Post on 02-Apr-2015
Transforming Learning – Impact on the Post-16 sector
BETT 200710.01.07
Objectives
• This session will explore how technology can be used to drive forward educational reform in the post-16 sector.
• Looking at how technology can be better used to narrow the achievement gap and connect with hard-to-reach learners; the session will also focus on benefits to the learner and barriers to achieving system reform.
Harnessing Technology: the e-strategy as an enabler
Every Child Matters
HE White Paper
Educational Outcomes
Transformational Government
e-Strategy
E-Government Outcomes
14-19WhitePaper
Schools White Paper
FE White Paper
SkillsStrategy
DfES 5-Year Strategy
2004:Personalisation and choiceFlexibility and independenceOpening up servicesStaff developmentPartnerships
2006:Put users at the heart of all we doContinue to improve performance across the systemWork more effectively with partners
E-strategy: the contributions ICT and e-learning can make:Transforming teaching, learning and supportConnecting with hard to reach groupsOpening up an accessible, collaborative systemImproving efficiency and effectivenessEducational outcomes:
1. Closing the gap in educational attainment between those from low income and disadvantaged backgrounds and their peers
2. Continue to raise standards for all across the educational system
3. Increasing the proportion of young people staying on in education or training beyond the age of 16
4. Reducing the number of young people on a path to failure in adult life
5. Closing the skills gap at all levels – to keep pace with the challenge of globalisation
Harnessing Technology: vision
Each individual maximises their potential through the personalisation of their learning and development
2005 - Changing policy
VISION
2006 - Building blocks in place
CONSULTATION
2007 - Making it happen
DRIVERSENABLERS
Agenda for Change
Foster Review
Framework for Excellence
Quality Improvement
Strategy
FE White Paper
Leitch interim report
Responsive to the needs of learners
and employers
Performance management
Quality standards
Review of Five Year Strategy
Sustaining successDeveloping PotentialGetting basics right
Skills White Paper
Gilbert Review:
personalised learning for
2020
Sustaining SuccessEnsuring we remain a prosperous, civilised society as we face the challenges posed by globalisation, and by
demographic and technological change.
Developing PotentialEveryone to have developed the skills and
competences necessary to succeed in 21st century society, reflecting their own particular aptitudes and
ambition.
DfES: Five year strategy for children and learners - new framework for setting objectives
Getting the Basics Right Everyone to be have the basic foundation that will
allow them to progress: to be literate and numerate, and to be healthy and safe from harm
PR
OG
RE
SS
ION
Su
ccess feedin
g b
ack into
a better
start for th
e next g
eneratio
n-
David Bell, Permanent Secretary, DfES:
“In order to increase the competitiveness of our businesses in a global market, we need to increase the skills level of our future and current employees. We need to ensure that employers and providers collaborate to design and offer training flexibly, in a way that really focuses on business need.”
7th November 2006 Harnessing Technology Conference
4. Raising standards4. Raising standards
3. Choice3. Choice
2. Productive time2. Productive time
1. Efficiency1. Efficiency
Recent findings – increased use of technology
Greater efficiency right across the system, delivery, admin, management
More time for teaching
Increases learner choice, opportunity and quality of learner experience
1/3rd of surveyed FE lecturers reported recently that their use of technology over last 3 years had improved student achievement
Evid
ence
What’s the problem?
• Currently too few schools, colleges and training providers take all the actions needed to reap these benefits
• There is a strong moral argument that all providers should gain the clear benefits for learners and improve the effectiveness and overall efficiency of the education system
Level of e-enablement in 80 FE Colleges
Late Adopters
Ambivalent Enthusiastic E-enabled
2003 25% 26% 43% 6%
2004 19% 23% 50% 8%
2005 19% 19% 51% 11%
Indicators used: Student ICT access, workforce ICT skills, e-learning resources,
management and use in learning
Source: ICT and e-learning in Further Education. Becta, 2005
Stephen Crowne, CEO Becta:“The bottom line is that we now have an increasingly compelling business case for investing the right way in the right technology.”
7th November 2006 Harnessing Technology Conference
What are we trying to achieve?
