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Outlining the purposes and role of a learning platform

Outlining the purposes and role of a learning platform

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We-Learn Presentation We-Learn Presentation Presentation Transcript

  • An Outline of Warwickshire e -learning Community Project Paul Harvey E-Learning Adviser ICT Development Services Warwickshire County Council 13 November 2006
  • What the research says about ICT and motivation
    • Research evidence shows that ICT can stimulate, motivate and spark students’ appetites for learning and helps create a culture of success.
    • This can be demonstrated in their increased commitment to the learning task, their enhanced enjoyment, interest and sense of achievement in learning when using ICT, and their enhance self esteem
  • National Whiteboard Project
    • Enhanced demonstration and modelling
    • Improve the quality of interactions and teacher assessment through the promotion of effective questioning
    • Redress the balance of making resources and planning for teaching
    • Increase the pace and depth of learning
  • What the research says about interactive whiteboards
    • Encourages more varied, creative and seamless use of teaching materials
    • Engages students to a greater extent than conventional whole-class teaching, increasing enjoyment and motivation
    • Facilitates student participation through the ability to interact with materials on the board
  •  
  • DfES e-strategy Objectives
    • transforming teaching, learning and child development, enabling children and learners of all ages to meet their highest expectations
    • connecting with hard to reach groups in new ways
    • opening up education to partnerships with other organisations
    • moving to a new level of efficiency and effectiveness in our delivery.
  • DfES e-strategy 6 Priorities
    • an integrated online information service for all citizens
    • integrated online personal support for children and learners
    • a collaborative approach to transforming teaching and learning
    • a good quality training and support package for practitioners
    • a leadership and development package for organisational capability in ICT
    • a common digital infrastructure to support transformation and reform
    • “ Our vision is of schools staffed by confident, trained practitioners using classrooms equipped with dependable, exciting technology to raise attainment and encourage positive and independent attitudes to learning.
    • The legacy for the future will be improved standards of achievement, a collaborative and skilled work force of teachers and support staff, an outstanding pool of resources, skills and knowledge and an appetite for learning.”
  • We-Learn Ingredients … in a We-Learn classroom you will find the following.
  • We-Learn Ingredients … in a We-Learn classroom you will have access to the following.
  • … in Warwickshire you will find teachers using the We-Learn VTLE We-Learn Ingredients
  • … in Warwickshire you will find teachers and students using the We-Learn Portal We-Learn Ingredients
  • Professional Development for staff - 4 days of training over 2 years - Network of WeLLs - Network of School Project Managers - Training for other school professionals - School based support based on need We-Learn Ingredients
  • Key Dates
    • Spring 2008
    • All students must have access to personal online learning space
    • Spring 2010
    • All schools should have embedded a Learning Platform
  •  
  • Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996
  • Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Familiarising Procedural use of ICT Developing Curriculum enhancing Evolving Independent, discriminating, discerning use of ICT Integrating Curriculum embedding Transforming Curriculum Exploitation Improvement 2 to 3 Years Time ICT Adoption Model (Hooper & Reiber) Teaching; Theory in Practice, Hooper & Reiber 1996 Classroom ICT suites and Portal Beyond the school Time
  • Vision Skills Incentives Resources Action Plan Change = Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.)
  • Adapted from Knoster, T. (1991) Presentation at TASH Conference, Washington DC (Adapted by Knoster from Enterprise Group Ltd.) Skills Incentives Resources Action Plan Confusion = Vision Incentives Resources Action Plan Anxiety = Vision Skills Resources Action Plan Resistance = Vision Skills Incentives Action Plan Frustration = Vision Skills Incentives Resources Treadmill =
  • Guidance and Support SLICT & Team SLICT Becta Self-review Framework DfES – Learning Platforms – Making IT Personal ICT Development Services. WCC
  • Further Information www.we-learn.com [email_address]