e-learning Standards

The application of ICT to teaching & supporting learning in the lifelong learning sector

2005

e-learning Standards
The application of ICT to teaching & supporting learning in the lifelong learning sector

2005

PREFACE Since the first publication of the FENTO ILT Standards in 2002, the role and importance of ILT has continued to grow apace in the post school education and training sector. However, as the aim of embedding ILT into the curriculum is still in progress, it is inevitable that these standards will need to be adapted and enhanced over time. They will continue to evolve. This latest version gives more prominence to the concept of e-learning than the previous version, while the term management has given way to leadership, in recognition of the developments in that area. Lifelong Learning UK is pleased to present these standards as national benchmarks for the educational application of ICT in the lifelong learning sector. They will assist and enhance the work of teachers, leaders, trainers, teacher educators, tutors, learning and learner support staff.

David Hunter Chief Executive Lifelong Learning UK December 2004

Acknowledgements and background These standards, updated for the lifelong learning sector, were originally developed by the Further Education National Training Organisation (FENTO) and the Learning and Skills Development Agency (LSDA). The work of FENTO was subsumed, from 1st January 2005, into the UK Lifelong Learning Sector Skills Council - LLUK. The standards development was originally funded through the National Learning Network in England, with Scotland, Wales and Northern Ireland taking full part in the project under separate funding arrangements. Our thanks go to the participating colleges in England, Scotland, Northern Ireland and Wales and to all the individuals who contributed to the draft document and responded to the original consultation. Copyright You can copy extracts from this document for non-commercial education purposes on condition that the source is acknowledged. Front cover illustration used with permission of LSDA. Published 2005 by LLUK/FENTO in partnership with the Learning and Skills Development Agency. www.lsda.org.uk www.lifelonglearninguk.org

Page 4 Introduction

e-learning Standards Contents

Definition of e-learning

Summary overview of e-learning Standards

The application of e-learning to teaching and supporting learning A: Encourage learners to manage their own learning B: Plan to use ILT as a part of the learning programme C: Facilitate learning on-site using ILT C*: Facilitate online learning D: Develop and adapt ILT materials to support learning E: Provide learners with support to use ILT F: Track and assess learners using ILT G: Champion the application of ILT to teaching and learning Q: Conduct an ILT development project

7 9 11 13 15 17 18 20

22

INTRODUCTION The standards

PROFESSIONAL STANDARDS FOR TEACHING AND SUPPORTING LEARNING

e-learning e-leadership
THE APPLICATION OF ICT TO TEACHING AND SUPPORTING LEARNING AND LEADERSHIP IN THE LIFELONG LEARNING SECTOR PROFESSIONAL STANDARDS FOR LEADERSHIP

This document presents a set of professional standards for the use of new and established technologies. They relate to those involved in teaching and supporting learning and leadership in the lifelong learning sector. They were originally developed to implement the FENTO standards for teaching and supporting learning and managing learning in the e-learning context. They provide a framework within which to identify the competences and knowledge necessary to perform effectively with the help of new technology. They can also be used to provide essential diagnostic and planning information in the ILT (Information and Learning Technology) strategic planning process. The standards were developed following widespread consultation with post school education and training managers, staff developers and teachers, through a series of detailed trials and workshops. The use of learning technologies in post school education and training environments is an area of extraordinarily rapid change and every effort has been made to design standards that can be used flexibly. The standards deliberately avoid references to specific technologies and IT skills1 (as the latter are adequately covered by other relevant standards). They have been written in the recognisable standards format of units of outcome to ensure linking, mapping and development is straightforward. The standards are level free and in no sense sequential: it is envisaged that they will be used on a pick and mix basis where roles in teaching and supporting learning are being developed to incorporate the use of new technologies into a learning experience or where those with existing technical skills are using them in the context of learning environments for the first time.
1

Examples include QCA key skills, core skills in Scotland, e-skills NTO

The standards also recognise the development of new roles for those leading, developing and implementing provision as well as the emergence of new terminology. Definitions for IT, ICT and ILT throughout are consistent with those commonly used in much of the lifelong learning sector. A formal definition of e-learning has been developed and is used consistently throughout the standards.

The definition of e-learning in post-school education and training

IT

ICT

e-learning ILT

e-learning

Electronic Learning

e-learning is learning supported or enhanced through the application of information and communications technology.

ILT

Information and Learning Technologies

This is used to refer to the use of information and communication technologies to support the core activities of educational organisations.

ICT

Information and Communication Technologies

The combination of computing and communication technologies (including computer networks and telephone systems) that connects and enables some of todays most exciting systems e.g. the Internet.

IT

Information Technology

The computer infrastructure, hardware and software used to process data and deliver information.

