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Review of Learning Technology Self-Assessment Baseline Report July 2014

P a g e 2 | Coralesce Ltd wwwcoralescecom

Review of Learning Technology Self-Assessment

Baseline Report

July 2014

Contents

Page

1 Introduction 3

2 About Us 3

3 Policy Context 4

4 Executive Summary 5

5 Research Findings 11

51 Organisational Self-Assessment Frameworks 11

52 Individual Self-Assessment Competency Frameworks 25

6 Comparative Analysis and Evaluation of Organisational and Individual Self-Assessment Competency Frameworks 29

7 Conclusions 33

8 Next Steps 35

Appendix 1 e-Learning Quality Frameworks 37

Appendix 2 Comparative Overview of Framework Themes 38

Appendix 3 Glossary 39

Appendix 4 Bibliography 40



1 INTRODUCTION This baseline report provides an analysis of existing learning technology self-assessment

tools used in industry schools further education and higher education both nationally and

internationally The research was undertaken to inform the Learning Technologies Self-

Assessment Project undertaken by Coralesce Ltd on behalf of the Education and Training

Foundation The aims of this project are to

produce a self-assessment tool for the FE and Learning and Skills sector which

builds on the work supported by the Learning and Skills Improvement Service

(LSIS) to create the Review and Planning for Technology in Action RAPTA tool

create a self-assessment framework that will lsquoprogress an organisationrsquos use of

learning technologies and help education and training providers respond to the

FELTAG recommendationsrsquo

(Tender Specification Learning Technologies Self-Assessment Education and Training Foundation

April 2014)

The research took place between 16th June and 13th July 2014 and involved desk-based research analysis and evaluation of a number of self-assessment tools and digital literacy ICT competence frameworks The frameworks analysed fell into three broad categories

Organisational self-assessment

Individual self-assessment

Quality assurance frameworks for e-learning

The focus of this report is on the analysis and evaluation of the organisational and

individual self-assessment tools However the information on the quality assurance

frameworks for e-learning provides a useful resource for the sector and details of these are

documented in Appendix 1

The self-assessment and competency frameworks examined have been evaluated by sector

and by criteria using five main criteria suitability for the sector impact on teaching and

learning suitability for self-assessment quality improvement and sustainability In

addition a comparative analysis has been undertaken on assessment areas used within each

tool and methods for structuring questions This analysis has been designed to inform the

next stage of the Project which seeks to consult with the sector on trialling a revised self-

assessment tool As a resource to inform the next stage of consultation a compilation of

questions has been collated under each theme into a question bank

2 ABOUT US Coralesce Ltd has been commissioned by the Education and Training Foundation to

undertake the Learning Technologies Self-Assessment Project from July 2014 ndash January

2015 Coralesce Ltd is a curriculum development and project management agency that

works with awarding organisations educational providers and funding agencies to develop

enterprising and innovative new learning journeys to inspire a 21st century workforce At

Coralesce Ltd our aims are to



bring people together to grow ideas to improve education development and training

undertake research on practice to inform developments

provide innovative solutions to transform learning journeys

advance the promotion of equal opportunities

enable people to use technology to share learning

provide a high-quality shared curriculum management service

The Learning Technologies Self-Assessment Project builds on research work already

undertaken by Coralesce Ltd for the Education and Training Foundation from January ndash

March 2014 Coralesce Ltd undertook a strategic consultation on technology in teaching and

learning to inform the Foundation on the sector priorities on learning technologies

3 POLICY CONTEXT This development of a new self-assessment tool for the sector has taken place against a

backdrop of an emerging national debate about the future use of technology in learning with

the work of FELTAG This was set up in January 2013 by Matthew Hancock Minister of

State for Skills and Enterprise in BIS as a sector group to make practical recommendations

aimed at ensuring the effective use of digital technology in learning teaching and

assessment in Further Education and Skills On 28th February 2014 the FELTAG Group

published its recommendations across six work streams

Horizon-scanning

Investment and Capital Infrastructure

Regulation and Funding

Workforce capacity

Employers

Learners

In its workforce stream the FELTAG report highlighted the need to develop the whole

workforce calling for lsquosignificant investment in the knowledge skills and understanding of

the learning technologyrsquos potential among policy-makers governors principals senior and

middle management teachers and support staffrsquo One of the key workforce

recommendations was the need to develop a revised self-assessment tool to enable the

workforce to evaluate progress as well as a call for benchmarks to be established

The Government Response (BIS 2014) to FELTAG has endorsed the recommendation that

the entire workforce needs to be brought up to speed to fully understand the potential of

learning technology The recently published Governmentrsquos FE Workforce Strategy BIS

(2014) sets one of its key priorities as the effective use of technology in teaching and

learning ldquoThe objective is that FE providers universities and industry should

collaboratively put in place up-to-date and relevant professional development and initial

training for managers teachers and trainers that is aimed specifically at improving their

knowledge of and confidence in using learning technologyrdquo The development of an

effective tool to support individuals and institutions to measure their performance on the

use of technology in learning has therefore never been so crucial



4 EXECUTIVE SUMMARY This research has been undertaken on behalf of the Education and Training Foundation to

inform its Learning Technologies Self-Assessment project The project aims to produce a

self-assessment tool for the education and training sector which builds on the most recent

work undertaken by the precursor organisation LSIS (Learning and Skills Improvement

Service) This work resulted in the production of a self-assessment tool entitled the Review

and Planning for Technology in Action (RAPTA) tool

The revised tool also needs to build on best practice in other sectors and this baseline report

seeks to explore the range of practice and approaches adopted in other frameworks This

analysis is not an exhaustive list of all the tools available but rather a practical overview to

inform the next steps in developing an appropriate and contemporary Learning

Technologies Self-Assessment tool for the sector

The frameworks analysed fall into three broad categories Organisational self-assessment

Individual self-assessment and Quality assurance frameworks for e-learning This report

provides an analysis of the organisational and individual self-assessment and competency

frameworks from industry schools and further and higher education These are then

evaluated against the following criteria by sector and by criteria

Suitability for the Sector

Impact on Teaching and Learning

Suitability for Self-assessment

Quality improvement and

Sustainability

1 Suitability for whole sector

This criterion focuses on whether the self-assessment tool is suitable for all types of

education and training providers in the sector The state funded education and training

sector is a lsquobroad churchrsquo made up of Further Education Colleges 6th Form Colleges Private

training providers Adult and Community Learning providers Prison Education Service and

Unionlearn

2 Impact on Teaching and Learning

This criterion focuses on whether the tool measures the effective use of learning

technologies in teaching and learning and addresses outcomes for learners

3 Suitability for Self-assessment

This criterion considers whether the tool is robust for the purposes of self-assessment and

considers whether it is informed by relevant standards such as

New Professional Standards for teachers

Ofsted Common Inspection Framework

Digital literacy expectations for practitioners and students

Suitability for self-assessment also involves enabling all relevant parties to self-assess and

plan for improvement whatever their competence confidence level such as



Practitioners

Curriculum managers

ICT managers

Quality managers

Senior managers

Governors or equivalent

Employers

The tool needs to be able to be integrated successfully with the collegersquos existing self-

assessment and quality improvement processes Accessibility ease of use and length of the

tool also impacts on its suitability for self-assessment

4 Quality improvement

Effective self-assessment should lead to quality improvement This criterion considers

whether the tool effectively supports quality improvement by either supporting

development via easy to use links to resources ideas best practice exemplars training

materials and or eliciting quantitative data for benchmarking To ensure quality

improvement is appropriate and effective the tool needs to ensure that the data collected is

accurate and this may include strategies to ensure rigour

5 Sustainable

This criterion considers whether the tool is sustainable and capable of supporting

continuous quality improvement in the use of learning technologies for the sector in the

years to come

SECTOR ANALYSIS

The 12 tools were evaluated by sector as follows

School Sector Self-Assessment Frameworks

The Naace Self Review Framework (SRF) provides a framework for schools which is

designed to support them to review the use of technology in a structured way and to support

school improvement through reflective practice The framework links to the schools Self

Evaluation Framework (SEF) and therefore captures evidence for the annual self-evaluation

and for Ofsted inspections The tool focuses on ICT as well as Learning Technology but

also includes a set of statements in the section on developing pupilsrsquo digital literacy

The Washington State Technology Essential Conditions Rubric evaluates

institution progress against the Washington State Educational Standards the Essential

