e-Learning Planning Framework | An introduction
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The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
e-Learning Planning Framework | An introduction
- 2. e-Learning Planning Framework Ministry of Education What is the e-learning planning framework? Why is it important? How was it developed? What’s in it for you? Integrating new technologies to empower learning and transform leadership
- 3. How do you / your school use ICTs? Have you used frameworks or rubrics to review and plan? www.tetoitupu.org Image: digitalart
- 4. In this session we will share with you… 1. What the draft e-learning planning framework is, and who it is for 2. How it has been developed 3. How it is organised 4. How you can take part in consultation www.tetoitupu.org
- 5. Have you seen it yet? • You can download a copy from the e-Learning Planning Framework groups from the e-LPF group in the Virtual Learning Network : http://www.vln.school.nz/pg/gro ups/19837/elearning-planning- framework/ www.tetoitupu.org
- 6. What – and who - is it for? • Principals and e-learning leaders (organisational) • Teachers (individual) • Professional development facilitators The primary purpose is • To self or peer review how well they use ICTs to support learning for the purpose of finding out where they are, and what they need to do next. www.tetoitupu.org
- 7. The framework will offer…. • a self-review tool for schools to gather evidence about practice that provides; • a 'road map' for the building of e-learning capability; that acts as a • a tool to evaluate the effectiveness of e-learning programmes; and • resources and services to support schools as they build capability. www.tetoitupu.org
- 8. One framework: 3 resources www.tetoitupu.org
- 9. …a quick note…. The e-Learning Planning Framework is not intended to provide a means for externally evaluating schools’ performance for the purpose of audit or review. www.tetoitupu.org
- 10. How is it being developed? The team reviewed other frameworks: • UNESCO - ICT Competency Standards for Teachers • BECTA Self-Review Framework (version 2) • e-Potential (Victoria, Australia) • eLearning Maturity Model (eMM), Victoria University, NZ • e-Capability matrix (Cognition Education) • ICT PD self assessment rubric • Other frameworks and rubrics within the wider education sector e.g. Registered Teacher Criteria, Ministry self-review processes rubrics, Learning Communities Online rubric … www.tetoitupu.org
- 11. Why a New Zealand framework? • To reflect Ministry of Education priorities, including: – 21st Century learning – building pride in our national identity – supporting communities – improved education outcomes through a focus on the elements of connectivity, content, capability and confidence. • New Zealand schooling system and structure • Geography • Students’ cultures and needs • Curriculum and pedagogy • The technology landscape (including UFBiS…) • Our teaching profession www.tetoitupu.org
- 12. Review…are there any questions about its purpose and how it has been developed? www.tetoitupu.org
- 13. The draft framework is 4 Phases currently made up of: 4 Phases: 5 Dimensions > strands > Phase Phase descriptors: The project also includes the development of supporting resources, and examples of effective practice www.tetoitupu.org
- 15. Development and change in schools, towards an effective, sustained assimilation of technology into the curriculum. Phase 1 Phase 2 Phase 3 Phase 4 Emerging Engaging Enabling Empowering School/teacher’s e- School/ teacher will School/teacher, School/teacher learning processes and be trialing/using working as a community will sustain practices will focus on technology to community, will begin iterative inquiry into beginning to use the supplement to refine technology practice, driven by technology itself, instructional use in response to identified curriculum rather than how it practices, or for immediate needs. needs, and ubiquitous might be integrated short-term Technology easily technology will enhance into effective teaching application. allows students to authentic, co- and learning. engage in problem- constructed learning. solving and inquirybeyond the classroom. www.tetoitupu.org
- 16. Dimensions: In the current draft…. • Inter-related •Leadership • Teachers / schools can use them to identify areas to improve to achieve •Teaching and best practice. Learning •Professional Learning • The aim is for organisations to achieve ‘maturity’ and sustainability •Beyond the across all dimensions. Classroom •Technology www.tetoitupu.org
- 17. The five draft dimensions have discrete strands… •Leadership and strategic direction •Teaching and Learning •Vision for e-learning •e-Learning in the whole school •Leadership of e-learning curriculum •Strategic direction and policy for •Digital citizenship (Key Competencies e-learning and Values in e-Learning) •Professional learning •Learning areas •Sustaining a professional e- •Pedagogy learning community •Assessment •Professional inquiry into e- •Beyond the classroom learning •Engagement with the community •Infrastructure and resourcing about e-learning, and using • Tools and technologies technology •Technical support & procurement www.tetoitupu.org
- 18. Descriptors Each of the strands (within the dimensions) include a set of descriptor statements that will summarise different stages of development in the way a school, or teacher can use ICT. These statements will reflect the phases - from ‘emerging’ through to ‘empowering’. www.tetoitupu.org
- 19. Descriptors (example of one strand) Digital citizenship ● A growing ● Some teachers ● A cohesive and ● School-wide Key Competencies awareness that can describe and connected policy, curriculum and Values in e- digital citizenship model digital approach to design and Learning defines the Key citizenship fostering digital classroom Competencies and practices in their citizenship practices Values in a digital teaching. There across the integrate digital environment. are trial whole school, citizenship, at all ● Strategic activities actively levels, with clear documents happening in the involving alignment to identify the school. students and iterative school importance of ● Some e-learning staff, is evident vision and digital citizenship activities are in strategy. in strategic designed to documentation ● Teachers and documents. deliberately and classroom students can foster digital practice, model desirable, citizenship. responding to safe, responsible evidence- behaviors and based need. practices as successful digital citizens. www.tetoitupu.org
- 20. Review…are there any questions about how it is organised? The phases, dimensions, strands or descriptors? www.tetoitupu.org
- 21. A suggested process www.tetoitupu.org
- 22. Review…how might you use this framework in your school? Discuss the Framework and Examples & Resources sample… www.tetoitupu.org
- 23. Consultation process Expert group: high-level oversight of the process and development of the framework. Focus groups: advice and feedback on the development and application of the framework across priority domains (sector- wide). Wider e-learning sector: an opportunity for all interested parties across New Zealand to be involved in the development of the framework and feedback will be facilitated through http://www.vln.school.nz/pg/groups/19837/elearning-planning- framework/ www.tetoitupu.org
- 24. Timeframes • June 2011 – Expert group convened • July 2011 – Blended e-Learning team and Ministry consultation and feedback on the first draft • August 2011 - Focus group consultation and feedback • October to 11 November – Public consultation • August to December 2012 – consultation around the development of a Māori medium framework • January 2012 – framework available to all schools through the Enabling e-Learning website on TKI • 2012 - Supporting resources developed and located www.tetoitupu.org
- 25. What can you do now? • Read / download the draft e-Learning Planning Framework from the Virtual learning Network (VLN) • Discuss with colleagues. • Complete the online survey: http://www.surveymonkey.com/s/elearningplanningframework www.tetoitupu.org
- 26. For more information, go to: http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/
Editor's Notes
- #15: The diagram shows the phases or stages of schools’ and teachers’ growing e-learning capability. They may progress through some or all of the four phases, Emerging through to Empowering. At Emerging, decision-making will tend to focus on beginning to use the technology. As schools and teachers move through the phases, through Engaging (short-term plans/trials) and Enabling (refining/inquiry), activity is increasingly driven by curriculum and learning needs. At Empowering, the use of technologies is assimilated into a school-wide curriculum-focused strategy. (Adapted from Hall & Hord, 1987; Mishra & Koehler, 2006; Moertsch (1998); and Timperley, 2007)