e-Learning Planning Framework, and Enabling e-Learning web presence

VPLD hotseat 12 July 2011

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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 of e-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 framework is made up of:

Levels of maturity (phases) Dimensions and strands with clear outcomes or goals Descriptor statements. The ELPF project also includes the development of supporting resources, and examples of effective practice (developed in collaboration with other e-learning professional development projects).

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The Levels of maturity (Phases)

These reflect the development of individuals and schools from a position 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 school s 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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Descriptors
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 .

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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 of ICT integration to learning. Provide Leadership: Support leaders to identify their school s strengths and address effectiveness and sustainability factors when integrating ICTs into their school s systems, practices and processes.
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Draft framework development process

Review of other frameworks: UNESCO - ICT Competency Standards for Teachers BECTA Self-Review Framework (version 2) e-Potential (Victoria, Australia) eLearning Maturity Model (eMM), Victoria University, NZ e-Capability matrix (Cognition Education) ICT PD self assessment rubric Other frameworks and rubrics within the wider education sector e.g. Registered Teacher Criteria, Ministry self-review processes rubrics, Learning Communities Online rubric

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Why a New Zealand framework?

To reflect Ministry of Education priorities, including: 21st Century learning building pride in our national identity supporting communities improved education outcomes through a focus on the elements of connectivity, content, capability and confidence. New Zealand schooling system and structure Geography Students cultures and needs Curriculum and pedagogy The technology landscape (including UFBiS ) Our teaching profession
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Consultation process
Expert group: high-level oversight of the process and development of the framework. Focus groups: advice and feedback on the development and application of the framework across priority domains (sectorwide). Wider e-learning sector: an opportunity for all interested parties across 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

Phase 2

Phase 3

Phase 4

Emerging
School/teacher s elearning processes and practices will focus on beginning to use the technology itself, rather than how it might be integrated into effective teaching and learning.

Engaging
School/ teacher will be trialing/using technology to supplement instructional practices, or for short-term application.

Enabling
School/teacher, working as a community, will begin to refine technology use in response to immediate needs. Technology easily allows students to engage in problemsolving and inquiry beyond the classroom.

Empowering
School/teacher community will sustain iterative inquiry into practice, driven by identified curriculum needs, and ubiquitous technology will enhance authentic, coconstructed learning.

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The dimensions
Leadership and strategic direction Vision for e-learning Leadership of e-learning Strategic direction and policy for e-learning Professional learning Sustaining a professional e-learning community Professional inquiry into e-learning Infrastructure and resourcing Tools and technologies Technical support & procurement Teaching and Learning e-Learning in the whole school curriculum Digital citizenship (Key Competencies and Values in e-Learning) Learning areas Pedagogy Assessment Beyond the classroom Engagement with the community about e-learning, and using technology.

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Descriptors (example of one strand)

Digital citizenship
Key Competencies and Values in eLearning A growing awareness that digital citizenship defines the Key Competencies and Values in a digital environment. Strategic documents identify the importance of digital citizenship in strategic documents. Some teachers can describe and model digital citizenship practices in their teaching. There are trial activities happening in the school. Some e-learning activities are designed to deliberately foster digital citizenship. A cohesive and connected approach to fostering digital citizenship across the whole school, actively involving students and staff, is evident in documentation and classroom practice, responding to evidencebased need. School-wide policy, curriculum design and classroom practices integrate digital citizenship, at all levels, with clear alignment to iterative school vision and strategy. Teachers and students can model desirable, safe, responsible behaviors and practices as successful digital citizens.

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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 M ori 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

Links to elearning content and services

Quality assured content and links

Usergenerated content and discussion

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Timeframes
March 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-Learning Web Presence, and ELPF Tel: + 64 021 761310 Email: ross.alexander@core-ed.ac.nz