naace strategic conference 2009 - bill tagg bursary - ray tolley

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Presentation: The Bill Tag Bursary 2007-8Presentation: The Bill Tag Bursary 2007-8

1. A short CV

2. The Present VLE Scenario

3. Focussing on VLEs in Schools

4. My Report Methodology

5. So What is the Present Situation?

6. Recommendations & Challenges

Or School – Anywhere, Anytime?Or School – Anywhere, Anytime?

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My CVMy CV

45 years in teaching, initially trained in Design & Technology.

Always keenly involved in professional development.

Attended 400+ courses as participant, organiser or deliverer.

Many examples of innovation, esp electronics & communication.

Adv Dip Ed. – Special Needs - (also ‘invented’ CEFAX subtitling).

Adv Dip Tech. – Electronics, CNC, TVEI

Staff-side General Secretary for Health & Safety in Croydon LEA.

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My CVMy CV

National President, (1988) Educational Institute of Design, Craft & Technology (EIDCT), Hon Fellow.

Visited many schools throughout the UK.

Several articles: ‘Computers in Control’ etc.

Negotiated with manufacturers for low-cost CNC in schools.

Member of NC working party for Design Technology and IT.

Became Advisory Teacher for IT in Croydon (6-years).

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My CVMy CV

Appointed to Emmanuel CTC as Director of Technology.

£4M spend on Technology and total IT infrastructure.

Teacher-representative on CTC Trust’s Appointment of Advisors.

1996 – made redundant – HNC in Quality Management.

Project management for a small rural comprehensive.

Becta research grant for Speech Recognition & Dyslexia.

Major initiative into broadband and VC for distance learning.

Whole-school installation and development of IWBs.

Presently research: VLEs in schools and e-Portfolios.

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A Need for Clarity?A Need for Clarity?

1. Communicating Innovation1. Communicating Innovation

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The Present SituationThe Present Situation

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A Need for Clarity?A Need for Clarity?

2. Defining Terminology2. Defining Terminology

a) A Learning Space

b) A Learning Platform

c) A Virtual Learning Environment

d) A Personalised Learning Environment

e) An e-Portfolio

a) A Learning Space

b) A Learning Platform

c) A Virtual Learning Environment

d) A Personalised Learning Environment

e) An e-Portfolio

A Learning Space

A very vague term that can refer to any ‘space’ – not necessarily on line, could be the playground or a user-file within a stand-alone application.

Some critics of VLEs suggest that the Internet itself is the best learning space.

However, schools have a duty of care to ensure that any learning space is safe for children.

A Learning PlatformThe whole network including topology, hardware, operating systems, software, resources and user-files that go towards providing an ICT environment for students.

It usually combines several functions, such as organising, mapping and delivering curriculum activities, and the facility for learners and teachers to have a dialogue about the activity, all via ICT.

A VLEIt is Virtual ie it can be accessed remotely and securely from any Internet connection, anywhere.

It enables Learning through the support of not only teachers but a whole range of advisory and technical support. It should allow students to study at their own pace.

It is a working Environment adapted to the student’s age, aptitude, ability, and accessibility.

A PLE

Within a Learning Platform a PLE can help learners take control of and manage their own learning eg:

• set their own learning goals;

• manage their learning;

• managing content and process;

• communicate with others;

• respond to formative assessments;

• monitor their progress.

An e-Portfolio

Essentially a personal workspace adapted to the age, aptitude, ability, accessibility and attitude of the student. It should be ‘portable’ from one institution to another.

'A purposeful aggregation of many digital items – ideas, planning, evidence, reflections, collaboration, feedback etc., which 'presents' a selected audience with evidence of a person's learning and/or ability.'

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Teachers - and information overloadTeachers - and information overload

LearningPlatform

PlagiarismViruses

LSAs

Teachers

InternetAccess

StandardDesktop

CentralGovernment Local

Authorities

Parents

DCFS

Lack ofTechnicians

Inclusion

Niace

SSAT

Becta

OfSTED

M.I.S.Higher

Education

FurtherEducation

ProfessionalAssociations

Employers

B S F

Naace

HomeTuition

AlternativeO/Systems

Web3.0Web2.0

FuturelabTomlinson

Report

IndependentSchools

MobileTechnologies

2020 Vision

OSS

ROSLA 2

SoftwareHouses

QCAReport

LeitchReviewEEP

Roadmap

SocITm

TeacherTraining

Legacyhardware

DEMOS Freedom’sOrphans

Every ChildMatters

ExtendedSchools

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QCA - The Market for Qualifications in the UKQCA - The Market for Qualifications in the UKPricewaterhouseCoopers Report - April 2005PricewaterhouseCoopers Report - April 2005

1.14 One of the main supply side drivers for consolidation is the move online. Given QCA’s vision that, by 2009, all awarding bodies will have e-assessment capability, it is likely that some of the smaller players will be unable to stay in the market unless they make significant changes.

