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Strategies for Implementing a Learning Platform
Chris Wood – Learning Platforms Manager LGfL July 2009
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Support www.mle.lgfl.net
(LGfL Matrix, Examples, case studies) (Useful documents and guides) LMLE User Forums SLT Meetings LA Support – Reference Groups Curriculum Consultants Additional Fronter Training Next Generation Learning
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Fronter’s Categories of functionality in the LMLE.
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Adapted from BT by T Stirrup
Classic change diagram. Adapted from BT by T Stirrup – note that although the technology is 10%, it is the point on which everything balances. Adapted from BT by T Stirrup
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managing complex change
Vision Skills Incentives Resources Action Plans Evaluation Confusion ? Skills Incentives Resources Action Plans Evaluation Vision Incentives Resources Action Plans Evaluation Anxiety ? Vision Skills Resources Action Plans Evaluation Slow Change ? ? Vision Skills Incentives Action Plans Evaluation Frustration The model supporting organisational change was first used by D. Ambrose in 1987. Since then it has been applied to many different contexts most notably by Knoster, Thousand and Villa to describe change within the educational environment. In particular to the complex changes required to make schools more inclusive. The complex change model can be used to identify the components required to make change happen but it also has to sit within a framework for evaluating and reviewing progression. Here the model has been adapted to include the component of evaluation/self-review/reflection This inclusion of evaluation means that confidence in change can be maintained and changes can be cyclic. The slide shows what happens if each component required for change is removed. E.g. “if there is no vision then confusion appears in it’s place” Without evaluation there is uncertainty and no confidence in the change process. The self-review framework allows schools to have confidence in their use of technology because they can evaluate the progress made against agreed descriptions. ? Vision Skills Incentives Resources Evaluation False Starts Action Plans Resources Skills Vision Incentives Uncertainty ? Adapted from: Ambrose: Managing Complex Change; 1987 Thousand and Villa; 2002
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Ingredients for MLE success
Evaluation Vision School development plan Responsibility for learning Relevance in society Pervasive E-confident school Planning Success Skills Resources This breaks down the categories from thousand and villa and puts some flesh on them. Incentives
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An E-Confident School Concurrent learning – home, library, school
Cinematic learning – visual world, multimedia work Collaborative learning – on-line communities Communicative learning – online support / teacher Consensual learning – child as partner in learning process Concurrent learning – how do measure and assess the value chain of learning experiences – home to school to home to library to friends Cinematic – understanding and exploiting the visual literacy – – we know from soap opera studies that average concentration is 2 minutes – however concentration has always been an issue – it is in acknowledging the visual stimulus experienced by this generation of children from birth that makes the impact different Connected – how do we know they are communicating in a secure environment – and who is collaborating with them Communications - how do we know who is listening – internet literacy – how can we assess who is connected to the school website – or whether a piece of information is an accurate reflection of the truth Consensual – the industrial model of teaching – ie the person at the front knows all – is only relevant in some instances now – we need to express this shift of power in our teaching practice and bring learners into the realm of achieving knowledge capture in a consensual way
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Ingredients for MLE success
Evaluation Vision Quantify impact SRF/SEF What stops? School development plan Responsibility for learning Relevance in society Pervasive E-confident school Planning Early risk taking Student trial Sustainability Deadlines Success Skills Resources Appropriate Training Informal Training Point of need Tenacity Time Clearly defined roles Infrastructure Incentives Improved T&L Efficiency SLT role models Converts All Stakeholders involved
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Question Time Barbara Lodge Cranford Community College, Hounslow
Vijay Oza Bishop Douglass, Barnet Jeff Hawthorne Oaks Park, Redbridge
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