An e-learning strategy for the NHS

Dr Anne Wright

Consultant, NHSU and DfES

Outline

• An e-learning strategy for the NHS

• The wider context: SCIE, DfES, HEFCE

An NHS e-learning strategy: background• 2003: NHSU and NW WDCs jointly sponsored

preliminary work and consultation • Work looked at drivers, barriers, priorities• Steering Group and reference group• 2004: draft circulated for input and feedback• Revised priority actions• Roles in implementation

An NHS e-learning strategy: drivers for e-learning• Diverse, distributed workforce of NHS• NHS Improvement Plan: modernisation and

personalisation• Change: Increased emphasis on team-working and

multi-professional collaboration• Skills escalator• Standards for Health• Local action and local flexibility• Impact of NPfIT and e-health

An NHS e-learning strategy: e-learning benefits : WHO• Individuals: Personalise learning • Teams: engage in new ways of working• Professionals: collaborative communities• Organisations: knowledge exchange• Communities: sharing, innovation, good practice• Managers: manage learning for National

Standards• All: linking technologies for learning and work

An NHS e-learning strategy: e-learning benefits : HOW• Flexible access e.g. for part-time staff• Flexible delivery at work or at home• Mix of online and face to face learning• Mobile learning• Self-paced progression and e-assessment• Continuity of learning across locations or jobs

through e-portfolio • Mentors and tutors - online and face to face• Peer discussion

An NHS e-learning strategy: e-learning benefits : WHAT• Online information, guidance, resources,

materials and tools

• Virtual learning space

• Online programmes

• Virtual communities

• Hardware e.g. whiteboards, PDAs

• Online support

But why do we need a common strategy?

• Overcome wasteful duplication of resources

• Secure efficiencies in procurement

• Enable sharing through common standards

• Provide for continuity and mobility of learning

• Encourage and promote good practice

• Enable virtual communities across NHS

• Support National Standards and local action

• Knowledge management in e-learning for health

An NHS e-learning strategy: barriers• Patchy access to infrastructure

• Fragmentation of resources and materials

• Lack of skills

• Lack of common standards

An NHS e-learning strategy: priorities• Learning infrastructure

• Accelerating and embedding e-learning

• Supporting the NHS workforce

• Leadership for e-learning culture

Learning infrastructure

• Capacity and e-readiness in NHS organisations for staff to access and use e-learning

• Connectivity and networks• Hardware: learning devices• Learning platforms• Learning facilities and venues

Increase and accelerate e-learning• Coherent approach to e-learning resources

and services • Share knowledge within and across

communities• Increase availability of high -quality

materials and tools• Develop and promote common technical,

pedagogical and accessibility standards

Support the NHS workforce

• ICT skills for all staff: ECDL

• Skills to use NPfIT rollout: training

• E-tutoring skills for educators

• E-learning design skills

• E-learning skills for users

• Mentoring

Leadership and learning culture

• Enable leaders and managers of NHS organisations to understand, plan and sustain the context for e-learning in work and development for individuals and teams

Implementation issues

• Consistency with National Standards, Local Action - not top-down

• Based on good practice guidance - not targets• Local development and flexibility - not single

solution• Co-ordination of standards to enable sharing • Enabling virtual communities across NHS• Roles for key bodies e.g. NWG, Skills for Health?

The wider context

SCIE and social care

• SCIE remit to develop e-learning strategy for social care

• Consultation document and feedback• E-learning team appointed• Brokerage and leverage role• E-learning to support social work degree• Web resources on e-learning• E-readiness survey• Quality assurance for learning materials• Linking with Skills for Care SSC

HEFCE e-learning strategy

• Supports teaching and learning strategy• Key roles for JISC and Higher Education

Academy• Partnership Steering Group• National Advisory Centre• E-learning Research Centre• Pathfinder projects• Funding allocations to HEIs to build capacity

Harnessing TechnologyTransforming Learning and

Children’s Services

www.dfes.gov.uk/publications/e-strategy

Development of DfES e-strategy

• July 2003: Consultation document Towards a Unified e-Learning Strategy

• Over 400 responses – all positive, but with varying perspectives and priroities

• July 2004: DfES 5 year strategy for education and children’s services

• March 2005: DfES e-strategy: Harnessing Technology

Primary 14-19

Skills

HE

Children

Our aims for a 21st century system…

through our strategies for reform…

will need the contributions ICT and e-learning can make…

through sector-based actions…

all under-pinned by the priority system actions.