Academic Learning Requirements The rubric is relatively short and grades institution as

beginning progressing or proficient The rubric looks at five key aspects Vision planning

and policy technical literacy for learners integration standards for teachers technical

competencies of administrators communications and connections

DigiLit Leicester is a digital literacy framework developed as a result of lsquoBuilding Schools

for the Futurersquo ICT priorities It assesses competency against six strands of digital literacy

in the secondary school sector It puts learning and learners at the centre with a very clear

focus on outcomes



FE and Skills Self-Assessment Frameworks

The Development Self Audit (DSA) was undertaken by Scottish Colleges as part of a

baseline study of e-activity in 2007 It is based on practical activities and adapted from

research by Dr Stephen Marshall who developed the eLearning Maturity Model for higher

education institutions in New Zealand The self-audit reviews five aspects Learning

Development Support Evaluation and Organisation As it is based on the eMM it also

maps the aspects against five dimensions of capability Policy Planning Delivery

Management Improvement These are then mapped to produce a management level e-

maturity grid

eQSF A Quality Standards Framework for ICT in Learning was developed using

European funding and piloted in North Ireland in 2009 10 It provides a comprehensive

evaluation and action planning tool consisting of thirteen questions covering three pillars

Values Pedagogy and Practice eStructure of the Learning Process Leadership and

Management The online tool facilitates self-assessment and results in action planning for

improvement

ACL e-Learning Positioning Statement was developed by the National Institute for

Adult and Continuing Education (NIACE) and the Centre for Excellence in Leadership

(CEL) in 2005 It was designed to support institutional strategic planning in e-learning and

institutional quality improvement processes It focused on five core strands Vision and

Strategic Planning Teaching and Learning Staff Development Infrastructure and

Managing ILT and e-Learning

Generator was a self-assessment tool developed through a partnership between LSN Jisc

and BECTA in 2008-2011 Whilst complex it enabled learning providers to identify the

impact that technology had in 9 key business processes against seven enablers of

technology The tool was evaluated against a set of outcome based questions and was

capable of reviewing two or more curriculum areas within an organisation

Review and Plan Technology in Action (RAPTA) was developed by Jisc in 2012-13

with support from Learning and Skills Improvement Service linked to the Ofsted Common

Inspection Framework It aimed to provide a structured framework which can be integrated

in to an organisationrsquos self-assessment process The tool was lengthy with questions

focused on teaching and learning and leadership and management A shorter quick review

version was also available

Higher Education Self-Assessment Frameworks

e-Learning Maturity Model is a mature evaluation framework developed by Dr Stephen Marshall and provides a quality improvement framework for HE institutions in New Zealand It is a complex system focused on online and blended learning The tool benchmarks e-learning capability using 35 inter-related processes It supports external assessment rather than self-assessment as it is externally validated

Industry Self-Assessment Frameworks

Toward Maturity is a mature self-assessment and benchmarking tool which is straightforward but lengthy to use Designed to promote reflection it uses a set of KPIs and



identification of best practice to provide a sophisticated benchmarking tool Benchmarking reports are based on 9 KPIs and measure against three levels beginning progressing and proficient

Cross Sector Frameworks

The Open University Digital Literacy Framework identifies the competencies for

learners at HE levels 0123 to M (Level 0 equates to FE Level 3) across five aspects of

competence It provides a self-assessment tool which is presented in short sections The

framework could be used as a basis for individual self-assessment for both learners and

practitioners

The UNESCO Competency Framework for Teachers is an international framework

that supports teachers to develop students to become collaborative problem solving

creative learners It has three aspects Technology Literacy Knowledge Deepening

Knowledge Creation

ANALYSIS BY CRITERIA

The 12 tools were evaluated by criteria as follows

1 Teaching and Learning The school frameworks reviewed have a strong focus on outcomes for learners They use a similar model and focus on classroom based delivery but do not reference online or workplace learning In some cases the positioning of teaching and learning is overshadowed by a focus on leadership and management Apart from the DigiLit Leicester framework the school based tools omit to review the use of technology to support assessment monitoring and feedback The most recent FE and Learning and Skills frameworks eQSF and RAPTA sought to have teaching as a central theme RAPTA has a twin focus on inspiring and challenging learners and encouraging independent learning The eQSF framework however describes processes rather than outcomes The UNESCO framework applies to all sectors focuses on the development of teachers and has desired outcomes for learners as a central feature The Washington State Technology Essential Conditions Rubric has a similar focus Towards Maturity an industry framework for workforce development has a central focus on learning and is led by the desired outcomes for learners Whilst the HE framework eMM focuses on online learning it has a narrow focus on teaching and learning

2 Suitability for Self-assessment The scope of the varying frameworks is similar generally covering core questions on pedagogy outcomes for learners strategic planning and professional development for practitioners The extent to which the frameworks engage with the full range of stakeholders is varied some encouraging completion by one manager within the organisation as in Towards Maturity which can reduce the rigour of the findings In contrast others encourage involvement of learners teachers and managers in the process eg RAPTA and eQSF thus providing a more robust approach to self-assessment



3 Quality Improvement A number of organisational frameworks focus on quality improvement such as the Naace and QSF frameworks which provide an on-line action planning tool Other frameworks including Naace provide sources of high quality support materials as does the Open University Digital Literacy Framework

4 Suitability for the whole Sector The tools that link to the Common Inspection Framework could be adapted for use across the sector however they would need adapting to encompass the range of settings represented across the sector particularly workplace learning Frameworks which focus on individual teacher competency such as UNESCO ICT Framework and the DigiLit Leicester would require limited adaptation for use in the FE and Skills Sector

5 Sustainability The tools that have demonstrated the greatest sustainability are the Towards Maturity tool and the Naace tool which have either attracted industry sponsorship to support its annual use over a 10 year period (Towards Maturity) or incorporate small charges for registration and use (Naace)

THEMATIC ANALYSIS

A thematic analysis highlights the question areas that are considered within each tool

covering strategic leadership infrastructure teaching and learning learner experience

staff development financial management and quality improvement All the 12 tools use

structured questions some have dichotomous questions (YES NO) whilst others are based

on levels of measurement (Likert Response Scaling) (Strongly Agree to Strongly Disagree)

or Cumulative Scaling (1-4 or Descriptive Names that indicate a Journey)

In reviewing the frameworks the following conclusions have been drawn which will be

tested at the next stage of consultation within the Learning Technologies Self-Assessment

Project to enable the development of a robust and valued self-assessment tool that builds on

previous work Our conclusions from this desk research are that a self-assessment tool

should

Be explicitly linked to how learning technologies support teaching and learning

Facilitate access by a range of stakeholders by being concise and designed to support

differing approaches to self-assessment

Use structured questions on a meaningful cumulative scale

Model guide and support good self-assessment practice

Provide effective support for quality improvement through for example providing

automatically generated action plans

Be sustainable for the sector once grant funding has ceased



Comparison of the themes used in Self-Assessment Digital Literacy Frameworks

Themes Naace Washington State K12 Tech Conditions Rubric

Digilit Leicester

DSA eQSF ACL e-Learning Position Statement

Generator RAPTA eMM Towards Maturity

UNESCO Competency Framework

OU Digital Literacy

Strategic Leadership

radic radic radic radic radic radic radic radic

Infrastructure - Technology


Infrastructure ndash Organisational and Estates

radic radic radic

Teaching and Learning ndashPedagogy

radic radic radic radic radic radic radic radic radic radic

Teaching and Learning ndashResources

radic radic radic radic radic radic radic

Teaching and Learning - Online e-assessment


Learner experience outcomes and progress

radic radic radic radic radic radic radic radic radic

Learner experience ndash development of digital literacy

radic radic radic radic radic

Organisational - Professional Development


Organisational ndash development of staff digital literacy


Organisational ndash Financial Management

radic radic radic radic

Organisational ndash Quality Improvement




5 RESEARCH FINDINGS

A range of frameworks were identified as part of the research and these broadly fell into three categories




The major focus of the Education and Training Foundationrsquos Learning Technology Self-Assessment Project is to develop an organisational tool with the potential to integrate individual practitioner self-assessment and therefore the summary below focuses on the first two types of framework Links to quality assurance framework for e-learning are provided in Appendix 1

METHODOLOGY

The methodology used in this Baseline Report was desk-based research to identify a range of self-assessment tools and quality frameworks covering schools further education and learning and skills higher education and industry Whilst the research provided a valuable and comprehensive overview of organisational and individual self-assessment tools and quality frameworks for e-learning it has not always been possible to access full question banks for all tools This is due to the fact that once an organisation responsible for a tool is closed not all archives are kept In the case of BECTA their self-assessment tool Generator was web-based and much of the material including the full question bank was not fully archived at their demise In addition the full set of questions used by Towards Maturity has been difficult to access due to the commercial nature of the organisation Where access has been impeded the research team have sourced a sample of questions through secondary literature

51 Organisational Self-Assessment Frameworks

Naace Self Review Framework (SRF) Sector Schools

Country England

Year 2014

A self-review framework designed to support schools to review their use of technology in a structured way and to support school improvement through reflective practice Developed against a well-researched and evidence based set of criteria Self-Review Framework (SRF) is a mature system originally developed by BECTA and now managed and updated annually by Naace



Naace is a membership organisation and provides an online tool which is accessible only to

member organisations (costs pound100 to join Naace and a further pound50 to access the online

tool) Members are well supported with training in the use of SRF and a useful website A

PDF version of the criteria is free to use

The SRF focuses on supporting pupils to become digitally literate and able to express

themselves and develop ideas through the use of ICT The tool is broad in its approach and

has less of an overall focus on teaching learning and assessment compared to the RAPTA

tool As this is a school based system it has a classroom based focus and does not reflect

the use of technology to support assessment monitoring and target setting

The framework links to the schools Self Evaluation Framework (SEF) and therefore

captures evidence for the annual self-evaluation and for Ofsted inspections The tool

focuses on ICT as well as Learning Technology but has a set of statements in the section on

developing digital literacy which could be adapted The framework consists of

Leadership and Management

Teaching and Learning

Professional Development

Resources

Each section is expanded into a number statements (54 in total) each of which is graded 1

to 4 against a clear set of grade descriptor (figure 1) Whilst the tool is long it is easy to

understand and designed to be used by different staff roles

The online tool provides clear guidance on each aspect and an opportunity to record

evidence and identify actions to improve

The online tool also provides a clear graphical representation of organisational capability

(figure 2) and although not currently benchmarked could be adapted to provide benchmark

data This process would lead to production of a detailed and specific plan for

improvement

The standards section links to an ICT Mark which recognises e-maturity The Mark is

externally assessed and verifies the judgements made in the SRF Following on from the

ICT Mark schools have an opportunity to apply for a Third Millennium Learning Award a

peer-referenced award which demonstrates that schools are providing education fit for the

21st century



Figure 1 Example Question from online SRF Tool



Figure 2 Graphical summary of outputs from online tool

Level Aiming For Enhancing Learning through ICT - level 3

1 Leadership and Management 1a-

1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X

2 Use of ICT in the curriculum 2a-

1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4

X X X X X X X X X X X

3 Teaching and Learning 3a-

1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9

X X X X X X X X X X X X X X

4 Assessment of digital

capability

4a-

1

4a-

2

4a-3

X X X

5 Professional Development 5a-

1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X



Washington State Educational Technology Standards and Technology Essential

Conditions Rubric

Sector School

Country USA

Year 2008

A very well constructed model based on research on the benefits and dangers of technology

The standards put the learner at the heart of the system focusing on their expectations

Developed for schools as with the Naace system in England it is classroom focused The

Washington State materials consist of standards for learners and for teachers and are

supplemented with a Technology Essential Rubric for schools to evaluate progress at an

institutional level

The standards emanated from state legislature (1997) which established common learning

goals for all students in Washington State which provided a foundation for the

development of content called Essential Academic Learning Requirements (EALR)

Educational Technology was added to the EALR in 2007 and articulates high expectations

for what students should be able to do across all subject areas The standards for

educational technology were categorised as

Technology Integration

Digital Citizenship (technical literacy moving to technical fluency)

The standards are detailed albeit a little out of date with each EALR broken down into

components each with a grade level expectation for each year of education up to K12 (see

figure 3) Each grade level expectation has a descriptor of evidence of learning As the

standard requires use across subject areas it also provides examples across different subject

areas and levels including basic and 21st century learning environment The standards

provide detailed and useful materials to support teachers and curriculum areas to evaluate

and improve practice They could also be adapted for learner self-evaluation

The self-assessment tool the Technology Essential Conditions Rubric for Schools is

relatively short (8 pages) but would support effective self-assessment and has the potential

for benchmarking It uses a simple grading system beginning progressing proficient and

looks at five key areas

Vision planning and policy

Technical Literacy for learners ndash related to EALRs

Integration standards for teachers ndashrelated to EALRs

Technical competencies of administrators

Communication and Connections

Integration standards for teachers are described in three tiers Teacher Focus on

Productivity Instructional Presentation and Student Productivity Powerful Student-

Centred 21st century Learning Environment



EALR 2 mdash DIGITAL CITIZENSHIP

Students demonstrate a clear understanding

of technology systems and operations and

practice safe legal and ethical behavior

Component 21 Practice Safety

Demonstrate safe legal and ethical behavior

in the use of information and technology

GLE Grade 6

212 Practice ethical and respectful behavior

Evidence

of

Learning

Comply with district Acceptable Use Policy (AUP)

Practice ethical and appropriate use of all media and comply with copyright law

Participate and engage with the global community within expected norms of behavior and positive interaction

Recognize report and

counteract cyberbullying

Examples

Recognize different types of illegal and unethical technology use

Identify and cite Creative Commons images in online presentations

Cite all sources properly

Observable indicators are provided for each tier together with helpful examples these could

be useful for practitioner level self-assessment Teachers are supported with extensive

materials available from the Washington State Office of the Superintendent of Public

Instruction wwwk12waus curriculuminstruct

Figure 3 An example of EALR for digital citizenship is shown below

Required

An Essential Academic Learning Requirement (EALR) is a broad statement of the learning that applies to Grades Kndash12 The Component is a statement that further defines and provides more specific information about the EALR There is at least one component for each EALR The Grade Level Expectation (GLE) is a statement containing the essential content or process to be learned and the cognitive demand required to learn it A revision of Bloomrsquos Taxonomy was used to categorize the cognitive demand required of the student Each GLE includes evidence of learning statements which are considered essential to the GLE

The GLE Numbering System identifies the EALR the component and the GLE in that order In the example at right the number 2 indicates the EALR the number 21 indicates the component and the number212 indicates the GLE Note Grade levels are not referenced in the numbering system The Evidence of Learning is a bulleted list of ways students can demonstrate learning considered essential to the GLE Educators are encouraged to identify additional ways in which the student can show proficiency as the educational technology GLEs are integrated across the curriculum Suggested The Examples provide specific illustrations of the learning However these examples are not exhaustive and educators are encouraged to find multiple ways by which learners can demonstrate what they know



Development Self Audit (DSA)

Sector Further Education

Country Scotland

Year 2007

Undertaken by Scottish Colleges as part of a baseline study of e-activity in 2007 the DSA

assessed e-maturity on a broad basis The development was funded by the Scottish Funding

Council and was informed by the practical activities and research of Dr Stephen Marshall

who developed an ideal model of e-maturity (eLearning Maturity Model)

The questions in the DSA cover five aspects

Learning (processes that impact on pedagogical aspects of e-learning)

Development (processes that surround the creation and maintenance of resources)

Support (processes surrounding oversight and management)

Evaluation (processes surrounding the evaluation and quality control)

Organisation (processes associated with planning and management)

As the DSA is based on the eMM developed in New Zealand it also maps the aspects against

the five dimensions of capability

Policy

Planning

Delivery

Management

Improvement

Using external assessment this process leads to the development of a grid which provides a

management level view of the e-maturity of a college an example is shown in figure 6

Figure 6 Management Level E-Maturity Grid

In addition to the completion of the grid the Scottish Funding Council also gathered

feedback on specific issues through the use of a questionnaire completed by institutions and

individuals which looked at the following themes

DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning

L1 e-Learning is designed according to pedagogically sound principles N P L F P

L2 Learning skills are developed explicitly amp incrementally during delivery P F P P P

L3 Peer amp tutor interactions are provided explicitly during e-learning delivery P P N P P

L4 Courses take account of student workload and e-assessment demands P P N L P

L5 e-learning actively engage students P P P P N

L6 College defined (optional) na na na na na

Development

D1 Course development is directed and supported P P L F P

D2 Resources are maintained and re-used P F P P P

D3 Courses meet the needs of all students P P N P P

D4 The e-learning infrastructure is reliable robust and sufficient P P N L P

D5 The e-learning infrastructure is standardised and integrated P P P P N

D6 College defined (optional) na na na na na



Infrastructure


Organisation


e-Learning coverage by department subject area

The questions covered the extent to which e-learning was used across levels type of

learning and to what extent it was used in Work based Learning An important aspect that

the questionnaire covered under the heading of strategic leadership was the financial

aspects including affordability of software implementation and cost benefit analysis

eQSF A Quality Standards Framework for ICT in Learning

Sector Learning and Skills

Country Northern Ireland

Year 2009 10

eQSF was developed using European funding and provides a comprehensive evaluation and

action planning package to assess practice in the use of existing and new technologies The

framework consists of three pillars each with a series of standards and examples of

evidence

Values Pedagogy and Practice (see figure 4)

Structure of the Learning Process


The pillars break down into 13 quality standards each with a separate on-line template to

complete Each standard is graded on a scale of attainment from Absent to Advanced

However the statements tend to describe processes rather than outcomes and are quite

broad particularly in the section on Teaching and Learning

The online resource facilitates the self-assessment process provides opportunities to

identify evidence and results in an action plan for improvement The implementation

process involves establishing leadership and ownership reviewing practice action

planning implementing action plan evaluating progress and feedback

Positive feedback is available from the three pilot case studies that were developed

including North West College in NI which indicate the tool has been used at teacher

department and organisational level

http wwweqsfeu



Figure 4 Values Pedagogy amp Practice Standards

Standard Addressed

Yes No

Actions

Completed Current Attainment Level Signature

11

The organisation supports inclusiveness and accessibility through the use of ICT and sees ICT as promoting equality and diversity in the learning process

Absent Acquiring Achieved Advanced

out of

12

The organisation facilitates the adaptation of learning materials to meet a range of learner requirements and sees ICT as a mechanism for delivering such flexibility for the practitioner and learner


out of

13

The organisation uses ICT to extend learning beyond the classroom and supports progression to further learning and career opportunities


out of

14

The organisation is committed to the learnersrsquo outcomes being positively impacted by ICT


out of

Comment

Adult and Community Learning e-Learning Positioning Statement

Sector Adult and Community Learning

Country England

Date 2005-2007

The ACL eLPs were designed by CEL (Centre for Excellence in Leadership) and NIACE

(National Institute for Adult amp Continuing Education) as an aid to both institutional

strategic planning in e-learning and to support institutional quality improvement processes

As well as its use within NIACEs e-learning management and leadership courses the tool

was also embedded in individual consultancies and within the NIACE Digital Learning

teams capital investment funding work The ACL eLPs tool was superseded by BECTAs

Technology Improvement Leadership Tool - Generator NIACE formed part of the

development team for Generator and continued to contribute to its development and

piloting with community-based adult learning providers The use of the Generator tool was

integrated into NIACEs e-learning capital funding projects (CAMEL) The e-Learning

positioning statement comprised 31 elements grouped under five themes Organisations

graded themselves against a five point scale ranging from not yet started to embedded The

ACL eLearning Positioning Statement was designed as an aid to both institutional strategic

planning in e-learning and to support institutional quality improvement processes

The framework reviewed Vision and Strategic Planning Teaching and Learning Staff

Development Infrastructure and Managing ILT and e-Learning



The tool encouraged Adult and Community Learning providers to identify their position

and develop an action plan to improve The tool not only looked at developing staff

confidence and competence in the use of ICT it also encouraged reflection on the return on

investment and the development of digital literacy skills of learners

BECTA Generator

Sector FE HE Learning and Skills

Country England

Year 2008 - 2011

A self-assessment tool developed through partnership between LSN Jisc and BECTA which

enabled learning providers to identify the impact that technology had in 9 key business

areas The tool could be used for a whole organisation or across one or more curriculum

areas The aim of the tool was to enable learning providers to effectively target their

technology resources and better meet organisational and learner goals

The tool was complex using 9 business processes grouped into three categories

Engage and Empower Learners

1 Informed Demand

2 Equitable Access

3 Proactive Support

Enhanced Learning Experience

4 Tailored content resource

5 Flexible Delivery and pathways

6 Personalised assessment

E-Confident and effective provider

7 Confident leadership and workforce

8 Innovative use of resources

9 Self-improving organisation

Each business process had a set of outcome based questions to be completed see figure 5

for example of informed demand questions There was the option of carrying out a quick

review or a full review in greater depth Providers also had the option of submitting one

review per year for benchmarking against the sector

The nine business processes were reviewed against seven enablers of technology shown in

figure 6 The areas were reviewed on a continuum beginning developing performing and

pioneering

The tool was capable of reviewing two or more curriculum areas within an organisation and

plotting on a spider gram (figure 7)



Figure 5 Example of outcome based question for informed demand element of Generator

Tool

Figure 6 Seven enablers of technology



Figure 7 Review of two separate curriculum areas against the business process ndash informed

demand

Review and Plan Technology in Action (RAPTA)


Country England

Date 2012-2013

The self-assessment tool is based on the premise that technology is an integral element of

outstanding teaching learning and assessment in FE and Learning and Skills provision The

RAPTA tool is a key quality improvement approach primarily designed to be used as an

integral part of Self-Assessment Review The tool uses the Ofsted Common Inspection

Framework as its structure in order to support integration with other self-assessment

activity However the tool lacks focus on improvement and does not naturally lead to the

production of an action plan

The tool consists of a set of questions for teaching and learning and leadership and

management with supporting explanation However there is a lack of emphasis on

outcomes for learners and it does not communicate an understanding of the process of

learning The tool was developed as a result of the Generator Tool developed by BECTA and

therefore is not based on research on the impact of technology on teaching and learning

RAPTA provides some good guidance about evidence gathering and making judgements

but this is very academic in style and not easy to understand



E-Learning Maturity Model (eMM)

Sector Higher Education

Country New Zealand

Year 2009 10

A mature evaluation framework developed by Stephen Marshall underpinned by theory is

designed to support organisational change and is a system which can be used for

benchmarking The eMM provides a quality improvement framework that HE institutions

could use to compare their capability to develop implement and sustain e-learning

The tool is based on research undertaken by Stephen Marshall focused over a period of 18

months in 2009 10 during which time four HE institutions engaged in a process of change

influenced by technology using the eMM e-Learning capability was benchmarked and the

information generated was used to stimulate change within the four institutions when used

at the beginning and end of the research project

The system is very long and is largely focused on onlineblended learning but does have a

strong focus on culture organisation change

The framework consists of 35 inter-related processes organised into five key aspects

Learning

Development (the creation and management of e-learning resource)

Support

Evaluation

Organisation

The eMM system is externally validated as it supports external assessment rather than self-

evaluation Each of the 35 processes is further divided into a number of very clear

statements which are assessed against five dimensions of capability thereby providing a

view of holistic capability The five dimensions of capability are shown in figure 8 below

Figure 8 Five Dimensions of eMM Processes



The statements and capabilities are assessed against a four point scale not adequate

through to fully adequate Assessment takes the form of external examination of evidence

interviews and surveys Results are presented in a grid providing a very clear visual

representation of the organisationrsquos e-learning capacity In addition each of the

dimensions of an individual process can be benchmarked against other participating

institutions

Assessment does not link to an inspection framework

Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014

Towards Maturity is a mature (10 years old) self-assessment and benchmarking tool that

aims to answer the following question

What are successful organisations doing to deliver business results with learning

technologies and how can we learn from them

The self-assessment is a straightforward to use but lengthy online tool with a strong focus

on learners learning and outcomes The questions are designed to promote reflection It

provides a very effective and successful evaluation tool for e-learning It uses a set of KPIs

and identification of best practice to provide sophisticated benchmarking Whilst it is

focused on learning in the workplace it is a model which could be adapted for use in the

education and training sector

The model consists of six sections

Defining need (strategic and operational alignment of training)

Learner context (access motivation)

Work context (integration with technical infrastructure and HR processes)

Building Capacity (designing learning assessing achievement supporting learning)

Ensuring engagement (involving leaners engaging trainers)

Demonstrate value (measure effectiveness and communicate benefits to key

stakeholders)

Organisations self-assess themselves against the model and receive a report where they can

benchmark themselves against industry averages using the following rating scale

Novice

Sporadic

Developing

Established

Embedded

The tool is free to use in June and July each year to ensure that a reasonable dataset is

produced for benchmarking purposes later in the cycle a fee is charged



The reports are based on nine KPIrsquos and provide detailed descriptors in the form of a grid

measured against three levels beginning progressing and proficient Numerical indicators

are also used to report statistical data Whilst the system is a very effective tool it does rely

on the views of managers who are completing the tool on behalf of their organisations but it

is recognised that there is sometimes a mismatch between the views of staff and managers

This tool could be adapted for use in the education and training sector

52 Individual Self-Assessment Competency

Frameworks

UNESCO Competency Framework for Teachers

Sector All

Country Global

Date 2011

The international competency framework is underpinned by research contributed to by