There are a broad spectrum of activities which constitute e-learning, from straightforward applications which enhance classroom activities to full distance, online and remote learning. In understanding the relationship between ILT and e-learning, ILT also encompasses leadership and management issues. The following relationship illustrates this:

ILT = e-learning + e-leadership

Summary overview of the e-learning standards

These standards are an amplification of the professional standards for teaching and supporting learning in the lifelong learning sector in England and Wales in the e-learning context.
A:Encourage learners to manage their own learning A1 A2 A3 Encourage learners and prospective learners to use the organisations services through the use of ILT Help learners identify their learning needs and preferred learning styles through the use of ILT Help learners develop and review their personal learning plans through the use of ILT. Identify opportunities for using ILT Provide ILT materials to support learning Select appropriate ILT learning environments.

Pages 7-8

Pages 9-10

B:Plan to use ILT B1 as part of the learning programme B2 (e.g. Lesson Plans, B3 Schemes of Work) C:Facilitate learning on-site using ILT C1 C2 C3 C*1 C*2 C*3 D:Develop and adapt ILT materials to support learning E:Provide learners with support to use ILT D1 D2 D3 D4

Pages 11-12

Facilitate learning on-site for individuals using ILT Facilitate learning on-site for groups of learners using ILT Encourage learners on-site to learn from each other using ILT effectively. Facilitate online learning for individuals Facilitate online learning for groups of learners Support the development of online learning communities. Plan and structure ILT materials development Develop design specifications for ILT materials Design ILT materials according to specifications Evaluate the effectiveness of the designed materials in use.

Pages 13-14

C*:Facilitate online learning1

Pages 15-16

Page 17

E1 E2

Help learners continuously develop their use of ILT Support learners to enhance their performance in using ILT.

Pages 18-19

F:Track and assess learners using ILT

F1 F2 F3

Track learner participation with the help of ILT Assess, with the help of ILT, what individuals have learned and achieved Record and report on learners progress and achievements using ILT. Provide information to support ILT developments Identify and disseminate good practice in using ILT Design and implement development programmes to enable staff to use ILT Contribute to the evaluation of the organisations ILT strategy and practice.

Pages 20-21

G:Champion the application of ILT to teaching and learning

G1 G2 G3 G4

Additional standards that apply H: No amplification

Pages 22-23

It is assumed that staff will conform to existing and emerging codes of practice
Q1 Q2 Q3 Plan an ILT development project Implement an ILT development project plan Review the impact of the project.

Q:Conduct an ILT development project

These standards above should be used in conjunction with unit Q which advocates a project management approach to the adoption of ICT.
1 online in this context means more than ready for use. It refers to being logged on to a private or public network (e.g. Intranet or Internet) * Learning Facilitation is presented as two units, on-site and online, in recognition of the differing methodologies employed and knowledge needed.

THE APPLICATION OF ICT TO TEACHING AND SUPPORTING LEARNING

The knowledge and understanding required to perform effectively when applying ICT to teaching and supporting learning are arranged in three categories:

Domain-wide knowledge applicable across all areas of professional practice Generic knowledge relating to each unit Essential knowledge relating to the specific aspects of each unit

The domain-wide knowledge is taken from the FENTO standards for teaching and supporting learning: information technology and how it can be used to extend and enhance learning - area s The ILT standards amplify the domain-wide knowledge in area s. It is assumed that teachers and those supporting learning will be undertaking initial and continuing professional development in the core areas of teaching and supporting learning. These standards will help practitioners apply ICT to teaching and supporting learning. Generic knowledge appears in the introduction to each unit of the standards. Essential knowledge is listed under each aspect of the unit.

A: ENCOURAGE LEARNERS TO MANAGE THEIR OWN LEARNING

Staff carrying out this function need to use ILT to help learners manage their own learning pathway. This involves detailed knowledge of the organisations services to learners, an understanding of the organisations systems and an ability to help learners develop their own learning plan. A critical understanding of how ILT can support and enhance these activities is essential. This requires staff to have a generic knowledge of: ways of learning through ILT and appropriate learning strategies the relationship between learning styles and the required outcomes of learning programmes how to establish learning objectives the range of the organisations services the organisations resource constraints the organisations policy regarding the confidentiality of data, relevant data protection legislation and how to ensure these are rigorously applied how ILT can be used to assist implementation of equal opportunities, inclusivity and widening participation policy and practice. Staff need to be able to: A1 Encourage learners and prospective learners to use the organisations services through the use of ILT A2 Help learners identify their learning needs and preferred learning styles through the use of ILT A3 Help learners develop and review their personal learning plans through the use of ILT.

