1. Education and Training Inspectorate
e-Learning
John Anderson
Managing Inspector
Education and Training Inspectorate
OLTE
                                                                                                

2. 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?

3. 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”

4. 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

5. emPowering Schools Main changes under Education Technology Strategy
Main focus of
emPowering Schools Strategy
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
emPowering Schools

6. Developing the national network
The school computer 1985
The school network
1995
BBC
Developing the national network
2002 -
The computer room
1990
e-Learning
The future
C Becta 2004

7. Content Challenge personalised, creative instructional
Integrated learning systems
tools, simulations

8. Practice Challenge personalised whole-class whiteboards
Single standalone
computer class
personalised

9. ICT as an accelerator Education Reforms ICT Tools ICT skills
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 skills
Creativity tools
Critical planning- mind maps
Research tools - Internet
Management Info Systems
Adaptive testing
E-learning
E-portfolio
Communication tools

10. DE Strategic Priorities
Raising Standards
Closing the gap – increasing access and equity
Investing in the workforce
Improving the learning environment
Transforming management

11. 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

12. 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

13.
tinyurl.com/eti-tti

14. Etienne Wenger: Communities of practice
Motivation to share
Shared place
Shared identity
Shared practice
Shared language
Horizontal Accountability

16. 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

18. 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

19. 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

20. 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

21. Pedagogic Affordances and Practices Technical Standards
Content
“Digital Stuff”
Pedagogic Affordances and Practices
Assessment
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

22. 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

24. 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

25. 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

26. 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

27. Patterns of school use …
Wide range of tools
deployed to enhance
learning and extend
participation
Limited range of tools deployed to support teaching
Individual teacher / Department
Whole school use Q1 Q3 Q2 Q4

28. 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

30. Developing schools Impact on standards Organisational Design
Investment in ICT
Efficiency gains 30

31. School Self-Review Framework
The curriculum
Impact on the
Learner
Professional
development
Learning & teaching
Assessment
Resources
Extending
Opportunities
for Learning
Leadership and management

32. Becta Self-Review Framework
20% of schools in NI
84% of schools in England

33. Thank You for listening
John Anderson