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ILT Position Paper 1. Background 1.1 The Ofsted Inspection in April 2007 stated that the use of Information Learning Technology ( ILT) was underdeveloped. The appointment of a Director for Technology ( Sept 09 ) to lead on IT development and an E-learning Manager ( December 09 ) to support training for teachers has had a positive impact on teaching and learning. There is good and improving use of e-learning as evidenced by external reviewers in Enhanced Wider Reviews and internal observations. Comments from Enhanced Wider Reviews demonstrating our progress in teaching and learning and the use of ILT are included in this file. 1.2 The Inspection also identified that the VLE was not being used effectively across all curriculum areas. The numbers of staff using the VLE was 45% in 07/08. This has doubled to 90% this academic year. This increase of staff usage is clearly evident in the number of T&L resources placed on the VLE which has risen from 7161 to 13,370. Learners now register themselves on the VLE using LDAP authentication and there are 3522 students registered on the system making use of the resources. The number of hits on the VLE are displayed below, 2008/09

2009/10

199,236

280,601

1,130,073

No. of Hits

2007/08

2010/11 ( 24/4/11) 1,267,596

Total Increase from 08-11 986,995

50000 45000 40000 35000 30000 25000 20000 15000 10000 5000 0

Most Active Courses for 2010 / 11

Course Area

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1.3 An e-learning and Technology working group was established in 2008/09 including curriculum staff and specialists who identify what can be used as well as make recommendations for resources, staff development and the use of the VLE. In 2009/10 this was split into two separate groups, an executive ILT strategy group and the teaching and learning coaches. The T&L coaches are given responsibility of sharing best practice amongst the curriculum teams 2. Training and Support 2.1 Training and support has been provided by the E-learning Manager and the VLE Developer. Training is conducted on request as a one-to-one, group / team activity or through staff development days. All themes are aimed at the pedagogical principles that curriculum areas must embed to provide blended learning opportunities for learners. Training sessions help to improve the way teachers and learners interact with technology to enhance the learning experience. After training, staff are encouraged to use resources in the e-learning toolkit. Data represented in the graph- Appendix Ref 1

E-Learning Toolkit Statistics

7000 No. of Hits

6000 5000 4000 3000 2000 1000 0

Guest Student Teacher Administrator Guest

Administrator All

Dates

2.2 A detailed training list is contained within the file, the types of training activities are summarised below;       

Interactive Resources Gadgets under £100 Promethean Board, flipcharts and Voting E-Assessment E-safety Pro Monitor PowerPoint 2|Page


          

Office 2010 Windows 7 Moodle Media Conversions Prezi iPad Wikis Collaborative on-line working Social networking Instructional design Ning

The areas that briefings have taken place for 2010/11

Briefings 2010 -2011 35

32

No. of briefings

30 25 20

16

15 10 5

15

15

12 6 3

11 5

4

2

4

6

6 1

8

7 1

2

7

2

0

Curriculum Area

The impact of the training has resulted in greater use of ILT within the college for learning. Learners have greater access to personalised learning resources through the VLE and are encouraged to research topics individually and collaboratively.

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120 99

No. of sessions

100

Number of training sessions and topics Total =553 sessions 87

81

80 60 40

54

46 33

34

40

32

32 15

20 0

Skill area

2.3 E-learning guidance notes and a pack of cards have been distributed to curriculum staff. The cards have been produced for teachers to offer help, ideas and inspiration with using elearning as an embedded part of lesson delivery. The pack of cards contains a series of short case studies aimed at all levels of ILT competence. An e-learning skills survey has been issued for staff to rate themselves across and range of ILT disciplines. Staff are encouraged to set themselves targets against the survey and identify where they would like to be by the end of the academic year. This has had a low yield of response, however will be embedded into staff training in the next academic year, to coincide with a new VLE. It did however focus staff on the requirements of e-learning and how to effectively embed it into curriculum practice. The survey did prompt staff to request training on areas that they deemed important to their role. The impact of this has enabled the development of resources on the VLE and for classroom activities. Staff have become more aware of the resources that are available to them. The benefits of the resources on the toolkit are that they are free and sustainable. 2.4 In order to focus e-learning, courses are evaluated in accordance to the following criteria. A full description of these can be found in this file. ( Section 3 of this file ) The aim is to create a self- assessment platform that staff can evaluate their own e-learning skills and identify the steps that need to be taken to move up the scale. Each staff member will then have a focused personalised plan to develop skills. The categories are listed below; 2.4.1 Localised 2.4.2 Co-ordinated 2.4.3 Transformative 2.4.4 Embedded 2.4.5 Innovative