A1 Encourage learners and prospective learners to use the organisations services through the use of ILT To do this, staff a. b. c. d. e. f. identify the potential of ILT to help prospective learners access the organisations services identify opportunities for using ILT in enquiry and guidance services use ILT to update information about the organisations services use ILT to attract learners and prospective learners to use the organisations services use ILT to support the organisations enquiry, applications and enrolment system encourage learners and prospective learners to enquire, apply and enrol using ILT. the range of opportunities available for using ILT in pre-induction services the potential of ILT for helping keep information about the organisations services to learners up-to-date and how to realise this potential how to use ILT to attract a range of learners to use the organisations services the requirement of the organisations enquiry, application and enrolment system and the range of ILT to support it the types of support learners and prospective learners may need to access services and how to provide this support.

This requires critical understanding and essential knowledge of:

A2 Help learners identify their learning needs and preferred learning styles through the use of ILT To do this, staff a. b. c. d. identify how ILT can help learners specify their learning needs and styles provide ILT tools for learners to identify their needs and styles support learners to use ILT to identify their learning needs and styles ensure the needs and styles identified through ILT are appropriate the place of ILT tools in identifying needs and styles the range of tools available for needs analysis and style identification how to support learners to identify their learning needs and styles how to ensure that the outcomes are appropriate and feasible how to record outcomes.

This requires critical understanding and essential knowledge of:

A3 Help learners develop and review their personal learning plans through the use of ILT To a. b. c. d. e. f. do this, staff make information about learning opportunities available through ILT use ILT to signpost learning opportunities which match learners needs, aspirations and styles support learners through ILT to select learning opportunities help learners to use ILT to record learning objectives and plans encourage learners to use ILT to establish milestones and review dates use ILT to help learners review their learning plans

This requires critical understanding and essential knowledge of: the range of learning opportunities the ways in which ILT can help match learners and learning opportunities the ways in which ILT can help learners develop and review learning plans.

B:

PLAN TO USE ILT AS PART OF THE LEARNING PROGRAMME

Staff carrying out this function need to be able to identify how ILT can best support learning objectives, taking into account learners abilities and learning styles and the organisational facilities available. They need to obtain suitable ILT materials and sometimes customise these to make them appropriate to the learning objectives and context. They also need to ensure that the learning and teaching environment meets learners needs, is accessible and functions correctly. This requires staff to have a generic knowledge of:

learning theories and how they affect teaching and learning through ILT how to select appropriate ILT teaching methods on the basis of learning theory ways of learning through ILT and appropriate learning strategies how to establish learning objectives how to develop ILT plans to meet learning objectives the range of ILT available to support learners and staff the importance of organising information in ways that make it accessible, and how to do this how to present information in formats that allow recipients to understand it and use it to support their actions and decisions.

Staff need to be able to: B1 Identify opportunities for using ILT B2 Provide ILT materials to support learning B3 Select appropriate ILT learning environments.

B1 Identify opportunities for using ILT To do this, staff a. continuously update their own knowledge and skills in the use of ILT b. establish which learning objectives can be supported through the use of ILT c. establish whether the abilities and learning styles of the learners will enable them to benefit from the use of ILT d. establish whether appropriate ILT facilities are available e. consult with colleagues, ILT or ICT specialists to ensure the appropriate use of ILT. This requires critical understanding and essential knowledge of:

the contribution ILT can make to learning how to establish which learning objectives can be supported through ILT how to assess whether learners abilities and learning styles are suited to the use of ILT the facilities available in the organisation to support the use of ILT.

B2 Provide ILT materials to support learning To do this, staff a. identify sources of ILT materials which meet the current and anticipated future needs of learners and learning programmes b. participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of ILT materials c. establish criteria for ILT materials to ensure the appropriateness for all learners d. obtain suitable ILT materials within the organisations procurement procedures and technical infrastructure requirements e. make a range of ILT materials available which meet the needs of learners including those with learning difficulties and disabilities f. format ILT materials to make them suitable for meeting learning objectives within copyright and licence agreements as necessary g. monitor how learners are responding during the programme to ensure that ILT materials match learners abilities and learning styles h. evaluate the effectiveness of ILT materials in meeting learning objectives for learners with a diverse range of needs and abilities. This requires critical understanding and essential knowledge of:

the range of ILT materials from different sources how to identify the benefits of ILT materials and sources of information and advice tools and techniques for customising ILT materials the need to comply with copyright and licensing agreements for different ILT materials the organisations policy and procedures for obtaining, customising and using ILT materials the organisations ethical code and/or equal opportunities policies to ensure the suitability of ILT materials obtained.

