formative roadmap: the elearning capability framework - ross alexander

8/6/2019 Formative Roadmap: The eLearning Capability Framework - Ross Alexander

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e-Learning Planning Framework,

and Enabling e-Learning web

presence

VPLD hotseat 12 July 2011

www.tetoitupu.org


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What is the purpose of the E-Learning

Planning Framework (ELPF)? a self-review tool for schools to gather evidence about practice

a road map which enables schools to identify where they are,

shows the practical steps they can take, and connects them to

relevant information or services

reference points for evaluating the effectiveness of programmes

contextualised resources and services to support schools as they

build capability

a framework for the provision and evaluation ofe-learning

professional development.


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Who will use the framework?

Principals and e-learning leaders (organisational)

Teachers (individual)

Professional development facilitators


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What is the intended use?

The primary purpose is to support schools as they facilitate a self or

peer review of their e-learning capability for the purpose of

finding out where they are, and what they need to do next.

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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The Levels of maturity (Phases)

These reflect the development of individuals and schools from aposition of limited planning and alignment, driven by ad hoc

technology needs, to a position in which the curriculum and students

learning needs drive decision-making at all levels, and technology is

assimilated into this vision.


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Dimensions: Are based on New Zealand and international frameworks

Inter-related

Reflect the New Zealand education sector

By comparing a schools development against the given dimensions,

it can identify areas to improve to achieve best practice.

The aim is for organisations to achieve maturity across all

dimensions.


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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 nothing in place

through to aspirational.

Descriptors


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The e-learning framework will: Describe success factors: Show that the patterns of e-learning

capability development are predictable and measureable; and

that e-learning integration is achieved through addressing a range

of (e-learning capability) critical success factors at a teacher and

school leadership level.

Assist and enhance educator capability: Help to identify and

develop areas of skill acquisition, application of skills in practice,

and understanding of the benefits ofICT integration to learning.

Provide Leadership: Support leaders to identify their schools

strengths and address effectiveness and sustainability factorswhen integrating ICTs into their schools systems, practices and

processes.


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Draft framework development process

Review of other frameworks: UNESCO - ICTCompetency 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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Consultation process

Expert group: high-level oversight of the process and developmentof 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 partiesacross New Zealand to be involved in the development of the

framework, the process by which they will be used, and

exemplars to illustrate the elements of the framework in action.

Feedback will be through an online form, and facilitated through

discussions in the VLN.


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Development and

change in schools,

towards an effective,

sustained assimilation

of technology into the

curriculum.

Phase 1

Emerging

School/teachers e-learning processes and

practices will focus on

beginning to use the

technology itself,

rather than how it

might be integrated

into effective teachingand learning.

Phase 2

Engaging

School/ teacher willbe trialing/using

technology to

supplement

instructional

practices, or for

short-term

application.

Phase 3

Enabling

School/teacher,working as a

community, will begin

to refine technology

use in response to

immediate needs.

Technology easily

allows students toengage in problem-

solving and inquiry

beyond the classroom.

Phase 4

Empowering

School/teachercommunity will sustain

iterative inquiry into

practice, driven by

identified curriculum

needs, and ubiquitous

technology will

enhance authentic, co-constructed learning.


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The dimensionsLeadership and strategic direction

Vision for e-learning

Leadership of e-learningStrategic direction and policy for e-learning

Professional learning

Sustaining a professional e-learning community

Professional inquiry into e-learning

Infrastructure and resourcing

Tools and technologiesTechnical support & procurement

Teaching and Learning

e-Learning in the whole school curriculum

Digital citizenship (Key Competencies and Values in e-Learning)

Learning areas

PedagogyAssessment

Beyond the classroom

Engagement with the community about e-learning, and using technology.


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Descriptors (example of one strand)Digital citizenship

Key Competencies

and Values in e-

Learning

A growing

awareness that

digital citizenshipdefines the Key

Competencies and

Values in a digital

environment.

Strategic

documents

identify theimportance of

digital citizenship

in strategic

documents.

Some teachers

can describe and

model digitalcitizenship

practices in their

teaching. There

are trial

activities

happening in the

school.

Some e-learning

activities are

designed to

deliberately

foster digital

citizenship.

Acohesive and

connected

approach tofostering digital

citizenship

across the

whole school,

actively

involving

students andstaff, is evident

in

documentation

and classroom

practice,

responding to

evidence-

based need.

School-wide

policy, curriculum

design andclassroom

practices

integrate digital

citizenship, at all

levels, with clear

alignment to

iterative schoolvision and

strategy.

Teachers and

students can

model desirable,

safe, responsible

behaviors and

practices as

successful digital

citizens.


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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

September to mid-October wider consultation

August to December 2012 consultation around the

development of a Mori medium framework

January 2012 framework available to all schools through

Enabling e-Learning (EEL)

2012 - Supporting resources developed and located June (?) 2012 framework available as an online tool (to be

confirmed)


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Enabling e-Learning (EEL) web presence

An online hub for e-learning in the New Zealand schooling sector.

Key strategic requirements:

Engage and inform the sector particularly principals and

teachers - about development of e-learning capability

Increase the quantity of quality online professional learning

experiences

Develop a coherent e-learning capability web presence

Exemplify good practice and highlight key

development/information areas.

Leverage a range of professional learning resources.

Support and inform the direction of effective online PLD strategy.


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Enabling e-Learning (EEL) web presence

Enabling e-Learning

Content VLN groups

Quality

assuredcontent and

links

User-

generatedcontent and

discussion

Links to e-

learningcontent and

services


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TimeframesMarch 2011 VLN groups developed to support Blended e-Learning

project

July 2011 site build, content development, and user testing

August 2011 launch of the Day 1 site, EEL newsletter

September to December 2011 content developed to support ELPF,

and to exemplify effective e-learning practice.


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Contact:Ross Alexander

Project Lead Enabling e-LearningWeb Presence, and ELPF

Tel: + 64 021 761310

Email: [email protected]

formative roadmap: the elearning capability framework - ross alexander

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