Blended e learning and the e-learning planning framework

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Shared with kind permission of Kathe Tawhiwhirangi. The description of the session she facilitated is as follows: …

Shared with kind permission of Kathe Tawhiwhirangi. The description of the session she facilitated is as follows:

Table used during the session: http://bit.ly/KQ4qPL
Presentation for / Links shared during, this session:
Enabling eLearning: http://elearning.tki.org.nz/
eLearning planning framework: http://elearning.tki.org.nz/Professional-learning/e-Learning-Planning-Framework2

What is Blended E-Learning? With the government’s focus in re-designing the Professional Learning Development (PLD) programme for our schools, there has been a re-shaping in how this support will be addressed.

From a Blended e-Learning perspective, one of the main tools being offered for schools to consider, is the e-Learning Planning Framework. There will most likely be a need to scrutinise this further and unpack with schools how the framework can be utilised to enhance their current practice in e-Learning.

The target groups of Māori, Pasifika and Special Education needs students, are to be kept to the forefront and whatever PLD is offered to schools, the outcomes must be seen in raising student achievement.

This session will look at the following

- Illustrate what Blended e-Learning (BeL) looks like in schools with students, leaders, teachers, communities
- Demonstrate what the e-Learning Planning Framework is and how it relates to programmes/initiatives in schools
- Explain what the BeL project is: who is involved; organization
- Explore strengths, areas to be strengthened, opportunities and areas to be aware of in order to be explicit about the way we work; could/should work; and identify opportunities for collaboration and sharing within BeL and across the Te Toi Tupu consortium, as the lead providers of E-learning Professional Development across New Zealand.

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  • Introduction and setting the scene Consortium delivering PLD alongside schools & kura Background: Mainstream trained, Kura developed Two children who upskill me at all times - and even when I don’t want to be! Teaching my children challenged by beliefs around teaching
  • Students - flexible learning environments / accessibility to tchrs outside of 9-3pm, ‘as you learn’ support, relationship building, knowing they are valued Tchrs - coaching and mentoring outside rigid timeframes, ‘just in time’ support Leaders - ability to have a wide view - at any time - of the status of learning in their schools Communities - invitations to participate in their childs learning, voice is invited, students are valued, students realise the support network they have wrapped around them eLPF - a framework and awareness ‘tool’ to place everyone in the ‘environment’ on the same page. Shared understandings, common language and a co-constructed plan going forward heading towrads raised student achievement BeL project - what is/involved/organisation Explore - strengths/areas to be strengthened / opportunities/areas to be aware of
  • Vision Confident Positive in their own identity; Motivated and reliable; Resourceful; Enterprising and entrepreneurial; Resilient Connected Able to relate well to others; Effective users of communication tools; Connected to the land and environment; Members of communities; International citizens Actively involved Participants in a range of life contexts; Contributors to the well-being of New Zealand – social, cultural, economic, and environmental Lifelong learners Literate and numerate; Critical and creative thinkers; Active seekers, users, and creators of knowledge; Informed decision makers Principles High expectations The curriculum supports and empowers all students to learn and achieve personal excellence, regardless of their individual circumstances. Treaty of Waitangi The curriculum acknowledges the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa New Zealand. All students have the opportunity to acquire knowledge of te reo Māori me ōna tikanga. Cultural diversity The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people. Inclusion The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed. Learning to learn The curriculum encourages all students to reflect on their own learning processes and to learn how to learn. Community engagement The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whānau, and communities. Coherence The curriculum offers all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning. Future focus The curriculum encourages students to look to the future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation.
  • Outcomes across the whole PLD area! Information at their fingertips 24/7 - Networking opportunities - Wider conversations - Awareness growth…. e -Learning - the SMART use of ICT will only come about with the on-going development of PD Leadership is critical in driving this area ELC - crucial in continuing to stretch and grow / expand
  • Students access to their learning 24/7 the right to learn in a flexible learning environment ability to access this anywhere, anyhow, anytime
  • 9. Kathe: Slides 9-10 = 5 mins Introduce the eLPF - a roadmap to gauge the current ‘state’ of your learning environment (class, school, group) The dimensions Reflect on some of the context: Taking 1 of the videos - and at a quick glance - choose the dimension you feel the video was best suited What may not be initially obvious, is the depth and scope that sits behind this frame Equally, what you will eventually recognise, is that this is not a stand alone area (e-Learning) and in actual fact, weaves across all curriculum areas OR…….. Discuss how the dimensions were reflected in each of the examples???
  • 10. Kathe If on the previous slide you decided which dimension your video clip was best suited…. On this slide, at which stage would your example/video be at, or working towards The eLPF in it’s entirety, allowed schools to see a clear way forward in regard to developing further, their e-Capability
  • 7. Margaret
  • Using Storybird to improve literacy skills The role of the e-learning leader in Hingaia Peninsula School Professional learning communities The benefits of connecting with the community Mobile phones in education