B3 Select appropriate ILT learning environments To do this, staff a. identify the access needs of learners b. select appropriate ILT learning environments to accommodate the different needs of learners c. set targets with individual and groups of learners to use the ILT learning environment to achieve specific learning outcomes d. ensure that the ILT learning environment meets relevant health, safety, security and access requirements e. report any ways in which the ILT learning environment does not meet requirements to the relevant person. This requires critical understanding and essential knowledge of:

the range of ILT learning environments and what can be achieved with each how to structure learning in different environments to meet required outcomes the importance of health, safety, security and access the organisations policies on health, safety and security and access the specific requirements to ensure the learning environment is accessible and usable by learners.

10

C: FACILITATE LEARNING ON-SITE USING ILT

Staff carrying out this function need to identify and exploit opportunities to use ILT to support individual learners and groups of learners within the organisation. They need to work with individuals to help them use ILT autonomously to achieve their learning objectives and with groups to use ILT on site to exploit fully the benefits of group working. They also need to develop and promote the use of ILT to encourage learners to learn from each other. This requires staff to have a generic knowledge of:

learning theories and how they affect teaching and learning through ILT how to select appropriate ILT teaching methods on the basis of learning theory ways of learning through ILT and appropriate learning strategies the relationship between learners abilities and learning styles and the required outcomes of learning programmes delivered through ILT how to develop ILT plans to meet learning objectives how to assess learners levels of knowledge, skills and competence through ILT.

Staff need to be able to: C1 Facilitate learning on-site for individuals using ILT C2 Facilitate learning on-site for groups of learners using ILT C3 Encourage learners on-site to learn from each other using ILT effectively

C1 Facilitate learning on-site for individuals using ILT To do this, staff a. identify opportunities for using ILT to support individual learners b. agree with learners the learning objectives to be met through ILT c. agree with learners a learning plan that enables them to achieve their learning objectives autonomously using ILT d. make available suitable ILT materials and resources to enable learners to meet their learning objectives e. encourage individual learners to use ILT materials and resources autonomously, providing the support they need to use them effectively f. evaluate the effectiveness of ILT in supporting individual learning. This requires critical understanding and essential knowledge of:

the range of opportunities available for using ILT to support individual learners the range of opportunities available for individual learners to develop the knowledge and skills required to use ILT effectively for their own learning the ILT materials and resources available the importance of encouraging learners to work autonomously through ILT, and how to do so the types of support individual learners may need to use ILT effectively and how to provide this support.

11

C2 Facilitate learning on-site for groups of learners using ILT To do this, staff a. identify opportunities for using ILT to support learning in groups b. produce learning plans to encourage best use of ILT to help groups meet learning objectives c. use ILT materials and equipment effectively to help groups of learners to develop their knowledge and skills d. encourage effective learner participation in group activities through the use of ILT e. manage the group learning process effectively through the use of ILT f. evaluate the effectiveness of ILT in supporting learning in groups. This requires critical understanding and essential knowledge of:

the range of opportunities available for using ILT to support learning in groups the ILT materials and resources available how to encourage learner participation and the particular contribution ILT can make to this how learners work and learn in ILT-groups the principles of effective ILT-group management and how to apply them.

C3 Encourage learners on-site to learn from each other using ILT effectively To do this, staff a. identify opportunities for using ILT to encourage learners to learn from each other b. provide opportunities for learners to develop the knowledge and skills required to use ILT effectively to learn from each other c. encourage learners to use ILT to communicate with, and learn from, each other d. evaluate the effectiveness of ILT in helping learners learn from each other. This requires critical understanding and essential knowledge of:

the range of opportunities available for using ILT to encourage learners to learn from each other the knowledge and skills learners need to use ILT effectively to learn from each other how to encourage learners to use ILT to communicate with, and learn from, each other.

12

C*:

FACILITATE ONLINE LEARNING

Staff carrying out this function need to use ILT to support individual learners and groups of learners online. They also need to help learners learn from each other through participation in online learning communities. This requires staff to have a generic knowledge of:

learning theories and how they affect teaching and learning through ILT how to select appropriate ILT teaching methods on the basis of learning theory ways of learning through ILT and appropriate learning strategies the relationship between learners abilities and learning styles and the required outcomes of learning programmes delivered through ILT how to develop ILT plans to meet learning objectives how to assess learners levels of knowledge, skills and competence through ILT.

Staff need to be able to: C*1 Facilitate online learning for individuals C*2 Facilitate online learning for groups of learners C*3 Support the development of online learning communities.