Analysis of supply side and drivers for change1.2 There are currently 115 awarding bodies recognised by QCA, ACCAC and CCEA in the UK compared to an estimated total number of unrecognised awarding bodies in the region of 900 organisations.

Widening participation1.24 Target groups include those with low-level qualifications or no qualifications and traditionally underrepresented groups such as women, learners from ethnic minorities, learners with disabilities, asylum seekers, economic migrants and offenders.

1.153 It has been estimated that industry losses through lack of basic skills are as high as £10 billion per year. The Labour Force Survey 2002 for the UK shows that one third of people of working age are not qualified to Level 2 and within that group nearly a half have no qualifications at all.

Social forces for change1.160 Government policy on social inclusion aims to ensure that all sections of society have the opportunity to participate fully in their community. By increasing the skill levels of all underrepresented groups we will develop an inclusive society that promotes employability.

E-learning1.170 New delivery formats is an area likely to change the future of the qualifications market, with a greater shift from traditional lecture-based delivery to mixed modes of delivery, such as work-based learning and blended learning (e-learning, learning via telephone support etc).

1.176 Compatibility of systems across the sector will be fundamental to ensuring the successful implementation of e-initiatives. Training providers will require a system that interacts with all awarding bodies that they deal with rather than a separate system for each. This will become much more important if unitisation is introduced.

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1010

Our nation’s skills are not world class!

We also have very considerable weaknesses. Today, more than one third of adults do not hold the equivalent of a basic school-leaving qualification.

Almost one half of adults (17 million) have difficulty with numbers and one seventh (5 million) are not functionally literate.

We recommend radical change right across the skills spectrum.

We express concern and suggest action for 14-19s.

Unless the UK can build on reforms to schools, colleges and universities and make its skills base one of its strengths, UK businesses will find it increasingly difficult to compete.

Vocational skills must be demand-led rather than centrally planned.

The Review emphasises how critical reforms to GCSEs are to improve functional literacy and numeracy. The new 14-19 Diplomas must succeed.

Employers to voluntarily commit to train all eligible employees up to Level 2 in the workplace.

Lord Leitch – Review of Skills – Dec.2006Lord Leitch – Review of Skills – Dec.2006Prosperity for all in the global economy - world class skillsProsperity for all in the global economy - world class skills

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1111

Summary of PressuresSummary of Pressures

All Schools2008, 09, 10

E-learningAssessments

Inclusionfor all

Adult‘illiteracy’

Expansionof FE, HE

Needs of the SchoolNeeds of the School

Present Status of VLEsPresent Status of VLEs

Financial Situation of SchoolsFinancial Situation of Schools

Technical SupportTechnical Support

Staff CompetenciesStaff Competencies

Home AccessHome Access

Supplier AccessSupplier Access

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Beyond this RemitBeyond this Remit

MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation

‘EnhancedLearning’

12 Mandates for an

e-portfolio


Functionsof the PLE

Defining ane-portfolio

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MethodologyMethodology

1. Desk-based:a) familiarity with all VLEs available,

b) contact schools’ VLE mangers,

c) test questionnaire to some managers,

d) test questionnaire to selected LAs

e) final questionnaire to all LAs,

f) select a range of schools and request the possibility of a site visit.

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2. Fieldwork: (based on previous surveys )

a) identify present situation,

b) identify strategy for procurement,

c) identify the project’s time-line,

d) identify implementation strategy,

e) identify staff training strategy,

f) identify e-learning take-up,

g) identify home access.

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3. Reporting:a) synthesis of anecdotal evidence,b) collation of data,c) analysis of data,d) report of findings,e) conclusions,f) recommendations,g) discuss with sponsors,h) submit final version.

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Anticipated OutcomesAnticipated Outcomes

1. Short Term:a) a clear understanding of VLE access,

b) examples of good practice,

c) analysis of TCOs,

d) recommendations for CPD,

e) recommendations for suppliers,

f) considerations for Becta & Naace.

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Anticipated OutcomesAnticipated Outcomes

2. For further exploration – or when VLE met PLE:

a) mobile technologies,b) social software,c) blogs & wikis,d) e-learning,e) e-ssessment,f) personalisation & accessibility,g) ‘Personal Attainments Log’,h) ‘RouteMapper’,i) ‘Aggregator’j) e-Portfolios.

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Access to SuppliersAccess to Suppliers

2020


Needs of the SchoolNeeds of the SchoolNeeds of the School







Who defines the school’s needs?