Transcript

  • 1. e-Learning Planning Framework June 2012 Kathe Tawhiwhirangi Project leader: Māori Medium e-Learning Planning Framework Regional Team Leader: Central South, Blended e-Learning www.tetoitupu.org
  • 2. Aims of this session Illustrate what Blended e-Learning (BeL) looks like in schools with students, leaders, teachers, communities; Demonstrate what the e-Learning Planning Framework is, and how it relates to programmes/initiatives in schools Explain what the BeL project is: who is involved: organisation Explore strengths, areas to be strengthened, opportunities and areas to be aware of in order to be explicit about the way we work: could/should work
  • 3. Why e-Learning PLD?The New Zealand Curriculum…VisionConfident, connected, actively involved, life long learners…. in the 21st centuryPrinciples High expectations, Treaty Of Waitangi, Cultural diversity, Inclusion, Learning to Learn, Community engagement, Coherence, Future focus
  • 4. What is e-Learning PLD trying to achieve?Student achievement is accelerated through theaffordances of e-LearningTeachers’ and leaders’ capability to effectivelyimplement e-Learning is improvedLeadership is improved through e-Learning self reviewand strategic planningEffective learning communities are fostered andsupported through e-Learning opportunities
  • 5. What do we mean by e-Learning? The appropriate use of technologies to enhance the learning of our learners What is Blended e-Learning? QuickTimeª and a A mix/blend of F2F sessions and H.264 decompressorare needed to see this picture. online/virtual sessions Flexible learning environments…
  • 6. What does Blended e-Learning (BeL) look like in schools with students, leaders, teachers, communitiesStudents- access to their learning 24/7- the right to learn in a flexiblelearning environment- ability to access thisanywhere, anyhow, anytime
  • 7. What does Blended e-Learning (BeL) look like in schools with students, leaders, teachers, communitiesLeaders- access to their learning/timetabling/planning 24/7- ability to meet in a synchronous and asynchronous manner- the right to communicate - outside of school hours as theychoose- ability to access this information anywhere, anyhow,anytime
  • 8. What does Blended e-Learning (BeL) look like in schools with students, leaders, teachers, communitiesTeachers- access to their own andstudent learning 24/7- the right to communicate - outsideof school hours as they choose- contribute to meetings F2F and virtually- ability to access this anywhere, anyhow, anytime
  • 9. What does Blended e-Learning (BeL) look like in schools with students, leaders, teachers, communitiesCommunities- access to their childs learning 24/7- the right to communicate & be informed - outside of schoolhours as they choose- ability to access this anywhere, anyhow, anytime
  • 10. What is the eLearning Planning Framework?The framework provides schools and teachers with:• a self-review tool for schools to gather evidence aboutpractice• a road map for building e-learning capability• a tool to evaluate the effectiveness of e-learningprogrammes• resources and services to support schools as they buildcapabilityeLearning Planning Framework
  • 11. The e-Learning Planning Framework
  • 12. The e-Learning Planning Framework
  • 13. What - what is involved in each example? what does itlook like? what learning is promoted/supported?How? - what technologies are used? how is itintegrated? how is it organised? how is it supported?Who? - who is primarily involved? who are thebeneficiaries? who is leading the work?Why? - why might this be considered a good exampleof BeL? Why is it worthwhile? Why are thestudents/teachers/leaders/ communities engaged?
  • 14. Leading e-LearningThe benefits of connecting with the community Using storybird to improve literacy skills
  • 15. BeL project: What does it look like?• A consortium of five companies• Teams of facilitators working in all 4 regions of the MOE alongside currently allocated BeL schools• BeLF’s (Blended eLearning Facilitators) working in close liason with the MOE office, principals and teaching staff• Looking at supporting the development of eLearning capability school wide• Raising student achievement with attention to the target areas - Pasifika, Māori & Special Ed
  • 16. Your thoughts…• Perceptions, misconceptions….Bridging the gap• New ways of working- within, between, in the future• Balancing expectations- IT experts, PLD facilitators, making a difference, challenging attitudes• What is your ‘take-away?’ A new thinking? A changed perception? A challenge? A wondering?