Fronter ’s Categories of functionality in the LMLE.
Classic change diagram. Adapted from BT by T Stirrup – note that although the technology is 10%, it is the point on which everything balances.
The model supporting organisational change was first used by D. Ambrose in 1987. Since then it has been applied to many different contexts most notably by Knoster, Thousand and Villa to describe change within the educational environment. In particular to the complex changes required to make schools more inclusive. The complex change model can be used to identify the components required to make change happen but it also has to sit within a framework for evaluating and reviewing progression. Here the model has been adapted to include the component of evaluation/self-review/reflection This inclusion of evaluation means that confidence in change can be maintained and changes can be cyclic. The slide shows what happens if each component required for change is removed. E.g. “if there is no vision then confusion appears in it’s place” Without evaluation there is uncertainty and no confidence in the change process. The self-review framework allows schools to have confidence in their use of technology because they can evaluate the progress made against agreed descriptions.
Concurrent learning – how do measure and assess the value chain of learning experiences – home to school to home to library to friends Cinematic – understanding and exploiting the visual literacy – – we know from soap opera studies that average concentration is 2 minutes – however concentration has always been an issue – it is in acknowledging the visual stimulus experienced by this generation of children from birth that makes the impact different Connected – how do we know they are communicating in a secure environment – and who is collaborating with them Communications - how do we know who is listening – internet literacy – how can we assess who is connected to the school website – or whether a piece of information is an accurate reflection of the truth Consensual – the industrial model of teaching – ie the person at the front knows all – is only relevant in some instances now – we need to express this shift of power in our teaching practice and bring learners into the realm of achieving knowledge capture in a consensual way
Implementation strategies lp
Strategies for Implementing a Learning PlatformChristian Smith
Ingredients for MLE success Evaluation Vision Quantify impactSchool development plan SRF/SEF PlanningResponsibility for learning What stops? Early risk takingRelevance in society Student trialPervasive SustainabilityE-confident school Deadlines Success Skills Appropriate Training Resources Informal Training Time Point of need Clearly defined roles Tenacity Infrastructure Incentives Improved T&L Efficiency SLT role models Converts All Stakeholders involved
An E-Confident School• Concurrent learning – home, library, school• Cinematic learning – visual world, multimedia work• Collaborative learning – on-line communities• Communicative learning – online support / teacher• Consensual learning – child as partner in learning process
Strategies for SuccessStart small and grow Ask staff what they want in Learning EnvironmentLink to existing projects andprogrammes. Don’t try to train everyone at the same time, start small and widen theGet children involved early and get circle of knowledgethem to make comment Make sure everyone knows the longGet the action plan in place BEFORE term plans for Learning Environmentyou do anything and share themEstablish an MLE working party led Look at other schools using Learningby the SLT Environment and don’t be afraid toSLT will make or break your ask for helpLearning Environment rollout. Are Consider workload barriers - Isthey on board. Do they know the Learning Environment a possible PMlong term plan? target for staff?Use Learning Environment as part of How will your virtual school reflectStaff Meetings your real school processes
SupportDon’t be afraid to ask for help..• User Forums• SLT Meetings• LA Support – Reference Groups• Curriculum Consultants• Additional Training• Reflect on what hasn’t worked as well and develop strategies for how to fix that