Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

e-Learning Planning Framework | An introduction


Published on

This was a presentation used in a session at ULearn11. For more information on the framework/consultation process, please go to:

Published in: Education, Technology
  • Be the first to comment

e-Learning Planning Framework | An introduction

  1. 1. e-Learning Planning Framework Ministry of EducationWhat is the e-learning planning framework? Why is it important? How was it developed? What’s in it for you? Integrating new technologies to empower learning and transform leadership
  2. 2. How do you / yourschool use ICTs?Have you used frameworks orrubrics to review and plan? Image: digitalart
  3. 3. In this session we will share withyou…1. What the draft e-learning planning framework is, and who it is for2. How it has been developed3. How it is organised4. How you can take part in consultation
  4. 4. Have you seen it yet?• You can download a copy from the e-Learning Planning Framework groups from the e-LPF group in the Virtual Learning Network : ups/19837/elearning-planning- framework/
  5. 5. What – and who - is it for?• Principals and e-learning leaders (organisational)• Teachers (individual)• Professional development facilitatorsThe primary purpose is• To self or peer review how well they use ICTs to support learning for the purpose of finding out where they are, and what they need to do next.
  6. 6. The framework will offer….• a self-review tool for schools to gather evidence about practice that provides;• a road map for the building of e-learning capability; that acts as a• a tool to evaluate the effectiveness of e-learning programmes; and• resources and services to support schools as they build capability.
  7. 7. One framework: 3 resources
  8. 8. …a quick note….The e-Learning Planning Framework is not intended to provide a means for externally evaluating schools’ performance for the purpose of audit or review.
  9. 9. How is it being developed?The team reviewed other frameworks:• UNESCO - ICT Competency Standards for Teachers• BECTA Self-Review Framework (version 2)• e-Potential (Victoria, Australia)• eLearning Maturity Model (eMM), Victoria University, NZ• e-Capability matrix (Cognition Education)• ICT PD self assessment rubric• Other frameworks and rubrics within the wider education sector e.g. Registered Teacher Criteria, Ministry self-review processes rubrics, Learning Communities Online rubric …
  10. 10. Why a New Zealand framework?• To reflect Ministry of Education priorities, including: – 21st Century learning – building pride in our national identity – supporting communities – improved education outcomes through a focus on the elements of connectivity, content, capability and confidence.• New Zealand schooling system and structure• Geography• Students’ cultures and needs• Curriculum and pedagogy• The technology landscape (including UFBiS…)• Our teaching profession
  11. 11. Review…are there any questionsabout its purpose and how it hasbeen developed?
  12. 12. The draft framework is 4 Phases currently made up of: 4 Phases: 5 Dimensions > strands > Phase Phase descriptors:The project also includes the development ofsupporting resources, and examples ofeffective practice
  13. 13.
  14. 14. Development andchange in schools,towards an effective,sustained assimilationof technology into thecurriculum. Phase 1 Phase 2 Phase 3 Phase 4 Emerging Engaging Enabling Empowering School/teacher’s e- School/ teacher will School/teacher, School/teacher learning processes and be trialing/using working as a community will sustain practices will focus on technology to community, will begin iterative inquiry into beginning to use the supplement to refine technology practice, driven by technology itself, instructional use in response to identified curriculum rather than how it practices, or for immediate needs. needs, and ubiquitous might be integrated short-term Technology easily technology will enhance into effective teaching application. allows students to authentic, co- and learning. engage in problem- constructed learning. solving and inquirybeyond the classroom.
  15. 15. Dimensions: In the current draft….• Inter-related •Leadership• Teachers / schools can use them to identify areas to improve to achieve •Teaching and best practice. Learning •Professional Learning• The aim is for organisations to achieve ‘maturity’ and sustainability •Beyond the across all dimensions. Classroom •Technology
  16. 16. The five draft dimensions have discrete strands… •Leadership and strategic direction •Teaching and Learning •Vision for e-learning •e-Learning in the whole school •Leadership of e-learning curriculum •Strategic direction and policy for •Digital citizenship (Key Competencies e-learning and Values in e-Learning) •Professional learning •Learning areas •Sustaining a professional e- •Pedagogy learning community •Assessment •Professional inquiry into e- •Beyond the classroom learning •Engagement with the community •Infrastructure and resourcing about e-learning, and using • Tools and technologies technology •Technical support & procurement
  17. 17. DescriptorsEach of the strands (within the dimensions) include aset of descriptor statements that will summarisedifferent stages of development in the way a school,or teacher can use ICT.These statements will reflect the phases - from‘emerging’ through to ‘empowering’.
  18. 18. Descriptors (example of one strand)Digital citizenship ● A growing ● Some teachers ● A cohesive and ● School-wideKey Competencies awareness that can describe and connected policy, curriculumand Values in e- digital citizenship model digital approach to design andLearning defines the Key citizenship fostering digital classroom Competencies and practices in their citizenship practices Values in a digital teaching. There across the integrate digital environment. are trial whole school, citizenship, at all ● Strategic activities actively levels, with clear documents happening in the involving alignment to identify the school. students and iterative school importance of ● Some e-learning staff, is evident vision and digital citizenship activities are in strategy. in strategic designed to documentation ● Teachers and documents. deliberately and classroom students can foster digital practice, model desirable, citizenship. responding to safe, responsible evidence- behaviors and based need. practices as successful digital citizens.
  19. 19. Review…are there any questionsabout how it is organised? Thephases, dimensions, strands ordescriptors?
  20. 20. A suggested process
  21. 21. Review…how mightyou use thisframework in yourschool?Discuss the Framework and Examples &Resources sample…
  22. 22. Consultation processExpert group: high-level oversight of the process and development of the framework.Focus groups: advice and feedback on the development and application of the framework across priority domains (sector- wide).Wider e-learning sector: an opportunity for all interested parties across New Zealand to be involved in the development of the framework and feedback will be facilitated through framework/
  23. 23. Timeframes• June 2011 – Expert group convened• July 2011 – Blended e-Learning team and Ministry consultation and feedback on the first draft• August 2011 - Focus group consultation and feedback• October to 11 November – Public consultation• August to December 2012 – consultation around the development of a Māori medium framework• January 2012 – framework available to all schools through the Enabling e-Learning website on TKI• 2012 - Supporting resources developed and located
  24. 24. What can you do now?• Read / download the draft e-Learning Planning Framework from the Virtual learning Network (VLN)• Discuss with colleagues.• Complete the online survey:
  25. 25. For more information, go to: