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Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
Cliff Rose - Inspecting e-learning
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Cliff Rose - Inspecting e-learning

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Presentation given by Cliff Rose - HMI, Ofsted on 28 March 2014

Presentation given by Cliff Rose - HMI, Ofsted on 28 March 2014

Published in: Education, Technology
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  • Good morning and welcome to the Ofsted ‘Journey to Good’ seminar. Briefly introduce self
    Working with me today are a number of HMI who will introduce themselves to you shortly.
    Thank you for finding the time to join us today – and in doing so showing your commitment to improving your provision to the benefit of your learners
    Next slide
  • These are the aims set out in the letter inviting providers to attend
    Now if there was a simple answer to all these points we could put it in an email and save the time and travel.
    Everyone – learner and provider - is different – to a greater or lesser extent – and effective self-assessment and action planning must be tailored to your – and your learners’ needs
    We make no apologies for today using outstanding and good providers to share their experience – they have proved the point.
    We also are very happy to seek your views/ideas.
    We very rarely come across a provider that has no ideas or basic processes – we believe that in many cases it is a question of reflecting on what you have – picking up some new ideas and making it all work more efficiently for you – and your staff and learners.
    In terms of the last point – please see your pack (next slide) where there is skeleton action plan like this for you to add to as the day goes on – even if it just the first two columns. There will be a short-time at the end for completing this, but we would recommend you have it to hand throughout the day – and we hope that you have time in amongst all the many tasks you have to reflect on what you hear today and put it into practice for the benefit of your organisation and learners…
  • Transcript

    • 1. 28 March 2014 Getting to good 1
    • 2. Getting to good 2
    • 3. 3 Presentation information and learning technology ILT or Information and Learning Technology describes the methods of using technology to enhance the learning experience within education. subject-specific software virtual learning environments interactive whiteboards presentation softwarethe world-wide web social software pedagogy
    • 4. 4 The best VLEs enhanced learning, giving learners the opportunity to reinforce aspects of their work as well as the chance to catch up on missed material. VLEs were least effective when they had little content or were just a dumping ground for rarely-used files. (Virtual learning environments: an evaluation of their development in a sample of educational settings. Ofsted, January 2009)
    • 5. 5  An interactive whiteboard is a presentation system that connects a computer to a projector and screen. Through the use of either special pens or even fingertips, presenters can manipulate the images on the screen.  Many interactive whiteboard companies also sell additional devices that allow the audience to fully participate in the presentation by texting or selecting numbers, which then appear on the board. Interactive whiteboards are used in classrooms, in the business world or anywhere people need to make presentations.
    • 6. 6  Definition – presentation software is used to display information in the form of a slide show. It has three major functions: an editor that allows text to be inserted and formatted, a method for inserting and manipulating graphic images, and a slide-show system to display the content.  Often seen as transmissive – a presenter stands before an audience and provides information – there are often few opportunities for interaction.  Are there opportunities to go beyond the linear? Can learners and presenters branch out depending upon feedback?  Is there a variety of content? Does the presentation include video or hyperlinks?
    • 7. 7  Why are learners using the internet? Is the ‘research element’ of the work helping learners to accelerate their progress?  Or is it just about ‘go away and find out’? Would it be more effective just to ‘tell them’ what they need to know?  Or are learners developing other skills that can be exemplified such as critical awareness, problem solving, discernment?  How do we know? How do the learners know?
    • 8. 8  Social media (such as Facebook) – is it available to learners, or has its use been restricted? Is it seen as a “nuisance” and something about learners’ personal spaces, rather than about an extended learning space?  Are learners encouraged to collaborate: collaborative writing and editing using tools such as GoogleDocs, VoiceThread, MindMeister, WikiSpaces?  Are learners encouraged to develop links in their learning using tools such as Pinterest, Evernote?  Are learners aware of the safeguarding issues around the use of social software: trolling, cyber-bullying? Do they know who to report issues to within their learning setting?
    • 9. 9  Definition: subject-specific software is software that has been specifically designed to support the acquisition of vocationally or academically relevant knowledge, skills and understanding.  In English, mathematics and functional skills software may be used for initial assessments and to develop skills in context.  We may want to ask: is the software appropriate for the learner group?  Do learners make more progress because they are using this software?
    • 10. 10  Teachers who are confident in their teaching and learning styles, and who are clear about the desired outcomes of teaching, learning and assessment, should find that the use of ILT knowledge and skills enhances their overall capability. (Jones 2007, Passey 1998)  Teaching and learning encourages critical thinking and informed decision making. We see a focus on the whole learner and a move towards collaborative and experiential learning that is multi-sensory and takes account of preferred learning styles. (Unesco 2000)
    • 11. 11  How do you judge teacher effectiveness in learning with ILT?  Is there a role for learner-managed learning?  If we don’t see ILT being used – does it (should it) impact on the ‘grade’?  In some learning environments, sessions are often taught in centres/locations where access to ILT is not possible – how do we get beyond that? Can learners be directed to using personal ILT as part of home-based work?

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