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2.5 Training has been conducted by ourselves and with the help of JISC RSC North West and Compass. This arrangement ensures that we have access to high level technical sources and are developing our own skills alongside manufacturers and best practice models. We are actively developing the ILP Pro Monitor system with Compass to provide a more comprehensive tracking and development planning tool for learners.

3. Sharing of best practice 3.1 A recommendation in the ‘e-learning vision, strategy and recommendations’ document, focused on the ‘silo based culture’ and that best practice and ideas of appropriate use of technology for teaching and learning be shared. The E-learning Manager and VLE Developer promote exemplar work to other areas and have issued guest access to all courses for staff to investigate and gather ideas. We have seen evidence of sharing e-learning practice across the college. This has been achieved through staff development days and through Teaching and Learning Coaches. Examples include, 

E-mail Blocks – First used by Health and Social Care in 2009 for learners to ask any teacher in that department a question about their programme of study. This was later adopted in 2010 by Construction. – Appendix Ref 2

Ning- Established by ESOL to improve electronic submission and promote content created by learners in 2009. This was successful and later adopted by the Hair and Beauty department for use with 14-16 cohorts in 2010.

Vokis – Introduced to Uniformed Pre Services in 2010, the voki is a speaking avatar that learning outcomes and messages can be displayed through. This has been adopted since by Sport, Catering, ESOL and Hair and Beauty in 2010/11.

An e-learning competition was held in February 2011 for all curriculum areas to enter and present their e-learning solutions to all other departments. This worked extremely well for all participants and the level of entries were high.- This boosted staff confidence in e-learning and impacted on teaching and learning by influencing lessons and VLE content. –Appendix Ref 3 All functional skills e-learning resources are available to all users.

3.2 An e-learning toolkit has been created for staff and learners to explore and learn about web2.0 technologies. The toolkit features over 200 tried and tested websites, qualifications for promethean resources and office 2010, how to guides, e-safety and mobile learning.

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Staff can also explore further in the toolkit to learn about e-learning and instructional design. Appendix Ref 1 3.3 A teaching and learning coaches best practice area has been established on the VLE since 2010. This has been populated by most of the T&L coaches and features useful hints and tips. Appendix Ref 5 3.4 A Pro Monitor and Tutorial help course has been included on the VLE to support staff in understanding the use and functionality of the ILP tool and resources for tutorials. Appendix Ref 6 Following the piloting of ProMonitor software during 2008-9, this has now been rolled out to be used as the ILP for full time learners during 2009-10. Dedicated staffing has been in place since May 2009 to support both the technical implementation of the package, alongside staff training to use it. The Pro Monitor distance travelled has been recorded below;

Distance Travelled for Pro Monitor Usage for 16-18 Year Olds . 16-18

2009/10

2010/11 % Feb

SSA

Learner

%ILPs

% Feb

% SMART Progress

%ILPs

Progress

s

Completed

Targets

Reviews

Learners

Agriculture, Horticulture and Animal Care

128

1%

53%

27%

150

31%

97%

79%

Arts, Media and Publishing

246

3%

76%

43%

234

23%

88%

50%

Business, Administration and Law

140

9%

86%

57%

114

72%

90%

81%

Construction, Planning and the Built Environment

164

8%

83%

72%

169

42%

89%

74%

Engineering and Manufacturing Technologies

251

33%

90%

79%

269

43%

87%

84%

Health, Public Services and Care

596

29%

96%

69%

652

61%

92%

81%

History, Philosophy and Theology

11

18%

91%

0%

Information and Communication Technology

193

24%

93%

61%

135

25%

95%

78%

Languages, Literature and Culture

65

26%

74%

8%

1

100%

100%

100%

Leisure, Travel and Tourism

347

10%

91%

73%

323

62%

92%

85%

Preparation for Life and Work

84

23%

90%

54%

60

22%

85%

67%

Retail and Commercial Enterprise

365

44%

82%

66%

313

64%

93%

86%

Science and Mathematics

124

24%

82%

6%

26

0%

42%

65%

Social Sciences

105

19%

79%

10%

2819

21%

83%

57%

2446

50%

91%

78%

TOTAL

Completed % SMART Reviews

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Distance Travelled for Pro Monitor Usage for 19+ 19+