Cisco and Microsoft It supports teachers to develop students to become collaborative

problem solving creative learners and includes three aspects

Technology Literacy

Knowledge Deepening

Knowledge Creation

Within the three strands there are six dimensions

Understanding ICT in Education

Curriculum and Assessment

Pedagogy

ICT

Organisation and Administration

Teacher Professional Learning

Developed by UNESCO the framework embraces the UNESCO and the UNrsquos aims of

poverty reduction improved quality of life and improved quality of education Together the

aspects and dimensions create 18 modules which provide a framework (figure 9) for teacher

education institutions and providers to adapt to develop effective CPD programmes



Policy awareness Policy understanding Policy innovation

Figure 9 UNESCO ICT Competency Framework for Teachers

Whilst it is a very sophisticated system and is not easily adaptable the knowledge creation

part of the framework could be adapted to form part of an individual self-assessment tool

which is integrated into the organisational self-assessment tool

The Open University Digital Literacy Framework

Sector Various

Country England

Date 2014

The digital literacy framework developed by the Open University is a very clear and detailed

framework which identifies competencies expected at levels 0 1 2 3 and M across a range

of areas

Understand and engage in digital practices

Find information

Critically evaluate information online interactions and online tools

Manage and communicate information

Collaborate and share digital content

Comprehensive and high quality support materials are provided for students There is a

self-assessment tool which is presented in 4 separate lsquo10 minutersquo sections with links to a

very large and wide-ranging set of bite-sized learning materials on the lsquoBeing Digital Sitersquo

eg lsquoWho to Trust On-linersquo (5 minutes) lsquoCommunicating On-linersquo (10 minutes) In addition

much useful guidance and support is provided for teachers eg A guidance document

lsquoDeveloping Digital Literacies through Learning and Teachingrsquo 2013 and the lsquoInformation

Literacy Toolkitrsquo with activities and resources for teachers to use

This framework could be a used as a key foundation for the individual self-assessment for

staff and potentially for students

THE UNESCO ICT COMPETENCY FRAMEWORK FOR TEACHERS

KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION

UNDERSTANDING ICT IN EDUCATION

CURRICULUM AND ASSESSMENT

Basic knowledge Knowledge application Knowledge society skills

PEDAGOGY Integrate technology Complex problem solving

Self-management

ICT

ORGANISATION AND ADMINISTRATION

Basic tools

Standard classroom

Complex tools

Collaborative groups

Pervasive tools

Learning organisations

TEACHER PROFESSIONAL LEARNING

Digital literacy

Manage and guide

Teacher as model learner



Digilit Leicester

Sector Schools - Secondary

Country England

Year 2012 2013

The Digilit Leicester project was a two year collaboration between Leicester County Council

De Montfort University and 23 Secondary Schools This collaborative approach was key to

its success

The digital literacy framework was developed in consultation with schools and staff and

mapped to classroom practice The initiative built on Building Skills for the Future (BSF)

ICT priorities The partners worked collaboratively to drive development across six strands

of digital literacy for secondary school staff

Finding evaluating and organising

Creating and sharing

Assessment and feedback (see figure 10)

Communication collaboration and participation

E-Safety and on-line identity

Technology supported professional development

Surveys were developed from the framework and completed by teachers and managers

between April and July 2013 The rating scale used the following descriptors

Entry

Core

Developer

Pioneer

As a result the following definition of digitally literate educators was produced

ldquoTo be digitally literate educators must be able to utilise technology to enhance and

transform classroom practices and to enrich their own professional development and

identity The digitally literate educator will be able to think critically about why how and

when technology supplements teaching and learningrdquo

The framework is very clear and concise and puts learning and learners at the centre with a

strong focus on outcomes City-wide school and departmental reports were produced as

part of the survey therefore if required the tool could support benchmarking



Figure 10 Screenshot of Online Survey - Assessment and Feedback section

Assessing practitioner e-maturity Developing a benchmarking tool to measure

practitioner ICT capability in Further Education BECTA Pilot Study

Sector FE

Country Europe

Date 2010

The International Benchmarking Project was commissioned by BECTA to help explore how

teaching staff in further education colleges perceive their skills and use of technology for

teaching and learning the extent to which these assessments are shared with staff in similar

circumstances working in other countries and how these assessments can be used to assist

institutions in the sector to make more efficient and effective use of technology to provide

improved outcomes for learners

For BECTA and partners this initial trial phase of the project was designed to support

learning about practitioner perceptions and the implications for their organisations and test

the methodology



The survey instrument was based on experience gained in the annual surveys of managers

and practitioners in English colleges and drew on international work including UNESCO

standards on the use of technology for learning and teaching

This survey focused on teaching staff in general further education institutions Data was

collected from English FE Colleges and from four other European tertiary systems Austria

Denmark Portugal and Sweden

The online survey instrument was designed to map teachersrsquo confidence in using ICT within

a framework of six themes

Me - What can I do with ICT and how do I acquire and update those skills

My influences - To what extent is my use of ICT shaped by my colleagues or by

external influences

My learners - What ICT skills do my learners possess and what expectations do they

have of using them in their learning

My curriculum - To what extent do the curriculum content and the assessment

regime allow me to use ICT

My organisation - What does my organisation require me to do with ICT and what

developments does it encourage

The outcomes - Does ICT have a beneficial impact on my work as a teacher Does

ICT have a beneficial impact on the results of my learners

6 Comparative Analysis and Evaluation of

Organisational and Individual Self-Assessment

Competency Frameworks

Each self-assessment framework has been evaluated against the following criteria impact on

teaching and learning suitability for self-assessment quality improvement suitability for

the sector and sustainability


The three school frameworks examined Naace DigiLit Leicester and Washington Essential Technology Rubric are informed by research on the effective use of learning technologies and focus on the classroom based delivery with no reference to on-line learning The frameworks use a similar model and look at the effective integration of technology and the development of learnersrsquo digital literacies This is expressed particularly well in the Washington Essential Technology Rubric which has dual standards of Technology Integration and Digital Citizenship moving from technical literacy to technical fluency The Naace framework does not review the use of technology to support assessment monitoring and feedback however this is covered more comprehensively in the Digilit Leicester framework and in the ACL e-Learning Positioning Statement which also includes a section on the use of technology in Initial Assessment The school frameworks reviewed have a strong focus on outcomes for learners The Naace framework details nine aspects of pupil learning experiences including progress in digital literacy confidence and independence effective and safe use of ICT creativity and learning



skills and contribution of pupils However the positioning of the section on teaching and learning in the middle of a particularly long document could mean that it is overshadowed by the detailed exploration of strategic management issues The UNESCO framework applies to all sectors is informed by research and focuses on the development of teachers It has desired outcomes for learners at the centre which are expressed as Technology Literacy Knowledge Deepening and Knowledge Creation The UNESCO framework covers similar areas to the school based Washington Essential Technology Rubric The BECTA Pilot study also focuses on development of teacher competence and built on other frameworks including the UNESCO framework Towards Maturity an industry framework for workforce development has a central focus on learning and is led by the desired outcomes for learners It provides an effective example of where benchmarking and ongoing feedback is used to develop a dynamic self-assessment tool The five Further Education and Skills sector frameworks examined (eQSF Development Self Audit ACL e-Positioning Statement Generator and RAPTA) differ in the extent to which they appear to have been informed by research on the effective use of technologies The most recent frameworks eQSF and RAPTA sought to have teaching and learning at the centre but both are limited in other ways Whilst the ACL e-Positioning statement is the precursor to Generator and RAPTA it has teaching and learning as a central core and explores the development of ICT literacy of learners and includes outreach provision The RAPTA model has a twin focus on lsquoinspiring encouraging and challenging learnersrsquo and lsquoencouraging independent learningrsquo but does not address the development of digital literacy skills or effective integration of technology into teaching and learning activities in the classroom or training environment The eQSF framework however is appropriate in its coverage of teaching and learning but describes processes rather than outcomes The HE framework the E-Learning Maturity Model is underpinned by research and expresses the importance of teaching and learning by making these the subject of the first two sections of a five section framework However other frameworks which focus on online learning and assessment have a narrow focus on teaching and learning


