Learning Platforms in Education

Becta commissioned the Open University's Peter Twining, Roger Broadie, Deidre Cook, Karen Ford, David Morris, Alison Twiner, and Jean Underwood, to lead a review of Priorities 2 and 3 of the DfES e-Strategy.

These Priorities are;

• Priority 2. Integrated online personal support for children and learners,
• Priority 3. A collaborative approach to personalised learning activities.

The resulting "e-Strategy Implementation Review" (eSIR), was published December 2006 as a 106 page, 2 MB PDF.

Seb Schmoller very effectly summarised and writes in his 'Fortnightly Mailing':

Educational change and ICT - a new report from Becta says  "concentrate on people not technology"

The report firstly spans 14 inter-related topics, with, for each, an interesting mix of literature review, quotes from interviews, data, and insights. The topics are: Complexity and human factors / Evidence of impact / Learning platforms / Management information systems / Learning platform/MIS integration / Collaboration / Advice and support for learners / Support for assistive technologies / Mobile devices / Extending the curriculum / New pedagogy / New assessment (including e-portfolios) / Digital resources / Opening up access.

There is plenty of discussion of controversial questions, for example: the lack of empirical evidence that (in an institutional context) ICT benefits learners; whether or not there should be a single national learning platform.

Secondly the report examines seven "key implementation issues": Complexity / Focus on people / Buy-in / Leadership / Support / Shared understandings / Procurement, with the over-riding conclusion that "human factors" dominate each of the issues, none of which, the report notes drily, are newly discovered or original: "despite our having been aware of them for several decades, our interviewees still saw them as representing the most significant problems that we need to overcome....". As in the topic-based section of the report, there are useful supporting sections. Those on "Economies of scale and scope", and "Waste", particularly caught Seb's eye, with the Government's E-learning credits scheme getting some sceptical attention.

Gary's Rambles blog also highlights key elements of interest, and writes "The Executive Summary highlights in particular, ‘enhancing pedagogy’ as an important aim. ... the report indicates, the effects on the use of technology does depend on how it is used, and in many cases this is poorly and simply replacing what we could do in the past, rather than enhancing the learning experience."

Please visit the above site for Seb and Gary's full perspecitives.

Ashford Rural Cluster are 20 schools within a rural setting; 1 Secondary school uses Studywiz as their provider, 19 Primary schools are trialing RM's Portal Plus Learning Platform - of which 5 Early Adopters are extending their experience through Kaleidos VTLE, digital curriculum management system.

What does a Learning Platform mean, how educationalists use it - sharing their experience. A selection of video interviews half way through the project, please allow for download buffer time, quality viewing requires a good internet connection:

Donna Rogers           -  Cluster Project Manager; Learning Platform 3 yr plan for schools.

Mr R Rule                 -  Cluster ICT Steering Grp Chair & Pluckley CEP Headteacher; Bringing schools together.

Mrs A-M Trustram     -  High Halden CEP Headteacher; Virtual School

Mrs G Hollamby      -   Hamstreet Primary School, ICT Co-ordinator & Class teacher; Personalised Learning tool.

Mrs C Drage            -  Egerton CEP, Class teacher; Makes pupils feel special.

Tim Brighouse, chief adviser for London Schools and a non-executive director of RM provided his top 5 list of "Do & Don't Tips - for When you want to Start"; Education Guardian Learning Platform Supplement, 09/01/07

Do:

1. Remember you are embarking on complex change.  It is important to have a shared vision of how things will be different in future; timely and continuing training for staff; adequate resources; incentive; and a timelined action plan. (Create a SMART implementation plan/report showing educational outcomes for staff and pupils)
2. Visit at least three schools using different learning platforms and ask lots of questions, eg "What wouldn't you do if you were starting again?"
3. Involve students and perhaps governors and parents in visits
4. Undersell the advantages, and prepare people for teething problems. (Refer to my Change Management articles, be aware of expected highs and strive for long term gain)
5. Take the chance to review the facilities management for your school network. (Consider your ICT infrastructure, connectivity alongside teaching, assessment for learning and management practices - Self Review Framework)

Don't:

1. Opt for one solution that you ICT manager or a colleague recommends. (You must choose a solution which can best deliver your educational goals - map to your vision)
2. Neglect the huge amount of staff training that will be needed, or miss the opportunity on school visits to get staff into the habit of learning from each other and from practitioners eslewhere. (Budget for a training program; communication and collaboration is essential)
3. Forget that some of your students cannot access your platform from home.  They need priority access to ICT facilities before and after school, and to facilities in public libraries and community centres. (Do consider universal or freely downloadable application software and versions - how will students access material content at home?)
4. Underestimate the need for more resources than you first anticipate; have a 10% contingency fund for implementing the suggestions staff will make as enthusiasm grows.
5. Fail to do some sort of rish analysis

Plan and Preperation = Success!

