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2. Outline The broader context of HE, internationally
What does it take to innovate in teaching?
An approach to personalised active learning
What can technology offer inquiry-based learning?
Engaging teachers in innovation and research
Tools and communities for innovation in learning design
3. Demand for Higher Education Worldwide HE places to be 125 million in 2020
Demand for international education places:
2.1 million in 2003
5.8 million by 2020
EU Lisbon agenda requires higher-order cognitive skills for the knowledge economy
Millennium goal ‘Education for all by 2015’ requires teacher education on the grand scale
4. The aims for a 21st century education system were outlined in the Government’s 5-year strategy for education and children’s services. The five principles for reform highlighted personalisation and choice, flexibility and independence in the provision of learning, a service opened up to a wider range of providers and forms of cross-organisational collaboration, a major focus on staff development, and an approach that fosters more partnerships.
The strategy for reform is represented at each age and stage of an individual’s encounter with education and children’s services, from the children’s strategy to lifelong learning.
ICT plays a crucial part in supporting these strategies. In particular, it can transform the process of teaching, learning and individual support; it can help to engage the hard to reach groups to bring; communications networks open up greater possibilities of cross-organisational collaboration; and it can improve productivity and effectiveness through greater economies of scale and higher quality of provision.The aims for a 21st century education system were outlined in the Government’s 5-year strategy for education and children’s services. The five principles for reform highlighted personalisation and choice, flexibility and independence in the provision of learning, a service opened up to a wider range of providers and forms of cross-organisational collaboration, a major focus on staff development, and an approach that fosters more partnerships.
The strategy for reform is represented at each age and stage of an individual’s encounter with education and children’s services, from the children’s strategy to lifelong learning.
ICT plays a crucial part in supporting these strategies. In particular, it can transform the process of teaching, learning and individual support; it can help to engage the hard to reach groups to bring; communications networks open up greater possibilities of cross-organisational collaboration; and it can improve productivity and effectiveness through greater economies of scale and higher quality of provision.
6. What does it take to innovate in teaching? Strategic plans
Funding imperatives
Learner needs
Stakeholder demands
Career opportunities
Curriculum requirements
Assessment requirements
Quality standards To effect change in the system we have to recognise what the drivers in the current system are to which teachers and leaders are currently responding. They will make their own choices about which drivers they prioritise in their work, but we have to be aware of how these affect what they do. If they are most focused on learner needs, and cannot see how ICT helps their learners, then they will pay it no attention. In that sense, we must address each of the key drivers, to make sure they are acting as drivers for ICT as well.
For the drivers listed here, the strategy is designed as follows:
Strategic plans – make sure leaders understand how to link different forms of ICT and e-learning to their main strategic objectives – in the leadership package
Funding imperatives – make sure funding models ensure best value, and hence a focus on efficiency, promoting collaboration and joining up
Learner needs – make sure teachers, leaders, and e-learning designers set about understanding learners’ needs – in the way software is developed and used
Stakeholder demands – parents and employers are key stakeholders who need to be aware of the value of e-learning and the part they can play in influencing optimal use and focus on the objectives the strategy is trying to promote, such as universal e-skills
Career opportunities – teachers must see that innovation is rewarded, but only if it is carried out effectively – support should be evident in the development package and in promotion criteria
Curriculum requirements – the curriculum has to continue to evolve in response to changes in the workplace and in society, many of which are related to ICT – the strategy stresses the importance of a curriculum development programme that takes account of these changes in all subjects
Assessment requirements – assessment is the key driver in education – it must set out to test how well learners apply ICT skills within their subjects, and to recognise the skills and knowledge they acquire through ICT
Quality standards – the minimum standards for effective use must be defined, updated, and assured through quality assurance processes if we are to get the best from ICTTo effect change in the system we have to recognise what the drivers in the current system are to which teachers and leaders are currently responding. They will make their own choices about which drivers they prioritise in their work, but we have to be aware of how these affect what they do. If they are most focused on learner needs, and cannot see how ICT helps their learners, then they will pay it no attention. In that sense, we must address each of the key drivers, to make sure they are acting as drivers for ICT as well.
