1. London Grid for Learning schools conference 30th april 2012

2. Page 2 What next for online education? London Grid For Learning Niel McLean - Business Development Director - Digital Products

3. Page 3 Educational challenges Continuous change Scale High Expectations New roles New relationships New paths Changing nature of childhood

4. Page 4 CommunicationEntertainment Education Personal Management For young people, technology is a way of life

5. Page 5 ….unlike their parents.

6. Page 6 Learner drivers Book generation Drilled by rote Passive Learn with peers Learn at school Coerced to learn Learning year based on agrarian year No access to technology Screen generation Learn by involvement Active Learn with peers Learn at school and home Persuaded to learn Learning year equals agrarian year Confronted by technology Wrap around technology generation Choose what and how to learn Responsible Learn with other learners Learn where appropriate Elect to learn No learning year Empowered by technology

7. Page 7 Why should I learn? What can I learn? How could I study? How will I learn? How do we know I’ve learned? Where will it get me? Personalised needs-benefits analysis Links to informal learning opportunities Access to advice and guidance Curriculum choice through partnerships Provider flexibility and online support Online registration and funding transactions Partnerships offering flexible courses, modes, locations and patterns of study Adaptive, interactive learning environments Adapting to learning style and pace Personalised feedback and support Assessment when ready Formative feedback Progress files and e-portfolios Personalised needs analysis Access to information and guidance Diana Laurillard Motivational services to support learning

8. Page 8 Live 1 to 1 online Tutoring

9. Page 9 Views of online learning Learner as ‘consumer’ - where educational content is ‘delivered’ to the learner.

10. Page 10 Learner as ‘producer’ - where the learner is provided with the tools to engage. ICT is not simply a ‘conduit for content’ but a powerful tool for thinking. Views of online learning

11. Page 11 Learner competences and the curriculum tsl powerpoint template - final.ppt Awareness User Maker Evaluator Holistic

12. Page 12 Digital literacy

13. Page 13 Empower Learners take control of learning Use ICT to research and manage own learning Empower Learners take control of learning Use ICT to research and manage own learning Passive Personalised/active learner engagement learning Deep Shallow Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Exchange Exchange OHPs for data projectors, using whiteboards as projection screens Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Enrich whiteboards used interactively and with wider range of teaching resources and methodologies Extend Significantly alter the way that teaching and learning takes place using ICT Extend Significantly alter the way that teaching and learning takes place using ICT Enhance Deeper learning, enhanced engagement and motivation though the use of technology based learning resources Enhance Deeper learning, enhanced engagement and motivation though the use of technology based learning resources Developing teaching

14. Page 14 One. Localised use Two. Internal Coordination Three. Process redesign Four. Network redesign & embedding Five. Redefinition & innovative use Degree of transformation Range of potential benefits High Low Developing schools

15. Page 15 Enabling infrastructure and processes  The use of a learning platform,  A better than 6:1 pupil-computer ratio,  A wireless or mixed network accessible to pupils. Technology-confident, effective schools  Prioritising using technology to extend learning beyond the classroom,  At least half of teachers having had in-service training in ICT,  Nearly all teachers enthusiastic about using ICT to deliver curriculum. Confident leadership  Governors involved in whole-school ICT strategy or plan,  ICT plan is embedded in the whole-school development plan,  An electronic system is used for monitoring pupil achievement. Personalised learning experiences  The ICT strategy addresses personalised learning,  Prioritising using technology to assess learner progress,  ICT is used to support learning across the curriculum. There is still a need for support and self-review Participation in the ‘Self Review Framework’ as part of the school’s technology strategy is the biggest predictor of progress. Co-ordinated planning, integrated into school improvement, is important to achieving change. Source: DfE

16. Page 16 Monitoring and tracking pupils’ progress to ensure that teaching is appropriately challenging. Managing teaching and learning resources through the learning platform, and giving pupils access to teaching resources outside the school day. Authentic learning, bringing subjects to life through real examples and experiences. Tailoring teaching, allowing the quickest learners to move on through things they find easy to more challenging work, and gives pupils that are struggling the opportunity to revisit material that they have found difficult; Communicating with parents so that they are fully involved in their children’s school work; Saving teachers time, through more shared resources, allowing them to focus on the real business of teaching; and Streamlining administration and save money for the school. So what actually works?

17. Page 17 Teachers are the ‘killer app’..the largest network of teachers in the world

18. Page 18 Raising the Profile of Teachers Teaching Celebrity: Bev Evans

19. Page 19 Educational challenges Continuous change Scale High Expectations New roles New relationships New paths Changing nature of childhood

20. Page 20 TSL Education Ltd 26 Red Lion Square WC1R 4HQ www.tsleducation.com