Uploaded byDavid Kinane
2012 ulearn breakout_2
The document discusses creating a sustainable e-learning environment in schools. It summarizes that in 2002, a scheme was introduced that provided teachers with laptops to improve their ICT skills and support lesson preparation. It then discusses how to grow e-learning capacity school-wide after conferences or professional development by cascading ideas to other teachers. It emphasizes the importance of capturing the intellectual property (IP) of skilled teachers and providing resources for new teachers to quickly gain e-learning skills to maintain sustainability, as losing skilled teachers has a large impact. It suggests auditing leadership support, professional learning, infrastructure, teaching and learning, and capturing IP to ensure sustainability.
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2012 ulearn breakout_2
- 1. Creating a SustainableE-learning Environment in Your School Ulearn - Breakout 2 October 2012
- 2. The Investment 2002 –TELA scheme introduced “….teacher access to a laptop for their individual professional use would lead to gains in confidence and expertise in the use of ICTs, to efficiencies in administration, would contribute to teacher collaboration and support the preparation of high quality lesson resources. It was also anticipated that teacher would use their laptop in the classroom for teaching and learning.” http://bit.ly/Sd1644 SNUP Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 4. How is capacityfor elearning grown? Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 5. Post conference/PD/Workshop howdo you grow that capacity school wide? Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 6. Cascading the goodnews? The ideas? Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 7. Growing individual capacitybuilds zoos Sustainable? Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 8. Grow organisational capacity Build marine reserves Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 9. Loss of IPis the problem for school wide capacity growth and sustainability Zoos = caged IP Key staff remain critical for momentum, their loss has enormous impact Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 10. Do you measurethe financial impact of your IP? How much does the loss a teacher with good elearning skills cost you? Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 11. ELPF – Roadmapto sustainability Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 12. eLPF School Audit Leadershipand Strategic Direction Professional Learning Infrastructure and Resourcing Teaching and Learning Beyond the Classroom Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 13. Schools need toensure they keep the IP they own Capacity Beyond the Classroom Professional Learning Teaching and Learning IP - harvest and curate Infrastructure and Resourcing induction exit Leadership and Strategic Direction Sustainability Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 14. Sustainability is aboutmaintaining the chain reaction Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 15. Passion based investmentsfill school cupboards Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 16. Sustainability is notbuilt on skills swap roulette Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 17. Curation of skills,tools, strategies – Capture IP Capacity IP - harvest and curate Sustainability induction exit Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 18. Induct new staff– get them up to speed before they arrive Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 19. A palette ofskills and tools Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 20. Come up tospeed with “the school – elearning way” Integrated planning documentation Interactive tutorials Audio and video resources - IP Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 21. Adapt all planningsystems in school Grade activity for auditing ICT Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 22. Adapt all planningsystems in school Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 23. Adapt all planningsystems in school Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 24. Adapt all planningsystems in school Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 25. Adapt all planningsystems in school Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 26. Adapt all planningsystems in school Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 27. Curation of skills,tools, strategies – Capture IP Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 28. Just in time– self paced skills acquisition The tutorial never tires, does not mind repetition, consistent message, saves time, saves $$ Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 29. Just in time– self paced skills acquisition Dependence Independence Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 32. Plan deliberate interventions Record learning conversations Create rubric of what to cover KISAS! Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 33. Plan deliberate interventions Record integration strategies Record classroom management Tips/Tricks with equipent KISAS! Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 34. Plan to ensureyour have a complete copy of your IP Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 35. Take the plunge– build your own marine reserve Everyone grows: Teachers Students School Everyone is free to leave Everyone prospers Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com
- 36. 021 100 5087/ 09 8892375 Skype: @dakinane mail: david@dakinane.com web: http://dakinane.com Twitter: dakinane
Editor's Notes
- #3 Review the money spent – Emphasise the collaboration and teaching and learning aspects of statemetTELA laptops scheme introduced great, resources creted, infrastructure improving, snup will create a level playing field for all children Build it and they will come, but have they really? Can we say hand on heart that 100% have engaged with elearning process?How many times have we seen good staff leave and school’s elearning goes backwards – problem is not equipment
- #4 Pace of change has been enormousKeen teachers adapt, improve reflect and growThe reluctant remain soMeanwhile our students and potential students their capabilities expectations continue to growAt best we only grow the capacity of the existing teamThis is not a sustainable model and to continue in this vein is an expensive model for schools
- #5 Overview of elearning capacityThe traditional model of growing capacityTraining attending workshops, attending conferences, spreading the word internally
- #6 Levels of elearning capacity can be measured in baloons finite but expandableMaybe we should send our least inflated to conferences such as this, but that is not seen as a good investment – should we explore this rationale some more?Should BOT attend?Meanwhile whilst we have capacity models such as this, our students continue to improve their capability,How do we ensure that elearning capacity of everyone is collated into a central school wide resource?
