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Education and Training Inspectorate

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Presentation on theme: "Education and Training Inspectorate"— Presentation transcript:

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

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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

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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

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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

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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
https://selfreview.becta.org.uk/ 20% of schools in NI 84% of schools in England

33 Thank You for listening
John Anderson


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