The scope of the frameworks reviewed is similar with each having a varying degree of emphasis on the different aspects The table in Appendix 2 provides an overview of the aspects covered in each framework examined Generally frameworks cover a core set of questions on

pedagogy

outcomes for learners

strategic planning

professional development for practitioners



Others frameworks also include information technology infrastructure quality assurance and financial management The Naace framework offered the widest scope including questions on aspects of general management whilst e-Learning Maturity Model and Generator are wide ranging and lengthy frameworks The Generator framework also offered a quick review option Other models such as RAPTA and the Washington State Technology Essential Conditions Rubric provide a narrower focus prioritising what they considered to be the key areas to develop to drive improvement Washington State for example evaluated in five areas ndash vision planning and policy technical literacy for learners integration standards for teachers technical competencies of administrators (leaders and managers) communication and connections RAPTA as a result of using the Common Inspection Framework focuses on those aspects of leadership and management considered most significant in ensuring high quality outcomes for learners The focus for Digilit Leicester and Towards Maturity is even narrower with Digilit Leicester evaluating five strands ndash finding evaluating and organising creating and sharing assessment and feedback communication collaboration and participation E-safety and on-line identity technology supported professional development The frameworks examined differ in the extent to which they involve relevant stakeholders in self-assessment Some involve a single senior manager making judgements on behalf of the whole organisation as in Towards Maturity This can reduce the rigour of findings Towards Maturity have identified through a study of 2000 learners that there can be a significant mismatch between the views of managers and learners on some areas an example being the willingness to use e-learning approaches where learners were much more positive than perceived by managers In contrast the DigiLit Leicester framework involves both teachers and managers Some of the more recent tools such as RAPTA and eQSF encourage the appropriate involvement of learners teachers and managers but this is not built into the tool The language used in evaluation descriptors differ across the frameworks and therefore communicate different approaches to development Some describe a journey for example

eQSF ndash lsquoabsent acquiring achieved advancedrsquo

E-Learning Maturity Model ndash lsquodelivery planning definition management and optimisationrsquo

ACL e-positioning statement ndash lsquonot yet started early stages developing established and embeddedrsquo

Towards Maturity ndash lsquobeginning progressing and proficientrsquo

DigiLit Leicester ndash lsquoentry core developer pioneerrsquo

Naace - uses a four point numerical scale like the Ofsted scale The usability of the frameworks across a range of stakeholders is varied with some questions and grade descriptors such as the DigiLit Leicester communicating clearly to a range of users However others namely those used by the E-Learning Maturity Model would only be understood by managers trained in the process The descriptions used in Towards Maturity and DigiLit Leicester would support practitioners and managers who lack



confidence as they are easy they are easy to understand and are developmental rather than numerical All the school frameworks examined are easy to read and understand The Digilit Leicester framework is concise and seeks to identify the most significant areas to address in order to drive progress in the effective use of learning technologies In contrast some of the other frameworks are not easy to understand for example RAPTA where the supporting guidance is written in an academic style which limits accessibility and the E-Learning Maturity Model which is discussed above There are a number of approaches used to ensure rigour Some frameworks use evaluation grids using a competency based approach which describe expectations for different aspects and for each grade Good examples are the Naace framework and the ACL e-Learning positioning statement where the descriptors used in the grid are particularly clear This approach also supports the clear presentation of results in a graphical format with colour coding to show performance level However frameworks like this tend to be long and time consuming to complete Some frameworks make use of external assessors for example the E-Maturity Model and Naace where the host organisation makes a charge With Naace those schools achieving a good standard across the board receive the ICT mark Beyond this they offer a 3rd Millennium Learning Award which involves peer referencing In contrast Towards Maturity does not use external assessors but uses a set of nine KPIs which link the use of online and blended learning to reduce cost study time and business impact

use of E-Learning

of formal learning E-Enabled

Cost reduction

Volume of E-Learning delivered

Study time reduced

Business impact

All the above are self-reported but business results can be verified

Benchmarked reports are provided by several of the frameworks and others have the

potential for benchmarking In Towards Maturity the provision of benchmarked reports to

users is key to the effective self-assessment that results Generator also provided

benchmarking but against self-reported assessments and did not use external assessors

Where frameworks simply consist of a set of questions (and are therefore shorter and less

daunting) such as RAPTA the quality of the self-assessment carried out is dependent on

the skills of those making judgements As a support RAPTA provides some good guidance

on making judgements and the suggested use of a lsquowhatrsquo lsquoso whatrsquo and lsquowhat nextrsquo proforma

to record judgements This approach focuses on impact and the importance of using learner

views is also stressed by RAPTA

RAPTA seeks to stimulate reflection amongst users in order to maximise the learning

achieved by completing the tool Towards Maturity although longer also uses questions

designed to make users think and consider this to be a crucial saying that users need to get

something immediate out of completing a survey



The frameworks such as Naace and DigiLit Leicester are underpinned by learning clear learner expectations and the practice and skills of teachers provide opportunities to map to other standards such as those from inspection bodies and teacher professional standards Quality Improvement

A number of examples of good support for quality improvement were identified throughout

the research The online Naace Self Review Framework results in an automatically

generated action plan as does the ACL e-Learning positioning statement There is an

excellent range of support materials for schools and teachers on the Naace website eQSF

also provides an online action planning tool Other sources of high quality support

materials identified are those produced to support the Australian Flexible Learning Quality

Framework and the Open University Digital Literacy Framework Towards Maturity

provides individual reports for users which benchmark their performance against industry

averages and provides concrete ideas from the best performers on how to improve Very

effective use is also made of its extensive database to publish bespoke reports which provide

further general advice on improvement eg The New Learning Agenda in 2014 which

highlighted nine key features for successful training and highlighting that learners needs to

be treated as customers

Suitability for the whole sector

The eQSF framework has been piloted in a number of different settings in the Further

Education and Skills sector and RAPTA because of its use of the Common Inspection

Framework was also applicable to all Whilst the e-Learning Positioning Statement focused

on Adult and Community Learning providers it could be easily adapted for the wider

Learning and Skills sector Other frameworks which also tended to be more detailed were

very sector specific

The frameworks which focus on self-assessment of individual competencies such as DigiLit

Leicester the BECTA Pilot Study and the UNESCO ICT Competency Framework provide

models which could be adapted for the FE and Learning and Skills Sector

Sustainability

One of the features of the 12 tools reviewed is that ongoing usability is often tied to external

funding When a grant awarding body closes the tools disappear from view and often

replacement is staggered and there is a loss of intelligence and lsquoknow-howrsquo in tool creation

The two tools that have had significant sustainability are Towards Maturity (10 years) and

Naace (6 years) as they have developed their own self- funding method for maintenance

7 CONCLUSIONS

In reviewing the frameworks the following conclusions have been drawn to support the

development of a self-assessment tool that builds on the previous work supported by the

Learning and Skills Improvement Service (LSIS) in the form of the RAPTA tool


The self-assessment tool should be explicitly linked to how learning technologies support

teaching and learning and should be based on evidential research



The tool should be underpinned by

A clear and up-to-date model of expected impact such as the one used by Washington

State or UNESCO It should be broad enough to encompass all aspects of teaching

and learning in all settings (eg classroom workplace online)

Digital literacy expectations for learners in different sectors and at different levels of

study

Expectations for practitioners around effective integration of technology and digital

literacy and fluency

Learner and practitioner expectations should be referenced against other appropriate

standards such as the Ofsted Common Inspection Framework and the New Professional

Standards for Teachers

The self-assessment tool should facilitate access by a range of stakeholders by being concise

opening with questions relating to teaching and learning followed by questions on the other

key areas which support teaching and learning It is recommended that the forthcoming

consultation process considers both the length and the scope of the tool

Evaluation descriptors should be easy to understand and developmental in tone as in the

Towards Maturity and Digilit Leicester frameworks

Self-Assessment

Both the self-assessment tool and its use in pilots should model guide and support good

self-assessment practice

Education and Training providers use a range of self-assessment approaches and it is

crucial that the tool can be effectively integrated into existing processes rather used as a

lsquobolt-onrsquo Developing a broad understanding of this issue needs to be a key aim of the

consultation process

Many providers have developed materials additional to the Common Inspection Framework

for example competency style grids for teaching and learning or descriptors of best practice

both of which are also used in observation schemes and appraisal Some use detailed and

structured pro-formas for self-assessment reports others just the CIF headings of outcomes

for learners teaching learning and assessment and leadership and management The self-

assessment tool needs to be designed so that it supports the differing self-assessment

approaches employed This could be achieved for example by a layered approach - by

having a set of lsquokey questionsrsquo each of which is then underpinned by a detailed grid showing

expectations at different levels

The tool should facilitate the involvement of learners practitioners managers senior

leaders governors and employers for example

By having separate but related banks of questions which can be integrated into other

quality assurance processes eg learner surveys and focus groups employer surveys

Using clear and accessible language

It is recommended that survey questions are designed to stimulate reflection as seen in the

Towards Maturity framework



An option for ensuring cross-sector rigour is the use of external assessors eg Naace and the

