e-learning planning framework | an introduction
DESCRIPTION
This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/TRANSCRIPT
e-Learning Planning Framework Ministry of Education
Integrating new technologies to empower learning and transform leadership
What is the e-learning planning framework? Why is it important? How was it developed? What’s in it for you?
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How do you / your school use ICTs?
Image: digitalart
Have you used frameworks or rubrics to review and plan?
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In this session we will share with you…
1. What the draft e-learning planning framework is, and who it is for
2. How it has been developed3. How it is organised4. How you can take part in consultation
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Have you seen it yet?
• You can download a copy from the e-Learning Planning Framework groups from the e-LPF group in the Virtual Learning Network :
http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
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What – and who - is it for?
• Principals and e-learning leaders (organisational)• Teachers (individual)• Professional development facilitators
The primary purpose is
• To self or peer review how well they use ICTs to support learning for the purpose of finding out where they are, and what they need to do next.
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The framework will offer….
• a self-review tool for schools to gather evidence about practice that provides;
• a 'road map' for the building of e-learning capability; that acts as a
• a tool to evaluate the effectiveness of e-learning programmes; and
• resources and services to support schools as they build capability.
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One framework: 3 resources
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…a quick note….
The e-Learning Planning Framework is not intended to provide a means for externally evaluating schools’ performance for the purpose of audit or review.
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How is it being developed?
The team reviewed other frameworks:
• UNESCO - ICT Competency Standards for Teachers• BECTA Self-Review Framework (version 2)• e-Potential (Victoria, Australia)• eLearning Maturity Model (eMM), Victoria University, NZ• e-Capability matrix (Cognition Education)• ICT PD self assessment rubric• Other frameworks and rubrics within the wider education sector
e.g. Registered Teacher Criteria, Ministry self-review processes rubrics, Learning Communities Online rubric …
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Why a New Zealand framework?• To reflect Ministry of Education priorities, including:
– 21st Century learning– building pride in our national identity – supporting communities– improved education outcomes through a focus on the
elements of connectivity, content, capability and confidence. • New Zealand schooling system and structure• Geography• Students’ cultures and needs• Curriculum and pedagogy• The technology landscape (including UFBiS…)• Our teaching profession
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Review…are there any questions about its purpose and how it has been developed?
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Phas
e
Phas
e
The draft framework is currently made up of: 4 Phases:
5 Dimensions > strands > descriptors:
The project also includes the development of supporting resources, and examples of effective practice
4 Phases
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Development and change in schools, towards an effective, sustained assimilation of technology into the curriculum.
Phase 1 EmergingSchool/teacher’s e-learning processes and practices will focus on beginning to use the technology itself, rather than how it might be integrated into effective teaching and learning.
Phase 2EngagingSchool/ teacher will be trialing/using technology to supplement instructional practices, or for short-term application.
Phase 3EnablingSchool/teacher, working as a community, will begin to refine technology use in response to immediate needs. Technology easily allows students to engage in problem-solving and inquiry beyond the classroom.
Phase 4EmpoweringSchool/teacher community will sustain iterative inquiry into practice, driven by identified curriculum needs, and ubiquitous technology will enhance authentic, co-constructed learning.
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Dimensions:• Inter-related
• Teachers / schools can use them to identify areas to improve to achieve best practice.
• The aim is for organisations to achieve ‘maturity’ and sustainability across all dimensions.
In the current draft….
• Leadership
• Teaching and Learning
• Professional Learning
• Beyond the Classroom
• Technology
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• Leadership and strategic direction• Vision for e-learning• Leadership of e-learning• Strategic direction and policy for e-
learning• Professional learning
• Sustaining a professional e-learning community
• Professional inquiry into e-learning• Infrastructure and resourcing
• Tools and technologies• Technical support & procurement
The five draft dimensions have discrete strands…
• Teaching and Learning• e-Learning in the whole school
curriculum• Digital citizenship (Key Competencies
and Values in e-Learning)• Learning areas • Pedagogy • Assessment
• Beyond the classroom• Engagement with the community
about e-learning, and using technology
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Each of the strands (within the dimensions) include a set of descriptor statements that will summarise different stages of development in the way a school, or teacher can use ICT.
These statements will reflect the phases - from ‘emerging’ through to ‘empowering’.
Descriptors
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Descriptors (example of one strand)Digital citizenshipKey Competencies and Values in e-Learning
● A growing awareness that digital citizenship defines the Key Competencies and Values in a digital environment.
● Strategic documents identify the importance of digital citizenship in strategic documents.
● Some teachers can describe and model digital citizenship practices in their teaching. There are trial activities happening in the school.
● Some e-learning activities are designed to deliberately foster digital citizenship.
● A cohesive and connected approach to fostering digital citizenship across the whole school, actively involving students and staff, is evident in documentation and classroom practice, responding to evidence-based need.
● School-wide policy, curriculum design and classroom practices integrate digital citizenship, at all levels, with clear alignment to iterative school vision and strategy.
● Teachers and students can model desirable, safe, responsible behaviors and practices as successful digital citizens.
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Review…are there any questions about how it is organised? The phases, dimensions, strands or descriptors?
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A suggested process
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Review…how might you use this framework in your school?
Discuss the Framework and Examples & Resources sample…
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Consultation process
Expert group: high-level oversight of the process and development of the framework.
Focus groups: advice and feedback on the development and application of the framework across priority domains (sector-wide).
Wider e-learning sector: an opportunity for all interested parties across New Zealand to be involved in the development of the framework and feedback will be facilitated through http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
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Timeframes• June 2011 – Expert group convened• July 2011 – Blended e-Learning team and Ministry consultation
and feedback on the first draft• August 2011 - Focus group consultation and feedback• October to 11 November – Public consultation• August to December 2012 – consultation around the
development of a Māori medium framework• January 2012 – framework available to all schools through the
Enabling e-Learning website on TKI • 2012 - Supporting resources developed and located
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What can you do now?
• Read / download the draft e-Learning Planning Framework from the Virtual learning Network (VLN)
• Discuss with colleagues.• Complete the online survey: http://www.surveymonkey.com/s/elearningplanningframework
For more information, go to:
http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/