• All educational providers get the best out of current and future technologies to improve the quality of learning and raise standards
• All educational providers regard using technology for learning as an essential but normal and integrated aspect of their teaching, learning, assessment and management practices
• All learners harness technology: more choice and chances to learn in a way that suits them best
• All learners have greater opportunities to learn inside and outside formal education
Use technology effectively in their professional roles
Use technology effectively in their professional roles
Identify where technology can enhance the learning
Identify where technology can enhance the learning
E-confident WBL provider
E-confident WBL provider
Manage the technology for effective teaching and
learning
Manage the technology for effective teaching and
learning
Make appropriate intervention in
learners’ learning
Make appropriate intervention in
learners’ learning
Evaluate new technologies/digital
resources that can enhance or support teaching and
learning
Evaluate new technologies/digital
resources that can enhance or support teaching and
learning
Use of a range of different technologies to support teaching
Use of a range of different technologies to support teaching
Self-directed learning
Self-directed learningHas a wide range of
generic ICT skills
Has a wide range of generic ICT skills
Able to learn new skills as needed
Able to learn new skills as needed
Has high level of digital literacy
Has high level of digital literacy
e-confident learner
e-confident learner
Knows when technology can assist their learning
Knows when technology can assist their learning
Prepared to explore and experiment in their use of technology
Prepared to explore and experiment in their use of technology
Take responsibility for their own
learning
Take responsibility for their own
learning
Uses technology creatively, with
ease, in life outside formal
learning
Uses technology creatively, with
ease, in life outside formal
learning
Can select the
appropriate tool for the
task
Can select the
appropriate tool for the
task
Capability and capacity of the workforce, providers and learners1.1 Leaders have the knowledge and skills to
ensure technology for learning can be harnessed for the benefit of learners
1.2 Institutions and providers plan and manage technology for learning effectively and sustainably
1.3 Practitioners exploit technology consistently to offer engaging and effective learning experiences
1.4 Practitioners, parents and learners can share and use information and data effectively for the benefit of learners
1.5 Improved learner capability in using technology to support their learning
Outcomes and benefits for learners and children
3.1 There is greater choice in learning opportunities and modes for all learners
3.2 Learners have increased motivation for and engagement in learning
3.3 Fewer learners under-perform or fail to succeed in education
3.4 An improvement in the quality of learning provision is accelerated
3.5 There is improved child safety and child protection
Efficiency, effectiveness & value for money across the system
4.1 Learning providers collaborate and share information and resources
4.2 The management and administration of learning and institutions is more efficient
4.3 There is a greater level of effective, learner-focused, assessment for learning
4.4 Practitioners collaborate and share good practice and learning resources
4.5 There is good use of information to support learner transitions between institutions and sectors
Fit for purpose technology & systems
2.1 All learners and practitioners have access to the appropriate technology and digital resources they need for learning
2.2 Every learner has a personalised learning space to enable them to learn when and where they choose
2.3 Technology-enabled learning environments are secure, supported and interoperable
2.4 There is a dynamic, vibrant and responsive technology for learning market that can meet the needs of the system
Greater choice, opportunities and ways
of learning
Greater choice, opportunities and ways
of learning
Less under-performance and
greater success for all
Less under-performance and
greater success for all
Accelerated improvement in
quality of provision
Accelerated improvement in
quality of provision
5 key outcomes for
learners
5 key outcomes for
learners
Higher motivation
and engagement
Higher motivation
and engagement
Improved child safety and protection
Improved child safety and protection
Providers collaborate and share information
and resources
Providers collaborate and share information
and resources
More effective, personalised
assessment for learning
More effective, personalised
assessment for learning
Practitioners collaborate and
share good practice and resources
Practitioners collaborate and
share good practice and resources
5 key system outcomes
5 key system outcomes
Management and
administration delivers better
VFM
Management and
administration delivers better
VFM
Better use of information to
improve transition
Better use of information to
improve transition
System wide delivery modelChallenge
Performance management:audit, inspection, self-review,
governance, funding, quality standards
Improved Outcomes
for learners and the System
Lateral transfer of best practices
Supply-side Demand-side
SupportInfluence of and engagement with
partners and the front-line
Capability and capacity of the workforce,
providers and learners
More discerning customers exercising
choice
Fit for purpose technology and
systems
Better options within a national
framework
Knowledge Architecture
E-maturity
Personalised content
Strategic technology provision
A consistent system-wide framework to
guide delivery
A model for the deployment of
technology across the system
Driving a new model of content provision for
the individual
Supporting people and organisations &
measuring system level impact
DfES Technology Group - identified transformational themes to deliver key outcomes at system level
Delivering personalised content
Create Learning Content
Embody Content to fit learning
styles
Disseminate Content
Use Content
Traditional Content Creation
Personalised Content Creation
Content commissioned centrally to fit
curriculum
Adapted by providers to fit with common
learning styles
Distributed through
institutions
Used by practitioners
Content created by learners and
providers based on learner demand
Learners customise to meet
their needs
Multiple distribution mechanisms and
support for learners to locate content
Used by practitioners and
learners
Understanding the change in
process not just content
For the Institution?*
e.g. selecting the
right content to meet
their students needs
For the Learner?*
e.g. contributing to the
customisation of their
learning experience
For the Supplier?*
e.g. responding to
learner demand
For the Intermediary?*
e.g. commissioning new
content to fit with
curriculum
* Examples of issues and challenges for stakeholders
The Elements of the self-review framework
Impact on the Learner
The curriculum
Extending Opportunities for Learning
Learning & teaching
Assessment
Professional development
Resources
Leadership and management
ConnectivityServices
National Digital Infrastructure for Education
Institutional infrastructure
DataServices
LearningServices
Data services: Management Information Systems, transfer of data and a range ofdata analysis tools.
Connectivity: Connecting schools to provide consistent performance and provide consistent access to a quality set of resources, services and applications for every teacher and learner
Institutional infrastructure: The school’sICT infrastructure in terms of choice, access, flexibility, efficiency and security.
Learning services: Improving the management of learning and availability of content.
Questions?
• How aware is your College of the 14-19 drivers?• To what extent does your organisation currently use
Technology• For Teaching? Learning? Collaboration?
Assessment? Communication?• How “personalised” is your curriculum?• Is your College e-mature?• Is the College considering the implications of web
2.0?• Does your College have a sustainable strategic plan
for e/m learning?
Some evidence…..
• Becta ILT in FE survey• Becta Annual Report• DfES Research reports RR739/745• Transformation Projects(LSDA)• ITT projects(LSDA)• OFSTED/ALI Report
Delivering the future for learners