C*1 Facilitate online learning for individuals To do this, staff a. identify opportunities for supporting individual learners online b. develop plans to provide online support to individual learners, taking account of the resources available c. gather information online about the learners, their knowledge and skills, their learning needs, styles and objectives d. provide learners with information about the types of online support available e. clarify what the learner and the member of staff supporting the learner can expect from each other through an online learning contract f. provide learners with online support, encouragement and reinforcement, whilst encouraging them to work autonomously g. communicate effectively and promptly with learners online, using language appropriate to the learners h. use alternative ways of supporting and communicating with online learners when necessary i. evaluate the effectiveness of ILT in supporting individuals online. This requires critical understanding and essential knowledge of:

the range of opportunities available for supporting individual learners online the resources available for supporting individual learners online how to gather information about learners online the types of support staff can provide online, and how to provide this support the importance of agreeing an online learning contract with learners, and how to do so the importance of encouraging online learners to learn autonomously, and how to do so tools and techniques for communicating effectively and promptly with learners online alternative ways of supporting and communicating with online learners, and when to use these.

* Learning Facilitation is presented as two units, on site and online, in recognition of the differing methodologies employed and knowledge needed. 11 online in this context means more than ready for use. It refers to being logged on to a private or public network (e.g. Intranet or Internet)

13

C*2 Facilitate online learning for groups of learners To do this, staff a. identify opportunities for supporting groups of learners online b. develop plans to provide online support to groups of learners, taking account of the resources available c. establish the specific learning objectives and criteria for membership of each online learning group d. establish, and monitor observance of, communication etiquette for each online learning group e. use appropriate tools and techniques to initiate, manage and close asynchronous and synchronous group discussions f. encourage all group members to contribute appropriately to online group discussions within an agreed timeframe g. evaluate the effectiveness of ILT in supporting groups of learners online. This requires critical understanding and essential knowledge of:

the range of opportunities available for using ILT to support groups of learners online the resources available for supporting groups of learners online how to establish criteria for membership of online learning groups the importance of establishing and monitoring the observance of communication etiquette the range of tools and techniques available for asynchronous and synchronous group discussions, and how to use them the importance of encouraging all group members to contribute appropriately to online group discussions, and how to do so.

C*3 Support the development of online learning communities To do this, staff a. identify existing online learning communities which may be relevant to learners b. initiate the development of online learning communities, where no relevant learning communities exist c. encourage learners to participate actively in relevant online learning communities d. provide support for the continuous development of online learning communities e. promote relevant learning communities, using both online and offline media f. evaluate the effectiveness of online learning communities in helping learners meet their learning objectives. This requires critical understanding and essential knowledge of:

the range of relevant online learning communities how to initiate and provide on-going support for the development of online learning communities how to encourage learners to participate actively in online learning communities the range of online and offline media available for promoting online learning communities.

14

D: DEVELOP AND ADAPT ILT MATERIALS TO SUPPORT LEARNING

Staff who carry out this function may be developing ILT materials for themselves or may be collaborating with subject, authoring and design specialists. They need to establish the requirements for ILT materials in terms of content, learning objectives and learning strategies. They need to develop and agree the technical specifications for the materials. They then need to design and develop prototype ILT materials in line with the specifications, test the materials with a representative group of users and deliver them to the commissioners as appropriate. This requires staff to have a generic knowledge of:

how to draft clear, concise and comprehensive specifications the importance of checking with commissioners that specifications fully meet their requirements, and how to do so the importance of obtaining acceptance by commissioners of finished materials, and how to do so the range of subject, learning and design specialists with whom the member of staff must collaborate.

Staff need to be able to: D1 Plan and structure ILT materials development D2 Develop design specifications for ILT materials D3 Design ILT materials according to specifications D4 Evaluate the effectiveness of the designed materials in use.

D1 Plan and structure ILT materials development To do this, staff a. identify the learning outcomes for the ILT materials by use of appropriate targets for learning and individual learners achievements b. structure ILT learning materials to foster learners curiosity, creativity and ability to work on their own c. match interactions with ILT learning materials to the abilities and learning styles of wide range of learners, including those who are hearing or sight impaired d. identify interactions with ILT learning materials which allow groups and individuals to learn through experience, including opportunities to demonstrate and practice skills e. identify interactions with ILT learning materials which provide opportunities for learners to reinforce knowledge and understanding. This requires critical understanding and essential knowledge of: relevant syllabi and outline programme content required learning outcomes methods of engaging learners interest and fostering creativity how to provide for learners of different abilities and preferred learning styles how to reinforce knowledge and understanding. D2 Develop design specifications for ILT materials To do this, staff a. draft clear, concise and comprehensive specifications for ILT materials in collaboration with relevant subject, authoring and design specialists b. establish the characteristics of the learning environment in which the ILT materials will be used c. establish the technical requirements and authoring tools to be used d. establish documentation standards and requirements e. check that the specifications are capable of delivering the agreed learning objectives. 15

