‘An Inspector Calls’ Inspection and e-learning/ILT Peter Nelson (HMI)
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Transcript of ‘An Inspector Calls’ Inspection and e-learning/ILT Peter Nelson (HMI)
‘An Inspector Calls’Inspection and e-learning/ILT
Peter Nelson (HMI)
JISC Conference – Inspection and e-learning/ILT
Aims of the presentation
1 To outline the key features of the current arrangements for college inspections
2 To explore the ramifications of the inspections with regard to e-learning and ILT Defining the terminology Inspecting teaching and learning (Inspecting e-learning / ILT) Exploring possible critical success factors (CSF’s)
for e-learning Examples of good practice
3 To explore briefly links between J.B Priestley, the play of ‘An Inspector Calls’ and ILT/inspection
JISC Conference – Inspection and e-learning/ILT
Background to main changes Approach to the new round of inspections
Key features of current arrangement
JISC Conference – Inspection and e-learning/ILT
Main changes - 1
Revised CIF Increased focus on self-assessment Differentiated approach based primarily on
previous inspection grades plus findings from AAVs
Annual assessment visits
JISC Conference – Inspection and e-learning/ILT
Main changes - 2
Reinspection of curriculum areas and CIF aspects
Published grades and judgement on overall effectiveness
Short notice One inspection event
JISC Conference – Inspection and e-learning/ILT
Main changes - 3
Broader role for the nominee Different approach to curriculum
inspections Lesson observation Feedback and reporting
JISC Conference – Inspection and e-learning/ILT
Defining the terminology - 1Wilson (2001) defining e-learning stated…
There are as many definitions of e-learning as there are ways of getting from Edinburgh to London
Fryer (2002) defining DEL stated…DEL is perhaps the latest in a well-established tradition of learner-centred approaches in the lineage of distance, resource-based, open and flexible learning – adding to all of these ‘approaches’ a focus on learning materials made available through electronic means
JISC Conference – Inspection and e-learning/ILT
Defining the terminology - 2Roffe (2002) defining e-learning stated…
In terms of e-learning the ‘e’ term has less to do with the electronics and much more to do with the: engagement of the learner, enhancement of the learning, experience of exploration, ease of use, empowerment of the learner to control the
learning schedule, execution of the learning programme
JISC Conference – Inspection and e-learning/ILT
Inspecting T+L - 1
All inspection is set within the context of the CIF
KQ 2 - How effective are teaching and learning? Inspectors should evaluate:
• How well teaching, training and resources promote learning, address the full range of learners’ needs and meet course or programme requirements
• The suitability and rigour of assessment in planning and monitoring learners’ progress
• The identification of, and provision for additional learning needs
JISC Conference – Inspection and e-learning/ILT
One grade awarded for each lesson (1 – 4) Teaching – judgements focus on the role of the
teacher in preparing and delivering an effective lesson
Learning – judgements focus on the progress being made by learners during the lesson
Attainment – judgements focus on the standard of work produced by learners during the lesson, judged against the standard expected of learners at that point in their course
Inspecting T+L - 2
JISC Conference – Inspection and e-learning/ILT
The new inspection involve fewer lesson observations Good college – as few as 20 observations Satisfactory college – perhaps 40 – 60
observations Inadequate college – perhaps 80 – 100
observations
Purpose of lesson observation To test the college’s view of the quality of teaching
as determined by its self-assessment process.
Inspecting T+L - 3
JISC Conference – Inspection and e-learning/ILT
Inspecting e-learning/ILT - 1
Where appropriate: E-learning should form part of the overall teaching
and learning strategy for each course There should be appropriate references to e-
learning in schemes of work, lesson plans assignments, course reviews and staff development plans
An overall strategy for e-learning should be supported by senior managers
JISC Conference – Inspection and e-learning/ILT
Inspecting e-learning/ILT - 2
Effective e-learning should: Improve learners’ understanding of topics or
activities that are part of their academic or vocational programme
Improve their skills and their knowledge of the technology being used
Help to maintain their interest in their programme
JISC Conference – Inspection and e-learning/ILT
Inspecting e-learning/ILT - 3
In particular inspectors will evaluate whether: Staff and learners have the relevant IT skills to
make good use of the e-learning facilities There are adequate resources for e-learning The quality and effectiveness of e-learning is well
monitored There are appropriate opportunities for learners to
use e-learning facilities outside scheduled lessons
JISC Conference – Inspection and e-learning/ILT
Inspecting e-learning/ILT - 4
Learning in classroom or learning centre
Individual learning
(B)
Drop-in learning-centre
provision
(A)
Enhanced traditional class-based teaching Group
learning(D)Just-in-time pure e-
learning at home and in the work place
(C)Video conference enabled distance
learning
Learning anywhere
Differentiating the ILT markets (adapted from Fryer, 2002):
JISC Conference – Inspection and e-learning/ILT
Identifying the CSF’s - 1
Wilson (2001) identifies what he describes as “the recipe for success” in e-learning as:
A clear strategy to embrace and integrate e-learning with existing training
Executive commitment and support to implement the strategy
Flexible delivery models that can include classroom as well as e-learning components
Best practice instructional design to develop and deliver high value e-learning
One way of managing access to learning, regardless of form
An organisational standard for how e-learning will be delivered
An enterprise-wide capability not just local pilots
JISC Conference – Inspection and e-learning/ILT
