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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

Lifelong Learning UK is pleased to present these standards as national benchmarks for the educational application of ICT in the lifelong learning sector. tutors. David Hunter Chief Executive Lifelong Learning UK December 2004 1 . the role and importance of ILT has continued to grow apace in the post school education and training sector. teacher educators. in recognition of the developments in that area. However. leaders. while the term ‘management’ has given way to leadership. This latest version gives more prominence to the concept of e-learning than the previous version. trainers. They will continue to evolve. learning and learner support staff. They will assist and enhance the work of teachers. as the aim of embedding ILT into the curriculum is still in progress.PREFACE Since the first publication of the FENTO ILT Standards in 2002. it is inevitable that these standards will need to be adapted and enhanced over time.

LLUK.org 2 .org. Front cover illustration used with permission of LSDA. from 1st January 2005.lifelonglearninguk. Northern Ireland and Wales and to all the individuals who contributed to the draft document and responded to the original consultation. updated for the lifelong learning sector. Our thanks go to the participating colleges in England.uk www.Acknowledgements and background These standards. Copyright You can copy extracts from this document for non-commercial education purposes on condition that the source is acknowledged.lsda. Scotland. into the UK Lifelong Learning Sector Skills Council . The work of FENTO was subsumed. Wales and Northern Ireland taking full part in the project under separate funding arrangements. Published 2005 by LLUK/FENTO in partnership with the Learning and Skills Development Agency. www. The standards development was originally funded through the National Learning Network in England. were originally developed by the Further Education National Training Organisation (FENTO) and the Learning and Skills Development Agency (LSDA). with Scotland.

Page 4 Introduction e-learning Standards Contents 5 Definition of e-learning 6 Summary overview of e-learning Standards 7 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 3 .

staff developers and teachers. They can also be used to provide essential diagnostic and planning information in the ILT (Information and Learning Technology) strategic planning process. mapping and development is straightforward. The standards deliberately avoid references to specific technologies and IT skills1 (as the latter are adequately covered by other relevant standards). They relate to those involved in teaching and supporting learning and leadership in the lifelong learning sector. The standards were developed following widespread consultation with post school education and training managers. 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. e-skills NTO 4 . core skills in Scotland. through a series of detailed trials and workshops. They have been written in the recognisable standards format of units of outcome to ensure linking. They provide a framework within which to identify the competences and knowledge necessary to perform effectively with the help of new technology. They were originally developed to implement the FENTO standards for teaching and supporting learning and managing learning in the e-learning context. 1 Examples include QCA key skills. 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.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.

ICT Information and Communication Technologies The combination of computing and communication technologies (including computer networks and telephone systems) that connects and enables some of today’s most exciting systems e. In understanding the relationship between ILT and e-learning. from straightforward applications which enhance classroom activities to full distance. A formal definition of e-learning has been developed and is used consistently throughout the standards. online and remote learning. developing and implementing provision as well as the emergence of new terminology. There are a broad spectrum of activities which constitute e-learning.The standards also recognise the development of new roles for those leading. ILT also encompasses leadership and management issues. ICT and ILT throughout are consistent with those commonly used in much of the lifelong learning sector. the Internet. IT Information Technology The computer infrastructure. The following relationship illustrates this: ILT = e-learning + e-leadership 5 . 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.g. Definitions for IT. 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. hardware and software used to process data and deliver information.

Pages 7-8 Pages 9-10 B:Plan to use ILT B1 as part of the learning programme B2 (e. Pages 18-19 F:Track and assess learners using ILT F1 F2 F3 Track learner participation with the help of ILT Assess. 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.’ It refers to being logged on to a private or public network (e. 6 . 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. on-site and online. Intranet or Internet) * Learning Facilitation is presented as two units. what individuals have learned and achieved Record and report on learners’ progress and achievements using ILT. 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. with the help of ILT.g. 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. in recognition of the differing methodologies employed and knowledge needed. Facilitate online learning for individuals Facilitate online learning for groups of learners Support the development of online learning communities. Identify opportunities for using ILT Provide ILT materials to support learning Select appropriate ILT learning environments. 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. 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. A:Encourage learners to manage their own learning A1 A2 A3 Encourage learners and prospective learners to use the organisation’s 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. 1 online in this context means more than ‘ready for use.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.g. Lesson Plans.

