; widening gap
Effective use of LEs inadequate or unsatisfactory in around one-third of the schools visited
Pupils’ learning experiences in the outstanding and very good schools contrast sharply with the others
Still too few pupils benefiting from enriched learning experiences as a result of the use of digital technologies
Many aspects remain to be addressed
Where are we now?
Much achieved in the past 10 years
RoI not sufficiently realised: esp. in PP schools
VLEs underused in most schools
No strategic link with FE systems
Insufficiently meaningful connections between home and school
Revolution in use of technology by young people
Wide range of tools deployed to enhance learning and extend participation
Limited range of tools deployed to support teaching Individual teacher /
DepartmentWhole school use
Q1 Q3
Q2 Q4
Patterns of school use …
Targets for ICT
Needs to be a natural, routine part of good learning and teaching
The best practice needs to be embraced more widely.
More, and better focused, development for school leaders and teachers in making best use of all learning technologies
Enhanced use of technology to facilitate collaborative arrangements, such as the new learning communities.
Being safe online
Developing schools
Investment in ICT
Impact on standards
Efficiency gains
OrganisationalDesign
School Self-Review Framework
Impact on the Learner
The curriculum
Extending Opportunities for Learning
Learning & teaching
Assessment
Professional development
Resources
Leadership and management
Becta Self-Review Framework
https://selfreview.becta.org.uk/
20% of schools in NI
84% of schools in England