This requires critical understanding and essential knowledge of: the ways in which the characteristics of the learning environment may impact on the design of ILT materials the range of authoring tools and methodologies that may be used, and how to select appropriate ones likely documentation requirements and how to establish these the importance of checking that the specifications are capable of delivering the agreed learning objectives, and how to do so. D3 Develop ILT materials according to specifications To a. b. c. d. e. f. g. h. do this, staff acquire authoring tools to meet specifications design, develop and test prototype user interfaces to ensure they meet user requirements draft on-screen text, help instructions, user manuals and technical documentation according to specifications enter or import content to the software platforms and test that it functions correctly ensure that ILT materials are tested for suitability with a representative sample of learners modify materials according to feedback from testing deliver finished ILT materials to commissioners and obtain their acceptance review the design and development process and identify ways in which the process could be improved in the future.

This requires critical understanding and essential knowledge of: how to acquire, adapt and develop software platforms to meet specifications how to design, develop and test prototype user interfaces to ensure they meet user requirements how to draft on-screen text, help instructions, user manuals and technical documentation according to specifications how to enter or import content to the software platforms and test functionality the importance of testing the usability and capability of the ILT materials to meet the agreed learning objectives with a representative sample of typical users, and how to do so how to create originals of ILT materials.

D4 Evaluate the effectiveness of the designed materials in use To do this, staff a. maintain systems for gathering information on the use of the designed materials and evaluating their effectiveness against the specified learning outcomes b. involve learners and colleagues in evaluating the effectiveness of the designed materials c. gather complete, valid and up-to-date information about the use of the designed materials d. monitor how learners are responding during the programme to ensure that ILT materials match learners abilities and learning styles e. evaluate the effectiveness of ILT materials in meeting learning objectives for learners with a diverse range of needs and abilities. This requires critical understanding and essential knowledge of:

systems for gathering information on the use of the designed materials and evaluating their effectiveness. the importance of involving learners and colleagues in evaluation the importance of evaluating the effectiveness of the designed materials in meeting learning objectives for learners with a diverse range of abilities, the criteria by which to evaluate the effectiveness of ILT materials.

16

E: PROVIDE LEARNERS WITH SUPPORT TO USE ILT

Staff need to ensure learners can develop their skills in using ILT and provide ongoing support. Staff carrying out this function assist students to make best use of ILT as distinct from providing ICT instruction. This requires ILT specialists to have a generic knowledge of: the organisations ILT policies how to select appropriate teaching methods for ILT on the basis of learning theory ways of learning and learning strategies appropriate to the use of ILT how to assess learners levels of knowledge, skills and performance in ILT the range of tools and techniques that can be used to identify learners ILT needs how to assess the extent to which learning objectives have been achieved through ILT how ILT can be used to assist implementation of equal opportunities, inclusivity and widening participation policy and practice. Staff need to be able to E1 Help learners continuously develop their use of ILT E2 Support learners to enhance their performance in using ILT.

E1 Help learners continuously develop their use of ILT To do this, staff a. establish the knowledge and skills learners require to use ILT b. accurately identify learners current levels of knowledge and skills and what they need to learn in order to use ILT effectively c. use appropriate, effective and efficient strategies and techniques to help learners develop the knowledge and skills they need to use ILT d. provide learners with practical opportunities to apply their knowledge and skills in using ILT. This requires critical understanding and essential knowledge of:

the range of current ILT available and emerging trends how to use the range of ILT the range of practical opportunities available for learners to apply their knowledge and skills in using ILT, and how to provide them the range of appropriate strategies and techniques to help learners develop the knowledge and skills they need to use ILT.

E2 Support learners to enhance their performance using ILT To do this, staff a. promote the principle of learners continuously enhancing their performance in using ILT b. encourage learners to take a systematic approach to continuing personal and professional development through ILT c. use appropriate tools and techniques to identify learners emerging needs to enhance their performance in using ILT d. encourage learners to access appropriate resources and support to enhance their performance in using ILT. This requires critical understanding and essential knowledge of:

the importance of continuously developing performance in using ILT the resources and support learners need to enhance their performance in using ILT the range of enabling technologies available to meet diverse learning needs.

17

F: TRACK AND ASSESS LEARNERS USING ILT

Staff carrying out this function need to use ILT to record information about learners participation and achievement. They need to record information about learners attendance, participation in learning activities and use this information to identify any need for intervention. They need to assess what individuals have learned and achieved against their personal learning plans. With this information, staff need to provide feedback to learners and to report on learner participation, progress and achievement. This requires staff to have a generic knowledge of:

the organisations policy and procedures for tracking and assessing learners the organisations policy regarding the confidentiality of data and relevant data protection legislation, and how to ensure these are rigorously applied the organisations requirements for reporting on learners participation, progress and achievements the importance of maintaining and providing complete, accurate and up-to-date information, and how to do so.