E-Maturity model However the cost of this could prove to be a barrier to some

organisations An alternative option would be to develop a peer referencing approach

which would also have the potential to support a cross-sector collaboration

It is recommended that the Towards Maturity approach to benchmarking including the use

of key performance indicators and which does not rely on the use of external assessors is

further investigated particularly as a tool for self-assessment of individuals In addition the

Towards Maturity style of benchmarking would facilitate continuous improvement by

applying sector learning when updating the self-assessment tool It also provides a possible

model for sustainability with a combination of free and charged-for benchmarking reports

However this approach may not develop sufficient focus on development improvement if

used as a basis for an organisationrsquos self-assessment tool

Quality Improvement

The self-assessment tool must provide effective support for quality improvement through

for example providing automatically generated action plans Additionally it needs to be

used to support development The self-assessment tool should be used in a way that

supports and builds confidence in those whose digital skills are low This could be achieved

by employing collaborative approaches working with teams of practitioners to set up

supported experiments and by ensuring immediate access to training and support It is

recommended that this area is a key focus in the pilot phase of the project

For the more confident users of the tool there is a wealth of high quality support material

freely available online which could be utilised and linked to the tool eg Open University

digital literacy materials and the support site for the Australian Flexible Learning

Framework ndash wwwnationalvetcontenteduau


Producing a self-assessment tool that works well for the whole sector will be a challenge but

achievable if a principle based approach is used and if exemplars from different settings are

routinely used Working collaboratively with different parts of the sector as the tool is developed will be key here

Sustainability

The design of the tool should take account of ongoing use after the pilot period and should

generate its own funds to ensure maintenance in the sector

8 NEXT STEPS

The analysis and evaluation of the institutional and individual self-assessment frameworks

has provided a robust overview of the diverse tools available both nationally and

internationally The frameworks examined have covered a range of sectors schools

education and training and higher education and many have elements which will be useful

in developing a self-assessment tool for the sector

The benchmark research evaluated frameworks against a number of criteria central focus on teaching and learning addresses learner outcomes leads to quality improvement and



sharing of best practice links to existing quality standards engages all staff is suitable for the whole sector and can be sustained and readily updated The tools reviewed encompassed a range of themes and used a variety of grading systems including numerical and descriptive grading They also presented different approaches to assessment and validation In addition to the wide variety of questions asked and grading systems used there was an enormous variety in the length of the framework some with as many as 54 questions (Naace) and others presenting a more streamlined approach The frameworks were written for a number of audiences within institutions and some specifically focused on the digital literacy competency of practitioners These key findings will now shape our approach to consultation with the education and training sector which will focus on the following themes Evaluation Criteria

Were these the correct criteria to assess the self-assessment frameworks against

Themes

Outcomes for learners (learner experience progress and achievement development of learnersrsquo digital literacy skills)

Teaching learning and assessment (pedagogy resources e-assessment)

Strategic leadership and management

Practitioner development (including practitioner digital literacy)

Engaging the Sector

Length of and audience for the self-assessment tool

Single or multiple contributors

Grading Methodology

Grading methodology (descriptive or numerical)

Benchmarking

Validation processes

Quality Improvement

Integration with other organisational self-assessment activity

Inclusion of features which support organisational development

Practitioner Development

Would a practitioner self-assessment tool be valuable and should it be consistent with and link to the institutional self-assessment tool

Should a practitioner based tool be informed by and contribute to teacher education frameworks

These consultation questions will be explored in a series of focus groups which will run in August and September 2014



Appendix 1 Quality Frameworks for E-Learning

The QA-QE Special Interest Group is a group of practitioners both academic and professional support staff interested in using technology to enhance the quality of learning teaching and assessment Their toolkit provides a framework and a set of tools based around standard quality assurance procedures in HE which can be used when employing technology in teaching learning and assessment (Technology Enhanced learning - TEL) The Toolkit aims to encourage a shift from a culture of quality assurance and reporting to one of quality enhancement and course improvement and supports practitioners in ensuring that all aspects of the course design implementation and maintenance processes which may be impacted by the use of TEL are addressed by their institutionrsquos quality assurance procedures http qaqe-signet page_id=24 Skills for Health in collaboration with Strategic Health Authorities in England have developed a quality framework for e-learning The framework outlines key quality principles which should be considered when developing an e-learning programme for use by the healthcare workforce This framework which includes a useful checklist will be particularly helpful to commissioners of e-learning for use by the health workforce those education and e-learning specialists providers providing e-learning developments to the health sector and trainers and educators involved in the design delivery and evaluation of e-learning http

wwwskillsforhealthorguk about-us news launch-of-the-quality-framework-for-e11learning The Australian Flexible Learning Framework provides a set of technical e-Standards for online learning This is supported by an e-Learning Quality Model developed by the Flexible Learning Advisor Group The website wwwflexiblelearningnetacu provides a good example of a practitioner support website containing useful support materials and links to additional sites such as the wwwnationalvetcontenteduau These resources include learning design tools and a useful document lsquoCommonly used E-Learning Applications and tools in VET ECBCheck is a quality improvement scheme that supports organisations to measure how

successful their e-learning programmes are and allows for continuous improvement though

peer collaboration and bench marking ECBCheck provides a participative quality environment

allowing members to benefit by having access to tools and guidelines for their own practice the

website http wwwecb-checkorg

New Zealandrsquos eLearning guidelines (eLg) support individuals and organisations wanting to develop online teaching and learning The 2014 version considers new technologies developed since the guidelines were first established 10 years ago This is supported by the launch of a new eLg website providing an interactive platform for people interested in engaging with the comprehensive material and those keen to contribute to its future development http elgacnz new-zealandE28099s-elearning-guidelines-revamp The Quality Matters Rubric is a set of 8 general standards and 41 specific standards used to evaluate the design of online and blended courses A scoring system and set of online tools facilitate the evaluation by a team of reviewers Unique to the Quality Matters Rubric is the concept of alignment This occurs when critical course components - Learning Objectives Assessment and Measurement Instructional Materials Learner Interaction and Engagement and Course Technology work together to ensure students achieve desired outcomes https wwwqualitymattersorg rubric



Appendix 2 Comparison of the focus of Self-Assessment Digital Literacy Frameworks


Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary

BECTA British Educational Communications and Technology Agency

BIS Department of Business Innovation and Skills

BSF Building Skills for the Future

CEL Centre for Excellence in Leadership

DSA Development Self-Audit

eMM E-Learning Maturity Model


FELTAG Further Education Learning Technology Action Group

LSN Learning and Skills Network

Naace National Association of Advisers for Computers in Education

NIACE National Institute for Adult amp Continuing Education

RAPTA Review and Plan Technology in Action

SEF Self Evaluation Framework

SRF Self Review Framework



Appendix 4 Bibliography

Atkins L Fraser J and Hall R (2013) DigiLit Leicester 2013 Survey Results Leicester Leicester

City Council (CC BY-NC 30)

Australian Flexible Learning Framework 2013 Available from http e-

standardsflexiblelearningnetau

BIS (2014) Further Education Workforce Strategy

BIS (2014) Government Response to the recommendations from FELTAG

Digital and Information Literacy Framework Open University Available from http

wwwopenacuk libraryservices subsites dilframework

Dr Bergeson T Davidson C McGuigan C K-12 Educational Technology Learning Standards Dec

2008 Available from Educational Technology Office Educational Technology Director Office of

Superintendent of Public Instruction

eQSF A Quality Standards Framework for ICT in Learning Available from http eqsfeu

Further Education Learning Technology Action Group (2014) FELTAG Recommendations Paths

forward to a digital future for Further Education and Skills FELTAG London

Marshall S Kay D McGonigle R Pepler G Schmoller S Patterson W (2007) DSA Introductory Handbook and Workbook Sero Consulting Ltd Available from wwwserocouk sfc

Marshall S E-Learning and Higher Education Understanding and Supporting Organisational

Change AKo Aoteroa National Centre for Tertiary Teaching Available from http

akoaotearoaacnz organisational-‐change-‐e-‐learning

Now On (date not known) The Educational Technology Journal District Technology Self-

Assessment Form Available from http fromnowonorg techsurveyhtml

RAPTA Review and Plan Technology in Action 2013 Available from http

wwwexcellencegatewayorguk node 27128

The Self Review Framework Jan 2015 Available from wwwnaacecouk SRF

Towards Maturity Improving the Impact of Learning Technologies at Work 2014 Available from

http wwwtowardsmaturityorg

UNESCO ICT Competency Framework for Teachers Published in 2011 by the United Nations