Click here for video clip, allow for download buffer time

 Self Review Framework – Formalise your school / cluster / federation’s ICT Vision. Make full use of the BECT Self Review MATRIX.  Self evaluation developing and action plan for improvement.  (We will look at this is more depth soon).

Look at your priorities – what do you need to move forward as a school? Hardware, connectivity, accessibility, staff skills, change ethos.

Work with others – Local Authority, KCN (Kent’s RBC), Cluster/Federation, Other schools.  Consider what others are doing, learn from their experience, visit at least three schools using your shortlist of LP supplier solutions – ask school life questions.

Map your teaching and learning goals to best fit Learning Platform supplier solutions - make sure you challenge the provider to demonstrate how your educational learning goals will be addressed within their environment.

Affordability – Per User Account, Band or Site licence structure?  Pay as you grow?

Strong Leadership is Critical – SMT strategic plan for take up, training and support in a SMART document; setting realistic, measurable targeted outcomes. Deployment of Learning Platform use must be incorporated into schools ‘Strategic Development Plan’ and mapped to staff CPD targets and lead by exemplar use.

MIS interoperability – web part integration preference if possible but at the very least it is vital you ensure the creation of user accounts and management of their services is timely and robust.  Work towards creating a Local Authority uniformed approach to username protocols – consider your existing applications and Single Sign on capabilities.

Cluster/Federations - include how each school will get started within the leadership plan, consider phased approach of who does what; communication and engagement is essential.

Support – Technical and School Learning Platform use is an evolving environment that will need planned, managed care, training and support to cultivate a collaborative experience if it is to grow and improve.

Working Group – set up structure through a user representation groups, make sure your LP solution has user guidelines tutorials/manuals, protocols, storage and community structures.  Do not launch empty, otherwise users can’t visualise expectations and standards.

Communication and Collaboration with schools beyond your LP supplier environment – what Local Authority, additional support services and other cluster layers are available to extend interaction.

Cascade – planned approach; ripple effect throughout the whole school and involve the community. Governors, Administration Management, Staff, Pupils, Parents and Community projects.

Share & Collaborate - foster each user addition 1 resource, 1 discussion, 1 pupil interest and draw from the growing collective pool.

This is not about ICT – digital management is the mechanism offering benefits to educators and engage pupils through personalisation to create independent learners.

Technology is ultimately a machine -  People cultivate creativity

Take the leap of faith; nothing ventured – nothing gained!

This blog might be new but communicating the Learning Platform process within Kent isn't, so to recap:

Personalised Learning - Learning Platforms: advice and guidance, by Alan Day Senior Policy Officer (Digital Curriculum) May 2006.

Extranet Winter 2006 - Learning Platform special addition.

Every school across Kent will have received two copies of the magazine a couple of weeks before Christmas break, in preparation for BETT07.  Learning Platform providers information, school advice - how do you find out which supplier solution is for you?

Welcome to our new Digital Curriculum Team blog; providing a Kent perspective on Learning Platforms as headlines sweep across education.  I shall keep you informed of the fast pace of developements and offer a co-ordinated point of contact to schools within Kent.

First of all some background, why me and who am I.  My name is Donna Rogers I am a member of the Digital Curriculum Team, which is headed by Alan Day. 

I come from a strong ‘Managing Change’, processes and people skills background in the private sector. I moved to education in 2000, joining a rural primary school, which at that time was quite ICT timid. Working closely with SMT I have helped lead the school through several ICT evolving stages, fostering a clear vision for improvement, stated in educational terms and translated this into technology requirements. While co-ordinating organised approaches beneficial to teaching and learning I used the 'BECTA Self Review Framework', developing a whole school vision which led to ICT Mark accreditation in March 2005.

I have worked and used Learning Platform technologies both in the classroom and then as cluster project manager over the last 3 years. This experience led to a secondment to Kent County Council’s - Children, Families and Education division co-ordinating local authority approach to Learning Platforms. Advising primary and secondary schools towards their vision, strategic approach and preparation of multi-vendor emerging technologies. 

Please feel free to participate offer ideas and constructive debate through the comments section, it is nice to be aware of interested readers.