Identifying the CSF’s - 2
Massy (2002) identifies what she described as “e-learning success factors” These are summarised as:
Motivation: Learners are motivated to acquire the skills offered by e-learning
Capability: Learners have computer and internet skills, and learners have well developed study skills
Resource: Learners have access to time, computers and assistance when required
JISC Conference – Inspection and e-learning/ILT
Identifying the CSF’s - 3
Naish (2002) four steps to e-learning heaven:
Learning culture – The organisation needs to have a culture where people are motivated to learn and apply new knowledge and skills
Strategic alignment – There should be a strategic fit between the strategic objectives of the organisation and what people are being asked to learn
Engaging – Learning must be easy and fun Learner support – Learners should be supported in
both the acquisition and application of learning
JISC Conference – Inspection and e-learning/ILT
Identifying the CSF’s - 4
Lea (2002) the five ‘C’s for e-learning success:
Content Capability Cost Clients Culture
JISC Conference – Inspection and e-learning/ILT
Identifying the CSF’s - 5
Fryer (2002) the use of DEL in improving inclusion and participation:
Local availability – local access to computers to enable learners to study on-line
Accessibility and manageability – The availability of learning in ‘bite-sized chunks’ to ensure learning is more accessible and manageable
Socio-technical solutions – Development of socio-technical solutions combining social and technical innovation
Integration – Integration of learning, social and personal development with community development
Range of technologies – (e.g TV, digital video, mobile telephony, games) rather than just the internet and use of assistive technologies for learners with disabilities
JISC Conference – Inspection and e-learning/ILT
Identifying the CSF’s - 6
Morrison’s (2002) CSF’s, adapted from DfES:
Infrastructure – hardware and connectivity Content – high quality content Skills – the development of the skills required by
both learners and teachers to embed the use of ICT effectively into their learning and teaching
Support – effective tutor support for learning, ranging from general guidance to specialist input, whether on-line or face-to-face
JISC Conference – Inspection and e-learning/ILT
Examples of good practice - 1
Newham SFC (previous cycle) The creative and imaginative use of ILT to support
learning was a significant strength in many of the highly effective lessons observed by inspectors.
The materials used by teachers are of high quality and much use is made of learning resources that bring the subject to life.
Many of them are available on the college intranet which students can access easily.
Specialist equipment and facilities, such as those used in ICT, performing arts and media, are used effectively to develop students’ practical skills
JISC Conference – Inspection and e-learning/ILT
Examples of good practice - 2
Bracknell and Wokingham College (previous cycle) There is good use of ILT in lessons. Electronic whiteboards, computerised presentations and
computer networking are all well used by staff. In a science lesson, an electronic whiteboard was used to
access the Internet. In CAD and IT lessons, multiple choice questions are
networked to students, who complete the questions and e-mail their automatically marked answers back to the tutor.
The tutor can then quickly identify students who need help.
JISC Conference – Inspection and e-learning/ILT
Examples of good practice - 3
Penwith College (previous cycle) Retention and pass rates on distance learning courses
are high at 93% and 100% respectively. The distance learning short courses successfully meet
the needs of learners at work and their employers. The learners are well supported and their progress is
closely monitored through weekly visits by their tutors. Assessment on the distance learning courses is carried
out well.
JISC Conference – Inspection and e-learning/ILT
Examples of good practice - 4
Dewsbury College (previous cycle) Information learning technology (ILT) is used extensively
and effectively. In a level 2 computer assisted language learning class
with 'Film' as the lesson topic, the teacher e-mailed each student. When they came into the classroom and logged on they found a clear framework of what they were going to cover in the lesson. The students were able to begin work immediately.
The teacher provided a link to an Internet ESOL quiz site for students who completed their work early.
ILT is also incorporated in outreach teaching through six bookable laptops used solely for ESOL teaching.
JISC Conference – Inspection and e-learning/ILT
What can we learn from J.B Priestley
and the play of “An Inspector Calls”?
JISC Conference – Inspection and e-learning/ILT
Gina Powell – aged 16 on “An Inspector Calls” at The Mayfair Theatre, Southampton.
“…it was the best show I have ever seen. The only downside was that the school children kept throwing paper at mine and my friends heads…”
Good content…but not the ideal lesson?
JISC Conference – Inspection and e-learning/ILT
Comment found on ‘chat’ websiteNadya Nisthar – aged 16
i am doing GCSE coursework on ‘An Inspector Calls’. i need quotations to support my assignment on the question ‘what part does the inspector serve in the play’.
can u plz help????
ILT in action to inform research…!
JISC Conference – Inspection and e-learning/ILT
The Guardian onStephen Daldry’s Production of “An Inspector Calls”
“Spine-tingling good……the production grabs you by the throat and won’t let you go…”
Hopefully the inspection shouldn’t feel like this
JISC Conference – Inspection and e-learning/ILT
Hopefully the inspection should feel like this
J.B Priestley, writing to Michael Macowan regardingThe first performance of ‘An Inspector Calls’Kamerny Theatre, Moscow, 1945.
“I wish you could have been there, for it was the kind of theatrical atmosphere I know you understand and appreciate, an atmosphere radiant with professional knowledge, warmth, good fellowship and enthusiasm…”