Educational Scientific and Cultural Organisation 7 place de Fontenoy 75352 PARIS 07 SP

New Professional Standards for Teachers Education and Training Foundation May 2014

1augselfassessbaselinefrontcover

ETF Learning Technology Self Assessment Baseline Report proofed 5th August

selfassessbaselinebackcover2



1 INTRODUCTION This baseline report provides an analysis of existing learning technology self-assessment

tools used in industry schools further education and higher education both nationally and

internationally The research was undertaken to inform the Learning Technologies Self-

Assessment Project undertaken by Coralesce Ltd on behalf of the Education and Training

Foundation The aims of this project are to

produce a self-assessment tool for the FE and Learning and Skills sector which

builds on the work supported by the Learning and Skills Improvement Service

(LSIS) to create the Review and Planning for Technology in Action RAPTA tool

create a self-assessment framework that will lsquoprogress an organisationrsquos use of

learning technologies and help education and training providers respond to the

FELTAG recommendationsrsquo

(Tender Specification Learning Technologies Self-Assessment Education and Training Foundation

April 2014)

The research took place between 16th June and 13th July 2014 and involved desk-based research analysis and evaluation of a number of self-assessment tools and digital literacy ICT competence frameworks The frameworks analysed fell into three broad categories




The focus of this report is on the analysis and evaluation of the organisational and

individual self-assessment tools However the information on the quality assurance

frameworks for e-learning provides a useful resource for the sector and details of these are

documented in Appendix 1

The self-assessment and competency frameworks examined have been evaluated by sector

and by criteria using five main criteria suitability for the sector impact on teaching and

learning suitability for self-assessment quality improvement and sustainability In

addition a comparative analysis has been undertaken on assessment areas used within each

tool and methods for structuring questions This analysis has been designed to inform the

next stage of the Project which seeks to consult with the sector on trialling a revised self-

assessment tool As a resource to inform the next stage of consultation a compilation of

questions has been collated under each theme into a question bank

2 ABOUT US Coralesce Ltd has been commissioned by the Education and Training Foundation to

undertake the Learning Technologies Self-Assessment Project from July 2014 ndash January

2015 Coralesce Ltd is a curriculum development and project management agency that

works with awarding organisations educational providers and funding agencies to develop

enterprising and innovative new learning journeys to inspire a 21st century workforce At

Coralesce Ltd our aims are to




















Horizon-scanning



Workforce capacity

Employers

Learners







































Sustainability






Unionlearn














Practitioners

Curriculum managers

ICT managers

Quality managers

Senior managers


Employers











5 Sustainable



years to come

SECTOR ANALYSIS


















focus on outcomes











maturity grid






improvement






























practitioners




Knowledge Creation










THEMATIC ANALYSIS











should













Digilit Leicester




OU Digital Literacy






radic radic radic





















5 RESEARCH FINDINGS






METHODOLOGY




Country England

Year 2014




















Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary




































































Horizon-scanning



Workforce capacity

Employers

Learners







































Sustainability






Unionlearn














Practitioners

Curriculum managers

ICT managers

Quality managers

Senior managers


Employers











5 Sustainable



years to come

SECTOR ANALYSIS


















focus on outcomes











maturity grid






improvement






























practitioners




Knowledge Creation










THEMATIC ANALYSIS











should













Digilit Leicester




OU Digital Literacy






radic radic radic





















5 RESEARCH FINDINGS






METHODOLOGY




Country England

Year 2014




















Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary







































































Sustainability






Unionlearn














Practitioners

Curriculum managers

ICT managers

Quality managers

Senior managers


Employers











5 Sustainable



years to come

SECTOR ANALYSIS


















focus on outcomes











maturity grid






improvement






























practitioners




Knowledge Creation










THEMATIC ANALYSIS











should













Digilit Leicester




OU Digital Literacy






radic radic radic





















5 RESEARCH FINDINGS






METHODOLOGY




Country England

Year 2014




















Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary



















































Practitioners

Curriculum managers

ICT managers

Quality managers

Senior managers


Employers











5 Sustainable



years to come

SECTOR ANALYSIS


















focus on outcomes











maturity grid






improvement






























practitioners




Knowledge Creation










THEMATIC ANALYSIS











should













Digilit Leicester




OU Digital Literacy






radic radic radic





















5 RESEARCH FINDINGS






METHODOLOGY




Country England

Year 2014




















Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary



























































maturity grid






improvement






























practitioners




Knowledge Creation










THEMATIC ANALYSIS











should













Digilit Leicester




OU Digital Literacy






radic radic radic





















5 RESEARCH FINDINGS






METHODOLOGY




Country England

Year 2014




















Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary

























































practitioners




Knowledge Creation










THEMATIC ANALYSIS











should













Digilit Leicester




OU Digital Literacy






radic radic radic





















5 RESEARCH FINDINGS






METHODOLOGY




Country England

Year 2014




















Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary






















































THEMATIC ANALYSIS











should













Digilit Leicester




OU Digital Literacy






radic radic radic





















5 RESEARCH FINDINGS






METHODOLOGY




Country England

Year 2014




















Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary





















































Digilit Leicester




OU Digital Literacy






radic radic radic





















5 RESEARCH FINDINGS






METHODOLOGY




Country England

Year 2014




















Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary



















































5 RESEARCH FINDINGS






METHODOLOGY




Country England

Year 2014




















Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary



































































Resources









improvement





21st century









1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary

























































1

1a-

2

1b-

1

1b-

2

1b-

3

1b-

4

1b-

5

1b-

6

1c-1 1c-2 1c-3 1c-4

3 4 X 4 3 4 3 3 X X X X


1

2a-

2

2a-3 2a-4 2a-5 2a-6 2a-7 2b-

1

2b-

2

2b-

3

2b-

4



1

3a-

2

3a-3 3a-4 3a-5 3b-

1

3b-

2

3b-

3

3b-

4

3b-

5

3b-

6

3b-

7

3b-

8

3b-

9



capability

4a-

1

4a-

2

4a-3

X X X


1

5a-

2

5a-3 5a-4

X X X X

6 Resources 6a-

1

6a-

2

6a-3 6a-4 6a-5 6a-6 6b-

1

6b-

2

6b-

3

6b-

4

X X X X X X X X X X




Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary




















































Conditions Rubric

Sector School

Country USA

Year 2008






institutional level





































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary


























































GLE Grade 6


Evidence

of

Learning






Examples









Required







Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary





















































Country Scotland

Year 2007













Policy

Planning

Delivery

Management

Improvement







DSA

Po

licy

Pla

nn

ing

Delivery

Man

ag

em

en

t

Imp

rovem

en

t

Learning







Development









Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary



















































Infrastructure


Organisation










Year 2009 10




evidence















http wwweqsfeu




Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary




















































Standard Addressed

Yes No

Actions


11



out of

12



out of

13



out of

14



out of

Comment



Country England

Date 2005-2007























BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary























































BECTA Generator


Country England

Year 2008 - 2011








1 Informed Demand

2 Equitable Access

3 Proactive Support















pioneering






Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary




















































Tool





demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary




















































demand



Country England

Date 2012-2013



















Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary





















































Country New Zealand

Year 2009 10













Learning


Support

Evaluation

Organisation













institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary
























































institutions


Towards Maturity

Sector Industry

Country UK

Date 2004 - 2014


















stakeholders)



Novice

Sporadic

Developing

Established

Embedded












Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary


























































Frameworks


Sector All

Country Global

Date 2011




Technology Literacy

Knowledge Deepening

Knowledge Creation




Pedagogy

ICT















Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary

























































Sector Various

Country England

Date 2014



of areas


Find information














KNOWLEDGE

DEEPENING

KNOWLEDGE

CREATION





Self-management

ICT


Basic tools

Standard classroom

Complex tools


Pervasive tools



Digital literacy

Manage and guide




Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary



















































Digilit Leicester


Country England

Year 2012 2013



its success













Entry

Core

Developer

Pioneer














Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary






















































Sector FE

Country Europe

Date 2010









the methodology













external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary





























































external influences






















pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary






















































pedagogy


strategic planning














use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary





























































use of E-Learning


Cost reduction


Study time reduced

Business impact










































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary











































































Sustainability






7 CONCLUSIONS














study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary
























































study












Self-Assessment





































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary































































Quality Improvement
















Sustainability



8 NEXT STEPS











Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary





















































Themes





Engaging the Sector



Grading Methodology


Benchmarking


Quality Improvement





















Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary































































Digilit Leicester




OU Digital Literacy






radic radic radic





















Appendix 3 Glossary



















































Appendix 3 Glossary

















































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