For the drivers listed here, the strategy is designed as follows:
Strategic plans – make sure leaders understand how to link different forms of ICT and e-learning to their main strategic objectives – in the leadership package
Funding imperatives – make sure funding models ensure best value, and hence a focus on efficiency, promoting collaboration and joining up
Learner needs – make sure teachers, leaders, and e-learning designers set about understanding learners’ needs – in the way software is developed and used
Stakeholder demands – parents and employers are key stakeholders who need to be aware of the value of e-learning and the part they can play in influencing optimal use and focus on the objectives the strategy is trying to promote, such as universal e-skills
Career opportunities – teachers must see that innovation is rewarded, but only if it is carried out effectively – support should be evident in the development package and in promotion criteria
Curriculum requirements – the curriculum has to continue to evolve in response to changes in the workplace and in society, many of which are related to ICT – the strategy stresses the importance of a curriculum development programme that takes account of these changes in all subjects
Assessment requirements – assessment is the key driver in education – it must set out to test how well learners apply ICT skills within their subjects, and to recognise the skills and knowledge they acquire through ICT
Quality standards – the minimum standards for effective use must be defined, updated, and assured through quality assurance processes if we are to get the best from ICT
7. Teachers and leaders will respond to drivers, and develop their objectives accordingly, but they have to be supported in the change that follows. The enablers are those aspects of their work without which they will not achieve those objectives – the support that has to be in place. Funding and resources are the most obvious. This strategy is not providing new funding, but is focused on using existing funding for ICT more effectively. It focuses more on the remaining enablers:
Training and development – to give teachers and leaders both the skills they need to use ICT well in their professional roles, and the understanding of how it improves the effectiveness and efficiency of learning
Information and guidance – giving teachers and leaders access to what e-learning resources and tools are available, what others are doing in their field, the lessons learned from existing case studies, and how to apply this to their situation
Learning design toolkits – the means by which teachers engage with e-learning, enabling them to share and adapt resources to their learners’ needs
Shareable resources – the means by which teachers share resources within and across subject areas, institutions, and phases of education, ensuring resources can be accessed easily, and shared as widely as possible
Online communities of practice – enabling teachers and leaders to share ideas and experiences, especially within the same field of interest, such as subject discipline, or specialist teaching
R&D on pedagogies – we have so little research on pedagogy itself, as well as the special area of the new pedagogies afforded by e-learning – the strategy promotes new research, and a focus on the development of methodology
ICT systems and services – without robust, flexible and affordable ICT systems, e-learning is not possible, and the strategy priorities work to ensure we get the best from these systems
Rights and IPR advice – if teachers and e-learning designers are to share resources they have to be clear about what they are allowed to use them for – we need rights licences that make sharing easy, and IPR advice to all practitioners to make sure they use resources appropriatelyTeachers and leaders will respond to drivers, and develop their objectives accordingly, but they have to be supported in the change that follows. The enablers are those aspects of their work without which they will not achieve those objectives – the support that has to be in place. Funding and resources are the most obvious. This strategy is not providing new funding, but is focused on using existing funding for ICT more effectively. It focuses more on the remaining enablers:
Training and development – to give teachers and leaders both the skills they need to use ICT well in their professional roles, and the understanding of how it improves the effectiveness and efficiency of learning
Information and guidance – giving teachers and leaders access to what e-learning resources and tools are available, what others are doing in their field, the lessons learned from existing case studies, and how to apply this to their situation
Learning design toolkits – the means by which teachers engage with e-learning, enabling them to share and adapt resources to their learners’ needs
Shareable resources – the means by which teachers share resources within and across subject areas, institutions, and phases of education, ensuring resources can be accessed easily, and shared as widely as possible
Online communities of practice – enabling teachers and leaders to share ideas and experiences, especially within the same field of interest, such as subject discipline, or specialist teaching
R&D on pedagogies – we have so little research on pedagogy itself, as well as the special area of the new pedagogies afforded by e-learning – the strategy promotes new research, and a focus on the development of methodology
ICT systems and services – without robust, flexible and affordable ICT systems, e-learning is not possible, and the strategy priorities work to ensure we get the best from these systems
Rights and IPR advice – if teachers and e-learning designers are to share resources they have to be clear about what they are allowed to use them for – we need rights licences that make sharing easy, and IPR advice to all practitioners to make sure they use resources appropriately
8. The aims for a 21st century education system were outlined in the Government’s 5-year strategy for education and children’s services. The five principles for reform highlighted personalisation and choice, flexibility and independence in the provision of learning, a service opened up to a wider range of providers and forms of cross-organisational collaboration, a major focus on staff development, and an approach that fosters more partnerships.
The strategy for reform is represented at each age and stage of an individual’s encounter with education and children’s services, from the children’s strategy to lifelong learning.