A critical understanding of how ILT can support and enhance these activities is essential. relevant data protection legislation and how to ensure these are rigorously applied • how ILT can be used to assist implementation of equal opportunities. 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.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” . This involves detailed knowledge of the organisation’s services to learners.area s The ILT standards amplify the domain-wide knowledge in area s. Staff need to be able to: A1 Encourage learners and prospective learners to use the organisation’s 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. 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 organisation’s services • the organisation’s resource constraints • the organisation’s policy regarding the confidentiality of data. inclusivity and widening participation policy and practice. 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. an understanding of the organisation’s systems and an ability to help learners develop their own learning plan. Generic knowledge appears in the introduction to each unit of the standards. These standards will help practitioners apply ICT to teaching and supporting learning. 7 . Essential knowledge is listed under each aspect of the unit.

do this. d. b. e. 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. d. b. 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.A1 Encourage learners and prospective learners to use the organisation’s services through the use of ILT To do this. d. the range of opportunities available for using ILT in pre-induction services the potential of ILT for helping keep information about the organisation’s 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 organisation’s services the requirement of the organisation’s enquiry. • • • • • identify the potential of ILT to help prospective learners access the organisation’s services identify opportunities for using ILT in enquiry and guidance services use ILT to update information about the organisation’s services use ILT to attract learners and prospective learners to use the organisation’s services use ILT to support the organisation’s enquiry. staff make information about learning opportunities available through ILT use ILT to signpost learning opportunities which match learners’ needs. c. 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. 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. c. f. 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. f. b. applications and enrolment system encourage learners and prospective learners to enquire. 8 . staff a. apply and enrol using ILT. c. e.

consult with colleagues. is accessible and functions correctly. taking into account learners’ abilities and learning styles and the organisational facilities available. ILT or ICT specialists to ensure the appropriate use of ILT. 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. 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. 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. They also need to ensure that the learning and teaching environment meets learner’s needs. They need to obtain suitable ILT materials and sometimes customise these to make them appropriate to the learning objectives and context. 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. 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. establish whether the abilities and learning styles of the learners will enable them to benefit from the use of ILT d. 9 . B1 Identify opportunities for using ILT To do this. establish whether appropriate ILT facilities are available e. staff a.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.

report any ways in which the ILT learning environment does not meet requirements to the relevant person. staff a. establish criteria for ILT materials to ensure the appropriateness for all learners d. security and access the organisation’s policies on health. participate in networks and learning communities involved in reviewing. ensure that the ILT learning environment meets relevant health. identify sources of ILT materials which meet the current and anticipated future needs of learners and learning programmes b. evaluate the effectiveness of ILT materials in meeting learning objectives for learners with a diverse range of needs and abilities. security and access requirements e. developing or sharing good practice in the use of ILT materials c. customising and using ILT materials the organisation’s ethical code and/or equal opportunities policies to ensure the suitability of ILT materials obtained. select appropriate ILT learning environments to accommodate the different needs of learners c. safety and security and access the specific requirements to ensure the learning environment is accessible and usable by learners. B3 Select appropriate ILT learning environments To do this. 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.B2 Provide ILT materials to support learning To do this. obtain suitable ILT materials within the organisation’s procurement procedures and technical infrastructure requirements e. monitor how learners are responding during the programme to ensure that ILT materials match learners’ abilities and learning styles h. make a range of ILT materials available which meet the needs of learners including those with learning difficulties and disabilities f. safety. safety. identify the access needs of learners b. set targets with individual and groups of learners to use the ILT learning environment to achieve specific learning outcomes d. 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 organisation’s policy and procedures for obtaining. 10 . staff a. format ILT materials to make them suitable for meeting learning objectives within copyright and licence agreements as necessary g.

identify opportunities for using ILT to support individual learners b. providing the support they need to use them effectively f. agree with learners a learning plan that enables them to achieve their learning objectives autonomously using ILT d. evaluate the effectiveness of ILT in supporting individual learning. 11 . and how to do so the types of support individual learners may need to use ILT effectively and how to provide this support. 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. They also need to develop and promote the use of ILT to encourage learners to learn from each other.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. staff a. 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. 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. 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. skills and competence through ILT. 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. agree with learners the learning objectives to be met through ILT c.