2009/10

2010/11 % Feb

%ILPs SSA

% Feb

Progress

Learners Completed % SMART Reviews

%ILPs Learners

Agriculture, Horticulture and Animal Care

22

0%

41%

14%

29

Arts, Media and Publishing

48

2%

54%

23%

Business, Administration and Law

49

8%

65%

37%

Construction, Planning and the Built Environment

26

12%

85%

Engineering and Manufacturing Technologies

67

21%

Health, Public Services and Care

80

21%

History, Philosophy and Theology

98

Information and Communication Technology

Progress

Completed % SMART Reviews 21%

93%

66%

43

9%

60%

30%

29

62%

79%

55%

69%

29

45%

72%

69%

69%

58%

59

27%

80%

71%

88%

68%

65

52%

85%

80%

0%

12%

3%

54

0%

50

22%

90%

54%

36

33%

92%

67%

Languages, Literature and Culture

42

10%

17%

0%

34

3%

71%

32%

Leisure, Travel and Tourism

25

24%

80%

64%

26

58%

85%

73%

Preparation for Life and Work

103

15%

77%

41%

106

11%

81%

68%

Retail and Commercial Enterprise

166

51%

77%

59%

141

65%

89%

78%

Science and Mathematics

74

5%

26%

0%

47

2%

66%

32%

Social Sciences

31

10%

29%

6%

27

4%

881

19%

59%

38%

725

31%

TOTAL

19%

30% 78%

3.5 Sport created a Youtube channel for learning videos created as part of exercise and coaching classes. This has now been adopted by UP S and Hair and Beauty as of March / April 2011. This demonstrates an innovative solution to provide course materials to learners using popular media. Appendix Ref 7 The impact of these interventions is that ideas and practices are disseminated across the college and not isolated to a particular department or group of learners.

4. Assessment 4.1 E-assessment is still developing on the VLE. Construction, brickwork and Joinery have successfully embedded formative and summative assessment. They are using resources from Learning Lounge and Edexcel to prepare learners for final examinations at the end of each module. Sport are using CYQ Fitness and Exercise assessment resources successfully on the VLE. Brickwork end tests – Appendix Ref 8 Joinery end tests – Appendix Ref 9 Fitness –Appendix Ref 10

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59%


4.2 ESOL use the Ning site for learners to develop their own e-assessment products and develop content to be used by other learners in that area. This enables learners to express themselves through the use of digital media, that they would find difficulty with using traditional resources 4.3 There is use of e-portfolios within the college, construction have promoted the successful use of this medium. The impact of this is that work-based learners and vocational learners are able to provide their own evidence as and when it is generated naturally, without waiting for an assessment. The assessor can view the evidence and make judgements whilst providing regular feedback. The net result is that learners progress much faster than with traditional paper based processes. A whole college pilot has been conducted in March and April 2011 to investigate one standardised e-portfolio to be used by all departments. This pilot so far has proved inconclusive and other providers will be examined. 4.4 To support the development of e-assessment opportunities , the College has purchased It’s Learning VLE, that is built with a specific focus on pedagogy and independent learning. The VLE has been developed to build e-learning around the learner and features an array of easy to use content creation tools. It’s learning provides the technology, tools and professional development that make it easy to create a connected, personalised learning environment that challenges learners to practice problem-solving, to work together and to use creativity to construct, share, and present their ideas. 4.5 There is improving use of e-assessment in classrooms, as teachers are starting to convert PowerPoint to Promethean flipcharts and using third party software such as Triptico. These resources provide interactive assessment for learners, utilising the technology in place in classrooms. The impact is more varied teaching and learning practices, that make lesson more engaging for learners. A large scale upgrade has been implemented in classrooms to provide standard equipment for teaching and learning. Promethean boards have been installed across the college to encourage interactive learning in class. In August 2010 the Promethean software was upgraded to Activ Inspire. This software enables existing PowerPoint presentations to be upgraded to interactive resources. Learners have been using voting pads as part of classroom activities and formative assessments. We have available to staff Activ Votes that provide simple Alpha-numeric question choices for the learner, or Activ Expressions that are much more sophisticated, that enable learners to text answers.

Activ Vote Pad

Expression Voting Pad

White Board Configuration

4.6 Learners are being encouraged to work collaboratively, UPS learners created picture boards, movie maker films and photostory of their course and activities. Business learners are using 8|Page


Cacoo for collaborative flowcharts, Mind42 for Mind mapping and Prezi for collaborative presentations. These have been submitted as part of the assessment process. The impact is that learners are exposed to working practices that will benefit them once they leave college and progress into employment. They become familiar with cloud computing and remote collaborative working. 4.7 Electronic submission is being encouraged by a number of curriculum areas. This is mainly conducted through e-mail with some areas experimenting with cloud computing. As a college, staff are currently experimenting with the tracking function of MSWord 2010. Again learners are exposed to common real world working practices, but also receive timely assessment and feedback to enable sufficient progression.

4.8 Learners are encouraged to use their own mobile devices in college to promote independent learning. The college provides free wifi access to all learners to enable these devices to connect to the college internet service. Web Books, ipods, Nintendo DS are available within most curriculum areas or from the LRCs. Sport, UPS and Esol are using Nintendo Wii and Xbox 360 Kinect as part of active learning and assessment.

Kinect iPad

5. Further Developments 5.1 A UCAS information course has been created on the VLE to support all learners looking towards HE progression –Appendix Ref 11 This is a sustainable solution that we provide to learners in the absence of funding for guidance in the coming years. Learners receive up to date information and have on-line tutors that can be contacted, as well as a direct link to UCAS.

5.2 Support for at risk employees has been created to assist employees in alternative employment or CPD – Appendix Ref 12 5.3 Principals Question Time is available on the VLE for learners to submit questions and receive answers from the event - This facility has been available for a number of years and has proved successful and learners actively participate. 9|Page


5.4 There are a number of e-resources that have been added to the LRC and VLE for learners that include – Appendix Ref 13    

 

Ebrary – A collection of 4000 e-books supplied for free by JISC Collections until 2014 News Film Online - A free online catalogue of news footage from 1910. It contains over 50,000 newsreels from Reuters and ITN. Oxford Journals – 90,000 journals are available from this source for free until 2012 Mediahub – A collection of educational videos, images, and sound clips. Created by JISC to ensure learners have access to creative commons resources without infringing Copyright. Scientific World – A collection of scientific e-journals that cover a wide range of STEM subjects. Marketline - A collection of databases, reference libraries, journals and books. A comprehensive and unique collection of information in a variety of user-friendly formats, including interactive reports and databases LRC Catalogue – Allows learners to search and browse the entire LRC catalogue independently.

6. E-safety 6.1 The VLE contains a wealth of e-safety resources for learners and teachers to explore and use in tutorials – Appendix Ref 14 The focus is for learners to understand the risks associated with an online presence and how that impacts on future employment. Learners also test the own knowledge of the internet and understand where to report problems. All training materials and activities have been created in collaboration with JISC, Rochdale Metropolitan Borough Council, BBC, CeOP and Safer Internet. 6.2 A ‘Stay Safe’ button was added to the VLE in 2010 that links directly to the Safe Guarding officers. This link has been used successfully by learners to report incidents. Learners can access the Stay Safe button from the front page of the VLE with the subsequent report mailed directed to designated safe guarding officers. The information generated in the module is secure and complies with the Data Protection Act and Safe Guarding procedures. 6.3 Learners are also given access to CEOP and subsequent resources if they have concerns about their online safety and wellbeing. This has been advertised in various sections of the VLE and learners are informed at induction of the Stay Safe button and issued cards. For 2011/12 the E-Safety course will be mandatory within the VLE for all learners to rate their level of understanding and monitor that throughout the year. Learners are also protected by the college filtering and monitoring system, to deter unacceptable use that may cause harm or offence to others. ( E-safety Policy ) 6.4 Staff have received training on e-safety as part of staff development day events and another round of these will be planned for the next academic year.

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ilt position paper  

ilt position paper

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