Personalisation and choice Flexibility and independence

Opening up services Staff development Partnerships

Secondary

Transforming teaching, learning and supportConnecting with hard to reach groups

Opening up an accessible collaborative systemImproving efficiency and effectiveness

ICT in Schools Strategy

Post-16 e-Learning Strategy

HEFCE e-Learning Strategy

Every Child Matters:

Change for Children

Post-16

An integrated online information service for all citizensIntegrated online learning and personal support for children and learners

A collaborative approach to personalised learning activitiesA good quality training and support package for practitioners

A leadership and development package for organisational capability in ICTA common digital infrastructure to support transformation and reform

Harnessing TechnologyHarnessing TechnologyTransforming Learning and Transforming Learning and

Children’s ServicesChildren’s Services

System Priorities

An integrated online information service for all citizens

Integrated online learning and personal support for children and learners

A collaborative approach to personalised learning activities

A good quality training and support package for practitioners

A leadership and development package for organisational capability in ICT

A common digital infrastructure to support transformation and reform

Priority 1: An integrated online information service for all citizens: system actions

Develop the internet as a key delivery channel, by providing online

information and services covering, all education institutions, courses,

qualifications and flexible learning opportunities

Develop the internet as a key delivery channel for teachers, trainers and

lecturers, through tailored portals.

Develop the 'MyGuide' solution as a radically simple interface for

making online services accessible to people with disabilities, and non-

users

Priority 2: Integrated online learning and personal support for children and learners: system actionsSupport children's and learners' transition and progression with a

common approach to personal records

Encourage all organisations to support a personal online learning space

for learners

Promote a common approach to assessment across sectors to support

personalised progression

Provide seamless support for assistive technologies for learners' and

children's special needs

Priority 3: A collaborative approach to personalised learning activities

Enable teachers and lecturers to create, adapt, re-use and share resources

by giving them common access to rich, subject-related, interactive digital

resources for e-learning

Promote innovation by developing flexible learning activity design tools,

ensuring that e-learning products are based on robust evidence of effective

learning and teaching, and targeting development funding for innovation

where it has most impact on inclusion and participation

Review and update the curriculum and qualifications to reflect the impact of

technology on learning and meet market needs in e-skills for employment.

Priority 4: A good quality training and support package for practitioners

Provide initial training, professional development, and access, to support the

high quality use of ICT and e-learning, through guidance and exemplars

Support subject-based collaboration across sectors via online networks of

teachers, trainers and lecturers

Encourage transfer of good practice in evaluating the use of ICT to improve

learning and teaching across the education inspectorates

Encourage and recognise good practice in the use of ICT through

professional recognition and accreditation

Priority 5: A leadership and development package for organisational capability in ICTEncourage partnerships and collaboration among institutions and

organisations through the use of ICT

Build a development programme for leaders that brings together the

good practice from across all sectors in leading organisational change

incorporating the use of ICT

Develop leaders and managers to plan and manage the strategic

embedding of ICT across the activities of their organisation, and ensure

that ICT is embedded appropriately within their strategy.

Priority 6: A common digital infrastructure to support transformation and reformMaintain and develop an integrated high-speed network for all activities

within the education sectors

Deliver a best value scheme for ICT infrastructure and services for

education and the wider community.

Develop a common systems framework for the learning, teaching,

assessment, research, and admin functions of the education sectors

Contribute to the development of common open standards and

specifications for interoperability, accessibility, quality of service and safety

Implementing the DfES e-strategy

• Cross-cutting DfES Programme Board

• JISC and Becta will be members

• And will lead implementation for DfES

• Key implementation partners include LSC, HEFCE, QCA, TTA, NCSL, Centre for Excellence in Leadership, Leadership Foundation, QAA, Ofsted, ALI, Ufi, BSI

Some issues for today

Some issues for today

• Do we need an NHS e-learning strategy/• Who can take it forward?• Who are the key partners?• How can we link with and benefit from the

wider context?• What is the role of virtual communities of

practice?

Thank you!