Staff need to be able to: F1 Track learner participation with the help of ILT F2 Assess, with the help of ILT, what individuals have learned and achieved F3 Record and report on learners progress and achievements using ILT. F1 Track learner participation with the help of ILT To do this, staff a. use ILT systems to capture and process data about learner participation b. encourage learners to use ILT to record and update details about themselves and their participation c. use ILT to evaluate learners participation and identify trends d. establish any need for intervention to improve learners participation. This requires critical understanding and essential knowledge of:

the data required about learners the ways in which ILT can be used to record, process and provide information about learner participation how to use information about learner participation to identify trends and establish the need for intervention.

F2 Assess, with the help of ILT, what individuals have learned and achieved To do this, staff a. b. c. d. identify and evaluate appropriate ILT assessment tools use ILT to conduct initial assessment use ILT to help carry out formative and summative assessments of learner achievement provide feedback to learners on progress and achievements with the help of ILT.

18

This requires critical understanding and essential knowledge of: the range of ILT assessment tools available how to evaluate ILT assessment tools how to use ILT assessment tools how to integrate ILT within an appropriate mix of assessment tools and techniques how to provide clear and constructive feedback. F3 Record and report on learners progress and achievements using ILT To do this, staff a. b. c. d. use appropriate ILT tools to record learners progress and achievements use ILT to automate reporting on learners progress and achievements, taking into account the organisations policies provide as required complete, accurate and up-to-date reports on learners progress and achievements to those entitled to this information e. ensure the confidentiality of information about learners in line with the organisations policies and legal requirements. This requires critical understanding and essential knowledge of:

the range of appropriate ILT tools available for recording learners progress and achievements how to use ILT tools to record progress and achievement how to use ILT tools to create appropriate reports on data sets the organisations policies and legal requirements with regard to data protection.

19

G: CHAMPION THE APPLICATION OF ILT TO TEACHING AND LEARNING

Staff carrying out this function need to have up-to-date knowledge of trends and developments in ILT in order to support ILT developments in the organisation. They should identify and promote good practice in the use of ILT inside and outside the organisation. They should be able to design and implement appropriate development programmes to enable staff to use ILT. They should also provide feedback on the use of ILT. This requires staff to have a generic knowledge of:

the organisations ILT vision, strategy and objectives how to verify the accuracy and completeness of information the importance of organising information in ways that make it accessible, and how to do this ways of learning and appropriate learning strategies the use of differentiated learning materials the principles and processes of continuing professional development the organisations ILT facilities and resources available to support learners and staff how to develop criteria for assessment and evaluation the importance of involving users in the evaluation of services, and how to do this effectively.

Staff need to be able to: G1 Provide information to support ILT developments G2 Identify and disseminate good practice in using ILT G3 Design and implement development programmes to enable staff to use ILT G4 Contribute to the evaluation of the organisations ILT strategy and practice. G1 Provide information to support ILT developments To do this, staff a. b. c. d. e. keep their knowledge about trends and developments in ILT up-to-date evaluate the potential impact on the organisation of trends and developments in ILT identify, collate and verify relevant information obtain advice and guidance from relevant specialists as necessary provide clear and concise explanations of technical information in ways that allow people to use it to support their actions and decisions.

This requires critical understanding and essential knowledge of: sources of information on trends and developments in ILT, and how to access them how to evaluate the potential impact on the organisation of developments in ILT sources of relevant specialists the organisations ILT requirements. G2 Identify and disseminate good practice in using ILT To do this, staff a. obtain information on developing practice in ILT both inside and outside the organisation b. identify criteria for good practice in relation to the organisation c. present relevant good practice in using ILT in ways that allow colleagues to adopt and adapt it in their own work.

20

This requires critical understanding and essential knowledge of:

sources of information on developing practice in ILT how to identify the benefits from using ILT and problems encountered the importance of evaluating whether developing practice in ILT is relevant to the organisation and may be considered good practice the range of media available for promoting good practice in using ILT how to communicate clearly the outcomes required and methods of achieving these the types of advice and guidance people may need to deliver development programmes enable staff to use ILT how to establish whether people have the skills to deliver development programmes to staff with a diverse range of abilities how to evaluate the impact on the organisation of promoting ILT.