12 .C2 Facilitate learning on-site for groups of learners using ILT To do this. staff a. 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. each other d. each other. C3 Encourage learners on-site to learn from each other using ILT effectively To do this. manage the group learning process effectively through the use of ILT f. 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. use ILT materials and equipment effectively to help groups of learners to develop their knowledge and skills d. identify opportunities for using ILT to encourage learners to learn from each other b. encourage effective learner participation in group activities through the use of ILT e. encourage learners to use ILT to communicate with. staff a. and learn from. produce learning plans to encourage best use of ILT to help groups meet learning objectives c. evaluate the effectiveness of ILT in supporting learning in groups. identify opportunities for using ILT to support learning in groups b. evaluate the effectiveness of ILT in helping learners learn from each other. and learn from. provide opportunities for learners to develop the knowledge and skills required to use ILT effectively to learn from each other c.

evaluate the effectiveness of ILT in supporting individuals online. whilst encouraging them to work autonomously g. communicate effectively and promptly with learners online. Intranet or Internet) 13 . 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. They also need to help learners learn from each other through participation in online learning communities. taking account of the resources available c. identify opportunities for supporting individual learners online b. gather information online about the learners. on site and online.’ It refers to being logged on to a private or public network (e. * Learning Facilitation is presented as two units. and when to use these.g. their learning needs. their knowledge and skills. skills and competence through ILT. clarify what the learner and the member of staff supporting the learner can expect from each other through an online learning contract f. use alternative ways of supporting and communicating with online learners when necessary i. provide learners with information about the types of online support available e. and how to do so the importance of encouraging online learners to learn autonomously. develop plans to provide online support to individual learners. C*1 Facilitate online learning for individuals To do this. in recognition of the differing methodologies employed and knowledge needed. styles and objectives d. 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. and how to provide this support the importance of agreeing an online learning contract with learners. using language appropriate to the learners h. encouragement and reinforcement. 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. 11 online in this context means more than ‘ready for use.C*: FACILITATE ONLINE LEARNING 1 Staff carrying out this function need to use ILT to support individual learners and groups of learners online. staff a. 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. provide learners with online support.

and how to use them the importance of encouraging all group members to contribute appropriately to online group discussions. provide support for the continuous development of online learning communities e. encourage learners to participate actively in relevant online learning communities d. 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. C*3 Support the development of online learning communities To do this. use appropriate tools and techniques to initiate. initiate the development of online learning communities. communication etiquette for each online learning group e. and monitor observance of. staff a. establish. 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 do so. promote relevant learning communities. using both online and offline media f. identify opportunities for supporting groups of learners online b. 14 . establish the specific learning objectives and criteria for membership of each online learning group d. where no relevant learning communities exist c. encourage all group members to contribute appropriately to online group discussions within an agreed timeframe g. evaluate the effectiveness of online learning communities in helping learners meet their learning objectives. taking account of the resources available c. evaluate the effectiveness of ILT in supporting groups of learners online.C*2 Facilitate online learning for groups of learners To do this. staff a. identify existing online learning communities which may be relevant to learners b. develop plans to provide online support to groups of learners. manage and close asynchronous and synchronous group discussions f.

test the materials with a representative group of users and deliver them to the commissioners as appropriate. identify interactions with ILT learning materials which allow groups and individuals to learn through experience. concise and comprehensive specifications the importance of checking with commissioners that specifications fully meet their requirements. concise and comprehensive specifications for ILT materials in collaboration with relevant subject. and how to do so the range of subject. 15 . staff a. including those who are hearing or sight impaired d. They need to establish the requirements for ILT materials in terms of content. including opportunities to demonstrate and practice skills e. identify interactions with ILT learning materials which provide opportunities for learners to reinforce knowledge and understanding. D2 Develop design specifications for ILT materials To do this. and how to do so the importance of obtaining acceptance by commissioners of finished materials. authoring and design specialists b. D1 Plan and structure ILT materials development To do this. They then need to design and develop prototype ILT materials in line with the specifications. draft clear. establish the characteristics of the learning environment in which the ILT materials will be used c. 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. match interactions with ILT learning materials to the abilities and learning styles of wide range of learners. structure ILT learning materials to foster learners’ curiosity. authoring and design specialists. establish the technical requirements and authoring tools to be used d. establish documentation standards and requirements e. This requires staff to have a generic knowledge of: • • • • how to draft clear.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. creativity and ability to work on their own c. learning and design specialists with whom the member of staff must collaborate. identify the learning outcomes for the ILT materials by use of appropriate targets for learning and individual learners’ achievements b. They need to develop and agree the technical specifications for the materials. staff a. check that the specifications are capable of delivering the agreed learning objectives. 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. learning objectives and learning strategies.