Generally a good Headteacher will lead the staff and governors to see his vision.

They will identify the school’s needs and have long- and medium-term plans and criteria.

But not all schools have a shared vision – they just muddle on.

Differing priorities might be more demanding and VLEs may not even appear on their horizon.

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Present Status of VLEsNeeds of the SchoolNeeds of the School







Everyone does that which is right in their own eyes.

Of some 35+ suppliers everyone has a different solution.

Many of the leading names appear coy about disclosing numbers.

Some schools have exceptionally good VLE services, used well.

Many might have a system installed but are not using it educationally.

A small number have no internet access and thus no functional VLE.

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Financial Situation of SchoolsNeeds of the SchoolNeeds of the School







Financial autonomy is probably the major cause for inconsistency.

Ring-fencing of monies for ICT hardware and infrastructure is not happening.

Monies are spent by accountants and not by those who have the experience.

BSF, as with previous incentives, invariably provides start-up funding but not the long-term CPD, replacement costs and depreciation.

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Access to SuppliersNeeds of the SchoolNeeds of the School







Every degree of support and direction by LAs, from total to none.

Some LAs only allow selection from the Becta-approved list.

A post-code lottery – well, more a case of who is allowed to see what.

Serious unease about the quality of advice and understanding of educational matters.

Lack of understanding of the educational implications of things like ‘interoperability’.

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Technical SupportNeeds of the SchoolNeeds of the School







Once installed some schools noted the difficulty to get prompt support.

Some have very pro-active support.

DIY/Moodle installers are often staff in schools. Problems of continuity?

Demand will seriously outstrip supply as more and more schools increase their ICT requirements.

Adverts for MIS and VLE technical staff indicate higher salaries than schools can afford.

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Staff Competencies

Very few schools run an audit of staff competencies, neither of general personal ICT skills nor of subject-specific competencies.

It is therefore not surprising that few staff can point their students towards the higher study skills in ICT which should match their academic expectations.

CPD must be more specific and firmly directed by competent leaders.

Above all perceptions of the use of VLEs are minimal.








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Home Access

Most schools have not invited Parents to initial discussions about the reasons for installing a VLE.

The range of family ownership of computers in the home varies from 90% down to 30%.

This does not include traveller families, those in care or asylum seekers.

But the introduction of the sub-£200 laptop could turn all these issues upside down!








Some Observations

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Some RecommendationsSome Recommendations

1. OfSTED-like hit squads need to enter every school in the country to identify:

a) each school’s VLE status, timelines etc;

b) policy documents, suppliers’ contracts/services;

c) technician support and on-call strategies;

d) CPD provision for all staff including accreditation;

e) exemplar lesson-plans indicating how the VLE will enhance teaching and learning;

f) Local Authorities to provide additional support where schools are ‘failing’.

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2. DCSF to develop powerful communications strategy:

a) Parents to be persuaded to understand why the school’s VLE is of such a benefit to their children’s progress;

b) Provide support for low-cost PCs for home use;

c) Encourage publishers to understand that VLEs demand the supply of e-books on line;

d) OLCOS, NEN and NDRB resourcing initiatives to be supported by significant government funding.

(Open Learning Content Observatory Service EU) (National Education Network)

(National Digital Resource Bank UK)

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3. ICT Advisory Bodies to do more Future Gazing:

a) Becta to provide good clear, unambiguous and detailed advice and practical Case Studies;

b) Naace to support active dialogue between known advanced VLE practitioners;

c) ICTMark and Self Review Framework (SRF) to be updated with references not only to Remote Access, but also to related teaching/support strategies;

d) Universities (SOLSTICE) and training agencies to consider the convergence of best practice and support for Lifelong Lifewide Learning.

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School, anywhere, anytime?School, anywhere, anytime?

4. The Implications of 24/7/365 Access:

a) Learning styles, resources, differentiation;

b) Feedback – how when where, Assessments;

c) Schemes of Work, Lesson Objectives;

d) Use of and Access to MIS, Counselling;

e) Technical Support, Monitoring, Filtering;

f) LSA support and competence;

g) Collaboration, blogs and Web2.0;

h) Parental Access A list of frustrations

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Presentation: The Bill Tag Bursary 2007-8Presentation: The Bill Tag Bursary 2007-8

Or School – Anywhere, Anytime?

Any Questions?

Or School – Anywhere, Anytime?

Any Questions?

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MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation


PersonalLearning

Environments


Ownershipof the PLE

e-portfolios

‘Enhanced Learning’

No longer just ‘e-learning’. Sometimes called ‘Braided Learning’ or ‘Blended Learning’. A mixture of on-line learning, F2F and group lectures/discussions.

