e-Learning Planning Framework | An introduction

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This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/

Text of e-Learning Planning Framework | An introduction

  • 1.e-Learning Planning Framework Ministry of EducationWhat is the e-learning planning framework? Why is it important? Howwas it developed? Whats in it for you? Integrating new technologies to empower learning and transform leadership

2. How do you / yourschool use ICTs?Have you used frameworks orrubrics to review and plan? www.tetoitupu.org Image: digitalart 3. In this session we will share withyou1. What the draft e-learning planning framework is, and who it is for2. How it has been developed3. How it is organised4. How you can take part in consultationwww.tetoitupu.org 4. Have you seen it yet? You can download a copy from the e-LearningPlanning Framework groups from the e-LPF groupin the Virtual Learning Network : http://www.vln.school.nz/pg/gro ups/19837/elearning-planning- framework/ www.tetoitupu.org 5. What and who - is it for? Principals and e-learning leaders (organisational) Teachers (individual) Professional development facilitatorsThe primary purpose is To self or peer review how well they use ICTs to supportlearning for the purpose of finding out where they are, andwhat they need to do next. www.tetoitupu.org 6. The framework will offer. a self-review tool for schools to gather evidence aboutpractice that provides; a road map for the building of e-learning capability; thatacts as a a tool to evaluate the effectiveness of e-learningprogrammes; and resources and services to support schools as they buildcapability.www.tetoitupu.org 7. One framework: 3 resources www.tetoitupu.org 8. a quick note.The e-Learning Planning Framework is notintended to provide a means forexternally evaluating schoolsperformance for the purpose of audit orreview.www.tetoitupu.org 9. How is it being developed?The team reviewed other frameworks: UNESCO - ICT Competency Standards for Teachers BECTA Self-Review Framework (version 2) e-Potential (Victoria, Australia) eLearning Maturity Model (eMM), Victoria University, NZ e-Capability matrix (Cognition Education) ICT PD self assessment rubric Other frameworks and rubrics within the wider education sectore.g. Registered Teacher Criteria, Ministry self-review processesrubrics, Learning Communities Online rubric www.tetoitupu.org 10. 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 theelements 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 professionwww.tetoitupu.org 11. Revieware there any questionsabout its purpose and how it hasbeen developed?www.tetoitupu.org 12. The draft framework is 4 Phases currently made up of: 4 Phases:5 Dimensions >strands >Phase Phasedescriptors:The project also includes the development ofsupporting resources, and examples ofeffective practice www.tetoitupu.org 13. www.tetoitupu.org 14. Development andchange in schools,towards an effective,sustained assimilationof technology into thecurriculum. Phase 1 Phase 2Phase 3 Phase 4 EmergingEngaging EnablingEmpowering School/teachers e- School/ teacher will School/teacher, School/teacher learning processes andbe trialing/usingworking as acommunity will sustain practices will focus on technology tocommunity, will begin iterative inquiry into beginning to use thesupplement to refine technologypractice, driven by technology itself,instructionaluse in response toidentified curriculum rather than how itpractices, or forimmediate needs.needs, and ubiquitous might be integrated short-term Technology easily technology will enhance into effective teaching application. allows students toauthentic, co- and learning.engage in problem-constructed learning.solving andinquirybeyond theclassroom. www.tetoitupu.org 15. Dimensions: In the current draft. Inter-relatedLeadership Teachers / schools can use them toidentify areas to improve to achieveTeaching andbest practice.LearningProfessional Learning The aim is for organisations toachieve maturity and sustainability Beyond theacross all dimensions.ClassroomTechnologywww.tetoitupu.org 16. The five draft dimensions have discrete strands Leadership and strategic directionTeaching and LearningVision for e-learning e-Learning in the whole schoolLeadership of e-learningcurriculumStrategic direction and policy forDigital citizenship (Key Competenciese-learning and Values in e-Learning) Professional learningLearning areasSustaining a professional e-Pedagogylearning community AssessmentProfessional inquiry into e- Beyond the classroomlearning Engagement with the community Infrastructure and resourcingabout e-learning, and using Tools and technologies technologyTechnical support & procurement www.tetoitupu.org 17. DescriptorsEach of the strands (within the dimensions) include aset of descriptor statements that will summarisedifferent stages of development in the way a school,or teacher can use ICT.These statements will reflect the phases - fromemerging through to empowering. www.tetoitupu.org 18. Descriptors (example of one strand)Digital citizenship A growing Some teachers A cohesive and School-wideKey Competenciesawareness thatcan describe and connected policy, curriculumand Values in e-digital citizenship model digitalapproach to design andLearningdefines the Key citizenshipfostering digital classroomCompetencies andpractices in their citizenship practicesValues in a digital teaching. Thereacross theintegrate digitalenvironment.are trialwhole school, citizenship, at all Strategic activities activelylevels, with cleardocuments happening in the involving alignment toidentify theschool.students anditerative schoolimportance of Some e-learningstaff, is evident vision anddigital citizenship activities are instrategy.in strategicdesigned todocumentation Teachers anddocuments.deliberately and classroom students canfoster digital practice, model desirable,citizenship. responding to safe, responsible evidence- behaviors and based need. practices as successful digital citizens.www.tetoitupu.org 19. Revieware there any questionsabout how it is organised? Thephases, dimensions, strands ordescriptors? www.tetoitupu.org 20. A suggested processwww.tetoitupu.org 21. Reviewhow mightyou use thisframework in yourschool?Discuss the Framework and Examples &Resources samplewww.tetoitupu.org 22. Consultation processExpert group: high-level oversight of the process and development of the framework.Focus groups: advice and feedback on the development and application of the framework across priority domains (sector- wide).Wider e-learning sector: an opportunity for all interested parties across New Zealand to be involved in the development of the framework and feedback will be facilitated through http://www.vln.school.nz/pg/groups/19837/elearning-planning- framework/ www.tetoitupu.org 23. Timeframes June 2011 Expert group convened July 2011 Blended e-Learning team and Ministry consultationand feedback on the first draft August 2011 - Focus group consultation and feedback October to 11 November Public consultation August to December 2012 consultation around thedevelopment of a Mori medium framework January 2012 framework available to all schools through theEnabling e-Learning website on TKI 2012 - Supporting resources developed and locatedwww.tetoitupu.org 24. What can you do now? Read / download the draft e-Learning PlanningFramework from the Virtual learning Network(VLN) Discuss with colleagues. Complete the online survey:http://www.surveymonkey.com/s/elearningplanningframeworkwww.tetoitupu.org 25. For more information, go to:http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/