monitor how learners are responding during the programme to ensure that ILT materials match learners’ abilities and learning styles e. and how to do so.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. develop and test prototype user interfaces to ensure they meet user requirements • how to draft on-screen text. maintain systems for gathering information on the use of the designed materials and evaluating their effectiveness against the specified learning outcomes b. c. do this. 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. develop and test prototype user interfaces to ensure they meet user requirements draft on-screen text. help instructions. e. g. 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. 16 . b. involve learners and colleagues in evaluating the effectiveness of the designed materials c. 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. staff a. This requires critical understanding and essential knowledge of: • • • • systems for gathering information on the use of the designed materials and evaluating their effectiveness. gather complete. D3 Develop ILT materials according to specifications To a. staff acquire authoring tools to meet specifications design. 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. evaluate the effectiveness of ILT materials in meeting learning objectives for learners with a diverse range of needs and abilities. d. h. 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. adapt and develop software platforms to meet specifications how to design. help instructions. valid and up-to-date information about the use of the designed materials d. f. the criteria by which to evaluate the effectiveness of ILT materials. This requires critical understanding and essential knowledge of: how to acquire.

encourage learners to access appropriate resources and support to enhance their performance in using ILT. E2 Support learners to enhance their performance using ILT To do this. This requires ILT specialists to have a generic knowledge of: • the organisation’s 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. encourage learners to take a systematic approach to continuing personal and professional development through ILT c. accurately identify learners’ current levels of knowledge and skills and what they need to learn in order to use ILT effectively c. 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. 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. inclusivity and widening participation policy and practice. provide learners with practical opportunities to apply their knowledge and skills in using ILT. 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. staff a. E1 Help learners continuously develop their use of ILT To do this. Staff carrying out this function assist students to make best use of ILT as distinct from providing ICT instruction. use appropriate. use appropriate tools and techniques to identify learners’ emerging needs to enhance their performance in using ILT d. 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.E: PROVIDE LEARNERS WITH SUPPORT TO USE ILT Staff need to ensure learners can develop their skills in using ILT and provide ongoing support. 17 . establish the knowledge and skills learners require to use ILT b. 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. staff a. promote the principle of learners continuously enhancing their performance in using ILT b. effective and efficient strategies and techniques to help learners develop the knowledge and skills they need to use ILT d.

F: TRACK AND ASSESS LEARNERS USING ILT Staff carrying out this function need to use ILT to record information about learners’ participation and achievement. 18 . use ILT to evaluate learners’ participation and identify trends d. This requires staff to have a generic knowledge of: • • • • the organisation’s policy and procedures for tracking and assessing learners the organisation’s policy regarding the confidentiality of data and relevant data protection legislation. b. use ILT systems to capture and process data about learner participation b. Staff need to be able to: F1 Track learner participation with the help of ILT F2 Assess. staff a. F1 Track learner participation with the help of ILT To do this. with the help of ILT. They need to record information about learners’ attendance. With this information. d. They need to assess what individuals have learned and achieved against their personal learning plans. progress and achievements the importance of maintaining and providing complete. This requires critical understanding and essential knowledge of: • • • the data required about learners the ways in which ILT can be used to record. with the help of ILT. encourage learners to use ILT to record and update details about themselves and their participation c. staff need to provide feedback to learners and to report on learner participation. and how to ensure these are rigorously applied the organisation’s requirements for reporting on learners’ participation. accurate and up-to-date information. and how to do so. participation in learning activities and use this information to identify any need for intervention. establish any need for intervention to improve learners’ participation. 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. process and provide information about learner participation how to use information about learner participation to identify trends and establish the need for intervention. staff a. c. what individuals have learned and achieved F3 Record and report on learners’ progress and achievements using ILT. what individuals have learned and achieved To do this. progress and achievement. F2 Assess.

