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ICT and e-learning in 14-19

ICT and e-learning in 14-19. Amanda Black and Bernie Zakary. Why reform 14-19 provision?. Economic/ skills shortage = vocational Social = inclusion / retention Educational = personalisation. What identifies the 14-19 phase?.

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ICT and e-learning in 14-19

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  1. ICT and e-learning in 14-19 Amanda Black and Bernie Zakary

  2. Why reform 14-19 provision? • Economic/ skills shortage = vocational • Social = inclusion / retention • Educational = personalisation

  3. What identifies the 14-19 phase? • A broad and balanced curriculum – breadth and depth, academic / vocational, work related learning and core skills. • Choice • Multiple providers and cultures • Multiple progression routes • The time of formal examinations – pass or fail for life? • Holistic inspection

  4. The three ‘must-have’s for successful delivery Collaboration Personalisation and inclusion Integrated assessment

  5. Collaboration The key to the 14-19 agenda lies in the success of cross-sector, cross-institution partnerships. The distinct role which technology will play to support 14-19 working will focus on robust, interoperable systems that enable remote access to learning materials, learner tracking and formative assessment and transferable learner data.

  6. What we need…..at a regional level • Joint strategy working between LEA/LLSC heads • Holistic evaluation of provision – through Area Wide Reviews and Strategic Area Review? • Regional database of course provision with details of time slots and locations • Regional database of work placement and Modern Apprenticeship opportunities • Parity of connectivity and services • Support for e-portfolios and online learning space • Shared access to content

  7. What we need…..at a local level • Compatible MIS systems – unique learner ID • Compatible learning platforms/student tracking systems • Joint or compatible timetabling software • transfer of individual learning plans to partner providers • Flexible access to teaching of specialist/vocational subjects (specialist schools/CoVEs, CLCs?) • Flexible access to content • Videoconferencing / webcasting / live or asynchronous delivery of learning remotely. • Support for a variety of access devices. • Support for an online learning space and e-portfolios.

  8. Inclusion and personalisation The five ‘tenets’ of personalised learning from an ICT perspective are: The use of assessment for learning The use of teaching and learning strategies Enabling curriculum choice Organising the institution for personalised learning Engaging with the community and beyond.

  9. In other words All the systems that we need for collaboration, to be available on a personal level, providing anytime, anywhere access to seamless learning, teaching and management systems.

  10. Assessment: three main messages • What you test is what you get • ‘Teaching to the test’ • (KS 2 SATs, 11+ test) • Reliability and validity • Repeatable and ‘fit for purpose’ • (Key skills tests for ICT and Comms) • Formative and summative assessment “Assessment is a complex business, and so is e-assessment.”

  11. System: Question The fundamental unit Learner: Tick box System: Feedback E-assessment: What it looks like…

  12. Variations on the assessment process: Repeat testing If wrong, ask the question again Repeat testing sequence If right, move on to next learning/question.

  13. etc. Adaptive testing If wrong, ask a DIFFERENT question Repeat adaptive testing

  14. The fundamental unit: features • The question is a fixed response • Learner responds to a stem • They tick (choose) one or more from a set of responses provided • Multiple choice, or TRUE/FALSE • Can test • Knowledge (The capital of France is a) London b) Paris c) Rome) • Reasoning (Read a passage, and choose which deduction is correct) • Some procedural skills (using Word templates) • Reliability is high • Repeat scores are similar • Validity ? • Level 1 and 2 communication key skills – no speaking! • Level 1 and 2 ICT key skills – no computers! • Item banks? Facility values? Pass marks? Item response theory?

  15. IMPROVING PROVING (assessment FOR learning) (assessment OF learning) The assessment spectrum Key is “fitness for purpose” Internal coursework Teacher questioning GCSE KS 2 SAT Peer review

  16. Questions to ask yourself: • Do I want to build in assessment? • Who is it mainly for? • Learner • Teacher • System (internal - school, college metrics) • System (external – public examination)

  17. Questions to ask yourself: • What are you assessing? • Knowledge, skills, understanding • Why are you assessing? • Motivation, feedback, diagnostics • Validity and reliability • Fit for purpose and repeatable • Criterion referencing and differentiation

  18. Considerations arising from the 14-19 context • Innovative? • There is room for ‘innovative approaches’ particularly within vocational education • Collaboration elements? • Transferability of data within and between institutions • Remote access • Personalisation and inclusions • Accessibility • Learner needs (as opposed to system needs) • Something about ‘integration’

  19. Towards a solution framework: • E-portfolios at the heart of a framework (Becta 5 component model) • Showcase • Evidence • Learning or development • Lifelong learning summary • Transaction (work in progress)

  20. contacts amanda.black@becta.org.uk policy advisor (14-19) bernie.zakary@becta.org.uk head of pedagogical frameworks

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