ICT plays a crucial part in supporting these strategies. In particular, it can transform the process of teaching, learning and individual support; it can help to engage the hard to reach groups to bring; communications networks open up greater possibilities of cross-organisational collaboration; and it can improve productivity and effectiveness through greater economies of scale and higher quality of provision.The aims for a 21st century education system were outlined in the Government’s 5-year strategy for education and children’s services. The five principles for reform highlighted personalisation and choice, flexibility and independence in the provision of learning, a service opened up to a wider range of providers and forms of cross-organisational collaboration, a major focus on staff development, and an approach that fosters more partnerships.
The strategy for reform is represented at each age and stage of an individual’s encounter with education and children’s services, from the children’s strategy to lifelong learning.
ICT plays a crucial part in supporting these strategies. In particular, it can transform the process of teaching, learning and individual support; it can help to engage the hard to reach groups to bring; communications networks open up greater possibilities of cross-organisational collaboration; and it can improve productivity and effectiveness through greater economies of scale and higher quality of provision.
9. From all that has gone before, we can now develop the overall picture of the origins, objectives and priorities for a national e-learning strategy.
The strategy specifyies the priorities at system level –
to support all citizens with integrated information about education and children’s services
to support children and learners of all ages with online personalised advice and guidance
to bring together education and industry to create more personalised learning activities.
To make this possible, we must also specify the priorities for practitioners and leaders:
to provide good quality training, with assured ICT access, and online communities of practice
to provide models for ICT maturity to help leaders plan the progress of their organisation
And to support citizens, learners, practitioners, leaders and organisations alike, we need
to provide a common digital infrastructure that achieves efficient ICT usage for all.
In this way, ICT and e-learning can transform the quality of education and children’s services through a cross-sector collaborative approach to making the best use of the technology.
From all that has gone before, we can now develop the overall picture of the origins, objectives and priorities for a national e-learning strategy.
The strategy specifyies the priorities at system level –
to support all citizens with integrated information about education and children’s services
to support children and learners of all ages with online personalised advice and guidance
to bring together education and industry to create more personalised learning activities.
To make this possible, we must also specify the priorities for practitioners and leaders:
to provide good quality training, with assured ICT access, and online communities of practice
to provide models for ICT maturity to help leaders plan the progress of their organisation
And to support citizens, learners, practitioners, leaders and organisations alike, we need
to provide a common digital infrastructure that achieves efficient ICT usage for all.
In this way, ICT and e-learning can transform the quality of education and children’s services through a cross-sector collaborative approach to making the best use of the technology.
29. Learning Activity Management System This is a representation of the Learning Activities Management System (LAMS), designed at MacQuarie University, and being piloted in several schools, colleges, and universities in the UK.
This slide shows how the drag-and-drop authoring environment enables a teacher to build up a sequence of activities, edit in their own tasks and digital assets, or existing learning activities, which the system then runs, linking up individuals and groups of students.
The simple and highly flexible interface makes it relatively easy and enjoyable for teachers to design and run their own ‘lesson plans’ in a wholly digital environment, or mixing this with class or face-to-face activities.This is a representation of the Learning Activities Management System (LAMS), designed at MacQuarie University, and being piloted in several schools, colleges, and universities in the UK.
This slide shows how the drag-and-drop authoring environment enables a teacher to build up a sequence of activities, edit in their own tasks and digital assets, or existing learning activities, which the system then runs, linking up individuals and groups of students.
The simple and highly flexible interface makes it relatively easy and enjoyable for teachers to design and run their own ‘lesson plans’ in a wholly digital environment, or mixing this with class or face-to-face activities.
30. Reusing a learning activity sequence
31. A sequence to elicit and compare learners’ constructs for ‘paintings’
36. A sequence to elicit and compare learners’ constructs for ‘paintings’
38. A sequence to elicit and compare learners’ constructs for ‘X’
42. Summary Meeting the educational challenge internationally
Millennium goal of ‘Education for all’, HE demand worldwide
through innovation in teaching
that promotes personalised active learning
on a scale made possible through technology
by engaging teachers in innovation and research
supported by tools and communities for innovation in learning design
43. JISC JORUM repository
www.jorum.ac.uk/
Design for Learning Programme
www.jisc.ac.uk/elp_designlearn.html
Pedagogy Planner project
www.wle.org.uk/d4l
Learning Patterns project
www.noe-kaleidoscope.org/pub/
MERLOT
www.merlot.org/
LAMS
www.lamsinternational.com