accurate and up-to-date reports on learner’s progress and achievements to those entitled to this information e.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. taking into account the organisation’s policies provide as required complete. F3 Record and report on learners’ progress and achievements using ILT To do this. staff a. 19 . c. 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 organisation’s policies and legal requirements with regard to data protection. ensure the confidentiality of information about learners in line with the organisation’s policies and legal requirements. d. b. use appropriate ILT tools to record learners’ progress and achievements use ILT to automate reporting on learners’ progress and achievements.

c. identify criteria for “good practice” in relation to the organisation c. They should be able to design and implement appropriate development programmes to enable staff to use ILT. 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 organisation’s 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. 20 . and how to do this effectively. present relevant good practice in using ILT in ways that allow colleagues to adopt and adapt it in their own work. G2 Identify and disseminate good practice in using ILT To do this. b. They should identify and promote good practice in the use of ILT inside and outside the organisation. This requires critical understanding and essential knowledge of: • sources of information on trends and developments in ILT. G1 Provide information to support ILT developments To do this. 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.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. 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. and how to access them • how to evaluate the potential impact on the organisation of developments in ILT • sources of relevant specialists • the organisation’s ILT requirements. strategy and objectives how to verify the accuracy and completeness of information the importance of organising information in ways that make it accessible. This requires staff to have a generic knowledge of: • • • • • • • • • the organisation’s ILT vision. staff a. obtain information on developing practice in ILT both inside and outside the organisation b. They should also provide feedback on the use of ILT. 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. d. staff a. e.

and in what format. 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. d. information and analysis is required for evaluating the organisation’s ILT strategy. This requires critical understanding and essential knowledge of: • how to establish the knowledge and skills staff require to use ILT • how to assess staff’s current levels of knowledge and skills in using ILT • the range of abilities of staff. gather complete. involve learners and colleagues in monitoring and evaluating the effectiveness of ILT c. f. and how to do so. 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. G4 Contribute feedback on the use of ILT for the evaluation of the organisation’s ILT strategy To do this. 21 . c. evaluate the relative effectiveness of ILT compared with alternative learning approaches e. valid and up-to-date information about the use of ILT within the organisation d. maintain systems for monitoring the use of ILT within the organisation and evaluating its effectiveness b. staff a. 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 • alternative learning approaches and their effectiveness • when. staff establish accurately the knowledge and skills staff require to use ILT assess staff’s 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. b. do this.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. provide information and analysis to support the evaluation of the organisation’s ILT strategy at the required times and in the required formats. e. g. G3 Design and implement development programmes to enable staff to use ILT To a.

and dissemination opportunities g. co-ordinate. complete and evaluate a project according to quality criteria. and other people’s authority within the project. and how to do so effectively how to establish and obtain the necessary resources the importance of establishing limits of authority. identify the beneficiaries of the project and reconcile their interests d. 22 . Q1 Plan an ILT development project To do this. budgets and approvals necessary to complete the project h. involve ILT experts in the development of project plans consistent with the project’s scope and objectives e. establish clearly the project’s contingencies. objectives and outcomes b. health and safety. 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. establish links. copyright. schedules. secure any resources.g. break the work down into manageable. data protection. and how to do so how to ensure that the organisation’s ICT systems are appropriate for the project. staff a. measurable and achievable tasks related to outcomes f. risks and the organisation’s ICT constraints to ensure the project is feasible c. evaluation methods. 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. time and cost. 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. This requires close working with others to plan. Staff carrying out this function need to take a project management approach to the implementation of an ILT related change. establish clearly the project’s scope.Q: CONDUCT AN ILT DEVELOPMENT PROJECT The scale of the project will depend on individuals’ roles in respect to ILT. work methods. establish clearly the limits of own.

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: • • • • • • the project’s quality criteria. 23 . maintain and store complete and accurate records about the project f. resources and personnel e. Q3 Review the impact of an ILT development project To do this. confirm to colleagues that the project is completed. c. d. 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. acknowledging their contributions d. cost and time schedule the project’s outcomes and dissemination procedures the importance of confirming to others that the project is completed and of acknowledging their contributions procedures relating to resources.Q2 Implement an ILT development project plan To do this. gather feedback from others and involve them in reviewing the project g. staff a. complete all necessary procedures relating to finance. use the results of project evaluation and review to improve the effectiveness of future work. measure the extent to which the project’s objectives have been achieved according to any agreed quality criteria. 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. costs and schedules b. disseminate findings according to agreed procedures c. staff a. b.