Transforming Learning – Impact on the Post-16 sector

BETT 200710.01.07

Objectives

• This session will explore how technology can be used to drive forward educational reform in the post-16 sector.

• Looking at how technology can be better used to narrow the achievement gap and connect with hard-to-reach learners; the session will also focus on benefits to the learner and barriers to achieving system reform.

Harnessing Technology: the e-strategy as an enabler

Every Child Matters

HE White Paper

Educational Outcomes

Transformational Government

e-Strategy

E-Government Outcomes

14-19WhitePaper

Schools White Paper

FE White Paper

SkillsStrategy

DfES 5-Year Strategy

2004:Personalisation and choiceFlexibility and independenceOpening up servicesStaff developmentPartnerships

2006:Put users at the heart of all we doContinue to improve performance across the systemWork more effectively with partners

E-strategy: the contributions ICT and e-learning can make:Transforming teaching, learning and supportConnecting with hard to reach groupsOpening up an accessible, collaborative systemImproving efficiency and effectivenessEducational outcomes:

1. Closing the gap in educational attainment between those from low income and disadvantaged backgrounds and their peers

2. Continue to raise standards for all across the educational system

3. Increasing the proportion of young people staying on in education or training beyond the age of 16

4. Reducing the number of young people on a path to failure in adult life

5. Closing the skills gap at all levels – to keep pace with the challenge of globalisation

Harnessing Technology: vision

Each individual maximises their potential through the personalisation of their learning and development

2005 - Changing policy

VISION

2006 - Building blocks in place

CONSULTATION

2007 - Making it happen

DRIVERSENABLERS

Agenda for Change

Foster Review

Framework for Excellence

Quality Improvement

Strategy

FE White Paper

Leitch interim report

Responsive to the needs of learners

and employers

Performance management

Quality standards

Review of Five Year Strategy

Sustaining successDeveloping PotentialGetting basics right

Skills White Paper

Gilbert Review:

personalised learning for

2020

Sustaining SuccessEnsuring we remain a prosperous, civilised society as we face the challenges posed by globalisation, and by

demographic and technological change.

Developing PotentialEveryone to have developed the skills and

competences necessary to succeed in 21st century society, reflecting their own particular aptitudes and

ambition.

DfES: Five year strategy for children and learners - new framework for setting objectives

Getting the Basics Right Everyone to be have the basic foundation that will

allow them to progress: to be literate and numerate, and to be healthy and safe from harm

PR

OG

RE

SS

ION

Su

ccess feedin

g b

ack into

a better

start for th

e next g

eneratio

n-

David Bell, Permanent Secretary, DfES:

“In order to increase the competitiveness of our businesses in a global market, we need to increase the skills level of our future and current employees. We need to ensure that employers and providers collaborate to design and offer training flexibly, in a way that really focuses on business need.”

7th November 2006 Harnessing Technology Conference

4. Raising standards4. Raising standards

3. Choice3. Choice

2. Productive time2. Productive time

1. Efficiency1. Efficiency

Recent findings – increased use of technology

Greater efficiency right across the system, delivery, admin, management

More time for teaching

Increases learner choice, opportunity and quality of learner experience

1/3rd of surveyed FE lecturers reported recently that their use of technology over last 3 years had improved student achievement

Evid

ence

What’s the problem?

• Currently too few schools, colleges and training providers take all the actions needed to reap these benefits

• There is a strong moral argument that all providers should gain the clear benefits for learners and improve the effectiveness and overall efficiency of the education system

Level of e-enablement in 80 FE Colleges

Late Adopters

Ambivalent Enthusiastic E-enabled

2003 25% 26% 43% 6%

2004 19% 23% 50% 8%

2005 19% 19% 51% 11%

Indicators used: Student ICT access, workforce ICT skills, e-learning resources,

management and use in learning

Source: ICT and e-learning in Further Education. Becta, 2005

Stephen Crowne, CEO Becta:“The bottom line is that we now have an increasingly compelling business case for investing the right way in the right technology.”

7th November 2006 Harnessing Technology Conference

What are we trying to achieve?

• All educational providers get the best out of current and future technologies to improve the quality of learning and raise standards

• All educational providers regard using technology for learning as an essential but normal and integrated aspect of their teaching, learning, assessment and management practices

• All learners harness technology: more choice and chances to learn in a way that suits them best

• All learners have greater opportunities to learn inside and outside formal education

Use technology effectively in their professional roles

Use technology effectively in their professional roles

Identify where technology can enhance the learning

Identify where technology can enhance the learning

E-confident WBL provider

E-confident WBL provider

Manage the technology for effective teaching and

learning

Manage the technology for effective teaching and

learning

Make appropriate intervention in

learners’ learning

Make appropriate intervention in

learners’ learning

Evaluate new technologies/digital

resources that can enhance or support teaching and

learning

Evaluate new technologies/digital

resources that can enhance or support teaching and

learning

Use of a range of different technologies to support teaching

Use of a range of different technologies to support teaching

Self-directed learning

Self-directed learningHas a wide range of

generic ICT skills

Has a wide range of generic ICT skills

Able to learn new skills as needed

Able to learn new skills as needed

Has high level of digital literacy

Has high level of digital literacy

e-confident learner

e-confident learner

Knows when technology can assist their learning

Knows when technology can assist their learning

Prepared to explore and experiment in their use of technology

Prepared to explore and experiment in their use of technology

Take responsibility for their own

learning

Take responsibility for their own

learning

Uses technology creatively, with

ease, in life outside formal

learning

Uses technology creatively, with

ease, in life outside formal

learning

Can select the

appropriate tool for the

task

Can select the

appropriate tool for the

task

Capability and capacity of the workforce, providers and learners1.1 Leaders have the knowledge and skills to

