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8/6/2019 Formative Roadmap: The eLearning Capability Framework - Ross Alexander
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e-Learning Planning Framework,
and Enabling e-Learning web
presence
VPLD hotseat 12 July 2011
www.tetoitupu.org
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What is the purpose of the E-Learning
Planning Framework (ELPF)? a self-review tool for schools to gather evidence about practice
a road map which enables schools to identify where they are,
shows the practical steps they can take, and connects them to
relevant information or services
reference points for evaluating the effectiveness of programmes
contextualised resources and services to support schools as they
build capability
a framework for the provision and evaluation ofe-learning
professional development.
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Who will use the framework?
Principals and e-learning leaders (organisational)
Teachers (individual)
Professional development facilitators
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What is the intended use?
The primary purpose is to support schools as they facilitate a self or
peer review of their e-learning capability for the purpose of
finding out where they are, and what they need to do next.
The e-Learning Planning Framework is not intended to provide a
means for externally evaluating schools performance for the
purpose of audit or review.
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The Levels of maturity (Phases)
These reflect the development of individuals and schools from aposition of limited planning and alignment, driven by ad hoc
technology needs, to a position in which the curriculum and students
learning needs drive decision-making at all levels, and technology is
assimilated into this vision.
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Dimensions: Are based on New Zealand and international frameworks
Inter-related
Reflect the New Zealand education sector
By comparing a schools development against the given dimensions,
it can identify areas to improve to achieve best practice.
The aim is for organisations to achieve maturity across all
dimensions.
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Each of the strands (within the dimensions) include a set of
descriptor statements that will summarise different stages of
development in the way a school, or teacher can use ICT.
These statements will reflect the phases - from nothing in place
through to aspirational.
Descriptors
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The e-learning framework will: Describe success factors: Show that the patterns of e-learning
capability development are predictable and measureable; and
that e-learning integration is achieved through addressing a range
of (e-learning capability) critical success factors at a teacher and
school leadership level.
Assist and enhance educator capability: Help to identify and
develop areas of skill acquisition, application of skills in practice,
and understanding of the benefits ofICT integration to learning.
Provide Leadership: Support leaders to identify their schools
strengths and address effectiveness and sustainability factorswhen integrating ICTs into their schools systems, practices and
processes.
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Draft framework development process
Review of other frameworks: UNESCO - ICTCompetency Standards for Teachers
BECTA Self-Review Framework (version 2)
e-Potential (Victoria, Australia)
eLearning Maturity Model (eMM), Victoria
University, NZ
e-Capability matrix (Cognition Education)
ICT PD self assessment rubric
Other frameworks and rubrics within the wider education sector
e.g. Registered Teacher Criteria, Ministry self-review processes
rubrics, Learning Communities Online rubric
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Why a New Zealand framework? To reflect Ministry of Education priorities, including:
21st Century learning
building pride in our national identity
supporting communities
improved education outcomes through a focus on the
elements of connectivity, content, capability and confidence.
New Zealand schooling system and structure
Geography
Students cultures and needs
Curriculum and pedagogy The technology landscape (including UFBiS)
Our teaching profession
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Consultation process
Expert group: high-level oversight of the process and developmentof the framework.
Focus groups: advice and feedback on the development and
application of the framework across priority domains (sector-
wide).
Wider e-learning sector: an opportunity for all interested partiesacross New Zealand to be involved in the development of the
framework, the process by which they will be used, and
exemplars to illustrate the elements of the framework in action.
Feedback will be through an online form, and facilitated through
discussions in the VLN.
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Development and
change in schools,
towards an effective,
sustained assimilation
of technology into the
curriculum.
Phase 1
Emerging
School/teachers e-learning processes and
practices will focus on
beginning to use the
technology itself,
rather than how it
might be integrated
into effective teachingand learning.
Phase 2
Engaging
School/ teacher willbe trialing/using
technology to
supplement
instructional
practices, or for
short-term
application.
Phase 3
Enabling
School/teacher,working as a
community, will begin
to refine technology
use in response to
immediate needs.
Technology easily
allows students toengage in problem-
solving and inquiry
beyond the classroom.
Phase 4
Empowering
School/teachercommunity will sustain
iterative inquiry into
practice, driven by
identified curriculum
needs, and ubiquitous
technology will
enhance authentic, co-constructed learning.
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The dimensionsLeadership and strategic direction
Vision for e-learning
Leadership of e-learningStrategic direction and policy for e-learning
Professional learning
Sustaining a professional e-learning community
Professional inquiry into e-learning
Infrastructure and resourcing
Tools and technologiesTechnical support & procurement
Teaching and Learning
e-Learning in the whole school curriculum
Digital citizenship (Key Competencies and Values in e-Learning)
Learning areas
PedagogyAssessment
Beyond the classroom
Engagement with the community about e-learning, and using technology.
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Descriptors (example of one strand)Digital citizenship
Key Competencies
and Values in e-
Learning
A growing
awareness that
digital citizenshipdefines the Key
Competencies and
Values in a digital
environment.
Strategic
documents
identify theimportance of
digital citizenship
in strategic
documents.
Some teachers
can describe and
model digitalcitizenship
practices in their
teaching. There
are trial
activities
happening in the
school.
Some e-learning
activities are
designed to
deliberately
foster digital
citizenship.
Acohesive and
connected
approach tofostering digital
citizenship
across the
whole school,
actively
involving
students andstaff, is evident
in
documentation
and classroom
practice,
responding to
evidence-
based need.
School-wide
policy, curriculum
design andclassroom
practices
integrate digital
citizenship, at all
levels, with clear
alignment to
iterative schoolvision and
strategy.
Teachers and
students can
model desirable,
safe, responsible
behaviors and
practices as
successful digital
citizens.
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Timeframes
June 2011 Expert group convened July 2011 Blended e-Learning team and Ministry consultation
and feedback on the first draft
August 2011 - Focus group consultation and feedback
September to mid-October wider consultation
August to December 2012 consultation around the
development of a Mori medium framework
January 2012 framework available to all schools through
Enabling e-Learning (EEL)
2012 - Supporting resources developed and located June (?) 2012 framework available as an online tool (to be
confirmed)
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Enabling e-Learning (EEL) web presence
An online hub for e-learning in the New Zealand schooling sector.
Key strategic requirements:
Engage and inform the sector particularly principals and
teachers - about development of e-learning capability
Increase the quantity of quality online professional learning
experiences
Develop a coherent e-learning capability web presence
Exemplify good practice and highlight key
development/information areas.
Leverage a range of professional learning resources.
Support and inform the direction of effective online PLD strategy.
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Enabling e-Learning (EEL) web presence
Enabling e-Learning
Content VLN groups
Quality
assuredcontent and
links
User-
generatedcontent and
discussion
Links to e-
learningcontent and
services
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TimeframesMarch 2011 VLN groups developed to support Blended e-Learning
project
July 2011 site build, content development, and user testing
August 2011 launch of the Day 1 site, EEL newsletter
September to December 2011 content developed to support ELPF,
and to exemplify effective e-learning practice.
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Contact:Ross Alexander
Project Lead Enabling e-LearningWeb Presence, and ELPF
Tel: + 64 021 761310
Email: ross.alexander@core-ed.ac.nz