G3 Design and implement development programmes to enable staff to use ILT To a. b. c. d. e. f. g. do this, staff establish accurately the knowledge and skills staff require to use ILT assess staffs current levels of knowledge and skills in using ILT design development programmes that help staff develop and apply the knowledge and skills required for ILT secure the resources necessary to deliver ILT staff development programmes provide advice and guidance to others delivering ILT staff development programmes monitor the delivery of development programmes and take action as necessary evaluate the effectiveness of ILT staff development programmes.

This requires critical understanding and essential knowledge of: how to establish the knowledge and skills staff require to use ILT how to assess staffs current levels of knowledge and skills in using ILT the range of abilities of staff, and how to design development programmes to match these the importance of providing opportunities to apply new knowledge and skills and consolidate competence, and how to do so the range of systems and processes that can be used to monitor development programmes the types of action that may needed to ensure programmes delivered as designed how to ensure that the delivery of development programmes does not discriminate unfairly against particular individuals or groups of staff the importance of evaluating development programmes, and how to do so. G4 Contribute feedback on the use of ILT for the evaluation of the organisations ILT strategy To do this, staff a. maintain systems for monitoring the use of ILT within the organisation and evaluating its effectiveness b. involve learners and colleagues in monitoring and evaluating the effectiveness of ILT c. gather complete, valid and up-to-date information about the use of ILT within the organisation d. evaluate the relative effectiveness of ILT compared with alternative learning approaches e. provide information and analysis to support the evaluation of the organisations ILT strategy at the required times and in the required formats. This requires critical understanding and essential knowledge of: systems for monitoring and evaluating the use and effectiveness of ILT the importance of evaluating the effectiveness of ILT in meeting learning objectives for learners with a diverse range of abilities, and how to do so alternative learning approaches and their effectiveness when, and in what format, information and analysis is required for evaluating the organisations ILT strategy. 21

Q: CONDUCT AN ILT DEVELOPMENT PROJECT

The scale of the project will depend on individuals roles in respect to ILT. Staff carrying out this function need to take a project management approach to the implementation of an ILT related change. This requires close working with others to plan, co-ordinate, complete and evaluate a project according to quality criteria, time and cost. This requires staff to have a generic knowledge of:

how to apply project management principles and methodologies ways of documenting and tracking project plans and progress the importance of maintaining complete and accurate records the need for personal or organisational goals and strategies for ILT legal responsibilities resulting from use of ICT e.g. health and safety, data protection, copyright.

Staff need to be able to: Q1 Plan an ILT development project Q2 Implement an ILT development project plan Q3 Review the impact of the project. Q1 Plan an ILT development project To do this, staff a. establish clearly the projects scope, objectives and outcomes b. establish clearly the projects contingencies, risks and the organisations ICT constraints to ensure the project is feasible c. identify the beneficiaries of the project and reconcile their interests d. involve ILT experts in the development of project plans consistent with the projects scope and objectives e. break the work down into manageable, measurable and achievable tasks related to outcomes f. establish links, work methods, schedules, evaluation methods, and dissemination opportunities g. secure any resources, budgets and approvals necessary to complete the project h. establish clearly the limits of own, and other peoples authority within the project. This requires critical understanding and essential knowledge of:

planning techniques and frameworks how to assess the feasibility of projects the range of different stakeholders in a project and how to reconcile their interests the importance of involving relevant people in the development of project plans, and how to do so effectively how to establish and obtain the necessary resources the importance of establishing limits of authority, and how to do so how to ensure that the organisations ICT systems are appropriate for the project.

22

Q2 Implement an ILT development project plan To do this, staff a. b. c. d. keep relevant colleagues informed about the project and involve them in problem solving negotiate support from appropriate sources provide advice and guidance to help colleagues meet their responsibilities monitor carefully the progress of the project against plans and make any necessary adjustments with the knowledge and agreement of colleagues.

This requires critical understanding and essential knowledge of:

how to keep others informed about the development of the project ways to involve others in confronting and resolving any problems or providing support the types of advice and guidance colleagues may require and how to provide these how to monitor the progress of a project against the project plan.

Q3 Review the impact of an ILT development project To do this, staff a. measure the extent to which the projects objectives have been achieved according to any agreed quality criteria, costs and schedules b. disseminate findings according to agreed procedures c. confirm to colleagues that the project is completed, acknowledging their contributions d. complete all necessary procedures relating to finance, resources and personnel e. maintain and store complete and accurate records about the project f. gather feedback from others and involve them in reviewing the project g. use the results of project evaluation and review to improve the effectiveness of future work. This requires critical understanding and essential knowledge of:

the projects quality criteria, cost and time schedule the projects outcomes and dissemination procedures the importance of confirming to others that the project is completed and of acknowledging their contributions procedures relating to resources, finance and personnel how to evaluate projects how to use results to improve the effectiveness of own future work and to contribute to organisational improvement.

23