ensure technology for learning can be harnessed for the benefit of learners

1.2 Institutions and providers plan and manage technology for learning effectively and sustainably

1.3 Practitioners exploit technology consistently to offer engaging and effective learning experiences

1.4 Practitioners, parents and learners can share and use information and data effectively for the benefit of learners

1.5 Improved learner capability in using technology to support their learning

Outcomes and benefits for learners and children

3.1 There is greater choice in learning opportunities and modes for all learners

3.2 Learners have increased motivation for and engagement in learning

3.3 Fewer learners under-perform or fail to succeed in education

3.4 An improvement in the quality of learning provision is accelerated

3.5 There is improved child safety and child protection

Efficiency, effectiveness & value for money across the system

4.1 Learning providers collaborate and share information and resources

4.2 The management and administration of learning and institutions is more efficient

4.3 There is a greater level of effective, learner-focused, assessment for learning

4.4 Practitioners collaborate and share good practice and learning resources

4.5 There is good use of information to support learner transitions between institutions and sectors

Fit for purpose technology & systems

2.1 All learners and practitioners have access to the appropriate technology and digital resources they need for learning

2.2 Every learner has a personalised learning space to enable them to learn when and where they choose

2.3 Technology-enabled learning environments are secure, supported and interoperable

2.4 There is a dynamic, vibrant and responsive technology for learning market that can meet the needs of the system

Greater choice, opportunities and ways

of learning

Greater choice, opportunities and ways

of learning

Less under-performance and

greater success for all

Less under-performance and

greater success for all

Accelerated improvement in

quality of provision

Accelerated improvement in

quality of provision

5 key outcomes for

learners

5 key outcomes for

learners

Higher motivation

and engagement

Higher motivation

and engagement

Improved child safety and protection

Improved child safety and protection

Providers collaborate and share information

and resources

Providers collaborate and share information

and resources

More effective, personalised

assessment for learning

More effective, personalised

assessment for learning

Practitioners collaborate and

share good practice and resources

Practitioners collaborate and

share good practice and resources

5 key system outcomes

5 key system outcomes

Management and

administration delivers better

VFM

Management and

administration delivers better

VFM

Better use of information to

improve transition

Better use of information to

improve transition

System wide delivery modelChallenge

Performance management:audit, inspection, self-review,

governance, funding, quality standards

Improved Outcomes

for learners and the System

Lateral transfer of best practices

Supply-side Demand-side

SupportInfluence of and engagement with

partners and the front-line

Capability and capacity of the workforce,

providers and learners

More discerning customers exercising

choice

Fit for purpose technology and

systems

Better options within a national

framework

Knowledge Architecture

E-maturity

Personalised content

Strategic technology provision

A consistent system-wide framework to

guide delivery

A model for the deployment of

technology across the system

Driving a new model of content provision for

the individual

Supporting people and organisations &

measuring system level impact

DfES Technology Group - identified transformational themes to deliver key outcomes at system level

Delivering personalised content

Create Learning Content

Embody Content to fit learning

styles

Disseminate Content

Use Content

Traditional Content Creation

Personalised Content Creation

Content commissioned centrally to fit

curriculum

Adapted by providers to fit with common

learning styles

Distributed through

institutions

Used by practitioners

Content created by learners and

providers based on learner demand

Learners customise to meet

their needs

Multiple distribution mechanisms and

support for learners to locate content

Used by practitioners and

learners

Understanding the change in

process not just content

For the Institution?*

e.g. selecting the

right content to meet

their students needs

For the Learner?*

e.g. contributing to the

customisation of their

learning experience

For the Supplier?*

e.g. responding to

learner demand

For the Intermediary?*

e.g. commissioning new

content to fit with

curriculum

* Examples of issues and challenges for stakeholders

The Elements of the self-review framework

Impact on the Learner

The curriculum

Extending Opportunities for Learning

Learning & teaching

Assessment

Professional development

Resources

Leadership and management

ConnectivityServices

National Digital Infrastructure for Education

Institutional infrastructure

DataServices

LearningServices

Data services: Management Information Systems, transfer of data and a range ofdata analysis tools.

Connectivity: Connecting schools to provide consistent performance and provide consistent access to a quality set of resources, services and applications for every teacher and learner

Institutional infrastructure: The school’sICT infrastructure in terms of choice, access, flexibility, efficiency and security.

Learning services: Improving the management of learning and availability of content.

Questions?

• How aware is your College of the 14-19 drivers?• To what extent does your organisation currently use

Technology• For Teaching? Learning? Collaboration?

Assessment? Communication?• How “personalised” is your curriculum?• Is your College e-mature?• Is the College considering the implications of web

2.0?• Does your College have a sustainable strategic plan

for e/m learning?

Some evidence…..

• Becta ILT in FE survey• Becta Annual Report• DfES Research reports RR739/745• Transformation Projects(LSDA)• ITT projects(LSDA)• OFSTED/ALI Report

Delivering the future for learners