- #7 The cascade, how effective is it really?How fast does the capacity of the school as a whole grow through this model?How do you measure the effectiveness of your dollar investmentTrickle down economics has demonstrated that the gap gets wider, the rich get richer, the poor get poorer.The same is true of elearning capacity at two tier staffroom is being developed through cascade learning
- #8 Training an individual costs a lot of moneyHow effective is this model for the entire school community?What is at stake here is the investment in an individuals ip, that is owned by the schoolWe currently build zoos that cage IP into the hands of a few individualsA zoo is not a sustainable environment for elearning – it is a conservation environmentKnowledge and skills are conserved by the individual and are not fully passed on
- #9 Marine reserves enable the population within the boundaryless reserve to grow, prosper, fulfill their potential and are free to leave at any timeThe key here is that a marine reserve does not harm the growth of the individual, nor the growth of the organisation as a wholeCareful management of the reserve benefits all within the community, capacity as a whole growsThe question is how close the zoos and build marine reserves?
- #10 The key lies in managing IP within your school especially around elearningIn a zoo based system, where individuals grow their own capacity, the loss of an individual can have a tremendous impact on the entire schoolKey information is lostKey skills are lostKey techniques are lostCrucially momentum is lost A resignation letter from a key member of staff with elearning skills means loss of momentum and represents a tremendous loss of financial investment
- #11 Do you measure the financial impact of ip growth and loss in you schoolHow do measure the financial impact of this loss?It is hard to, but a school can see and feel the loss once that staff member has leftIt is time to harvest and curate the ip that you ownA marine reserve will create a sustainable environment where key staff are free to grow and leave with minimal impact upon the school community as a result
- #12 ELPF if a good tool for schools to use to help build a way forward and should form the foundation for future growth and goalsHowever in the Zoo system, it will only grow the capacity of the current teamSchools are playing snakes and ladders with elearning in the zoo system and will find it difficult to move into the extending and Empowering phases of the documentKey staff leave with their capacity in the zoo system – a snake in the game and the school slides backwards
- #13 Schools have heavily invested in infrastructure and hardware, but this is no longer enoughWe need to work on the other areas to build capacity of the entire staffWe need to put into place systems that make capacity a sustainable growth model for the entire school
- #14 Time for schools to actively manage elearning from induction to exitELPF fits into that sustainability and capacity criterionHowever I suggest that as this model only grows capacity of the existing team we need to add
- #15 Sustainability of elearning is more than the catalysing effect of key staffInvestment in training, infrastructure and hardware does not create a sustainable model for elearning
- #19 Induction strategy streamlines the transition of the new teacher into the schoolAlerts key personnel within school of the new arrivalSets a chain of events in motion to ensure that on arrival both the school and the new teacher are up to speedInduction pack designed to get the new member of staff up to speed with the “our school” way of elearningSo what should be in the pack?Will involve some changes to your existing contracts for staff, set some expectations, commitments around what kind of environment the new teacher is arriving in
- #20 A pallette of tools that represent the core elearning skills of the schoolAlerts the teacher to the minimum requirements for success in elearning in schoolThe new teacher has been informed of the need to be up to speed with these tools, by a key date, commencement is goodThey can add these to their existing tools setExisting staff also know what the base tool set is and are expected to be able to integrate these tools into their own practiceThis information is stored on your Intranet, LMS etc (private – it is your ip)
- #21 To induct new member of staff an induction resource needs to be created and they can access before entering schoolNeed to include access to integrated plansTutorials to support how to use key toolsExamples of good practice from within the school to help build the elearning picture of the school
- #22 Planning formats need to be changed for all staffThe psychology of the current planning documents tend to re-inforce the concept that Computers/ICT/elearning is an add on, an extraPlanning needs to be front and centreStaff need to audit what they are doing and grade it,
- #23 Wakaaranga – explain the landscape learning integration
- #24 Lifeway – activity based solution, how to integrate it
- #25 Wiki based solutions
- #28 Mind mapping tool to
- #29 Skills based learningCreating 1:1 interactive tutorials has many benefits1:1 training loss of productivityProvides JIT resource for all staffRepeatable, never tires, consistent messageGive it to students too – homeworkInteractivity has been proven to have a higher retention rate for learners – sustainable capacity building
- #30 Tutorials can also be developed to demonstrate key tasks within schoolSoftware tasks such as adding printers…Aim is to move knowledge of individuals to centreBuild a model of independence and not dependence
- #31 Capturing good classroom practice – how does it work in your class?Curatingip – Classroom managementClasroomorganisationMobile devices make this easy to capture Learning walksBuilds a rich picture a rounded pictureKeeps good ideas in school and not in heads, marine reserves and not zoos
- #32 If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive
- #33 Syndicate meetings Staff meetingsCapture
- #34 Syndicate meetings Staff meetingsCapture Get students to video key elements Introduction, reflections, ease of implementation etc
- #35 Exit strategy, Last chance to squeeze, capture, curate that knowledgeDigital Citizenship – management of student generated content
- #37 If you harvest / curate ipTeachers can come and goPotential solutions are learning walksStaff meetingsSyndicate sharingAll good, but not curationLearning walks are expensive