However, the impact of a wider range of communications systems and the move towards ‘the democratisation of learning’ suggests that it should be called ‘c-learning’.

The use of a wide range of ‘rich media’ must be involved.

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MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation


PersonalLearning

Environments


Ownershipof the PLE

e-portfolios

e-portfolios - the JISC definitions

'An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc., which 'presents' a selected audience with evidence of a person's learning and/or ability.'

‘Learners create ‘presentational’ e-portfolios through the use of e-portfolio tools or systems, and in the process can be inherently supported to develop one or more key skills such as collecting, selecting, reflecting, sharing, collaborating, annotating and presenting.

‘Learners draw from both informal and formal activities to create their e-portfolios, which are personally managed and owned by the learner, and where items can be selectively shared with other parties such as peers, teachers, assessors or employers.’

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MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation


PersonalLearning

Environments


Ownershipof the PLE

e-portfoliosHigher Education

Ever since the internet was developed within the confines of universities there has been an assumption that the universities’ perception of on-line communications and learning must be definitive.

Watching the progress as noted by JISC and FERL it is of concern that the progress of VLEs in FE and HE might not be sufficient for the needs of Primary and Secondary Education.

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MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation


PersonalLearning

Environments


Ownershipof the PLE

e-portfoliosChanges in pedagogy

It is noticeable that early adopters of any new technology will tend to use it in order to replicate previous modes of delivery.

Thus, for some, the IWB became no more than an electronic OHP – displaying slides in a predetermined order - the many other capabilities of the IWB being totally ignored.

Teachers will need to spend time in understanding the full range of tools operable over the VLE and how this will revolutionise teaching and learning strategies.

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MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation


PersonalLearning

Environments


Ownershipof the PLE

e-portfoliosOpen Social Software

Social software, ‘groupware’ or Web2.0 lets people rendezvous, connect or collaborate by use of a computer network or other mobile devices. The term has only become relatively popular within the last two or three years.

The emergence of ‘open software’ allows low-cost or free access to tools and applications thus increasing the popularity of social interaction.

The dramatic impact that the sub-£200 notebooks will have will be even more accelerated by the open software.

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MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation


PersonalLearning

Environments


Ownershipof the PLE

e-portfoliosMobile Devices

The definition: ‘Any portable device used to access the internet’ appears somewhat narrow.

Communications devices such as the mobile ’phone, the DS Nintendo with Bluetooth enabled or an iPod etc may connect to a PC without necessarily connecting to the Internet or may just communicate to other handheld devices such as a PDA or a tablet PC etc.

Potentially very useful in schools but teachers need to have a clear vision of how to use the technology.

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MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation


PersonalLearning

Environments


Ownershipof the PLE

e-portfolios

Adult ‘illiteracy’

Our nation’s skills are not world class! Today, more than one third of adults do not hold the equivalent of a basic school-leaving qualification. (Leitch Report)

Almost one half of adults (17 million) have difficulty with numbers and one seventh (5 million) are not functionally literate.

All-age classes, access to schools’ facilities (VLEs?) etc are demands most schools have still to face.

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MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation


PersonalLearning

Environments


Ownershipof the PLE

e-portfoliosFunctions of the PLE1. Personalisation: The PLE should ‘belong’ to the child.

The interface should be appropriate to the student’s needs – not ‘one size fits all.’ Links to the e-Portfolio would be beneficial.

2. Intelligence: The PLE should be the ‘hard wired’ data-handling processor which links MIS data with diagnostic and profiling software. It should thus be capable of suggesting appropriate test-levels etc. It should also display grades and suggest avenues for further study.

3. Residence: Inevitably the data-management processes require that the PLE is part of the VLE system and thus will be located on the school’s server.

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MobileDevices

Open SocialSoftware

Changes inpedagogy

HigherEducation


PersonalLearning

Environments


Ownershipof the PLE

e-portfolios

12 Mandates for an e-Portfolio

For an e-Portfolio to be successful, it must be:

1. Portable – ie can move through the Key Stages

2. Personal – templates and ‘skins’ create own environment

3. Generic – not dependent on any institution’s VLE

4. MIS-free – not directly linked to any MIS system

5. Web2.0 – supporting different means of collaboration

6. Lifelong – permanently ‘owned’ by the user

7. Lifewide – whatever their social standing or style

8. ‘5-95’ – continually adjustable to the user’s age

9. Accessible – whatever a person’s disability or needs

10.Credible – Display of credentials must be secure

11.Lite+Fast – Capable of working on Hand-held systems

12.Low-cost – available to all sections of society

naace strategic conference 2009 - bill tagg bursary - ray tolley

Education

distance learning

learning goals

best learning space

learning platform c

eportfolioa learning

design technology

director of technology

report methodology