ILT and Lesson Observations

1. ILT and Lesson Observations Achieving grade 1@ Trafford College

2. Why Use ILT? How well do staff use the variety of materials available in their subject from on-line resources? Do staff have access to resources to present materials in different contexts e.g. print, web-based, multi-media? Do staff know how to adapt and re-purpose materials for learners and groups with different needs and experiences? Can learner achievement be assessed and recorded directly using ILT? Have staff and learners been given 24/7 access to learning materials and other resources? How far is ILT used for the personal and professional development of staff? All of these points can be looked at within the context of each KQ! Mention the new report structure and presentation of information. How well do staff use the variety of materials available in their subject from on-line resources? Do staff have access to resources to present materials in different contexts e.g. print, web-based, multi-media? Do staff know how to adapt and re-purpose materials for learners and groups with different needs and experiences? Can learner achievement be assessed and recorded directly using ILT? Have staff and learners been given 24/7 access to learning materials and other resources? How far is ILT used for the personal and professional development of staff? All of these points can be looked at within the context of each KQ! Mention the new report structure and presentation of information.

3. An inspector�s view �As a curriculum inspector, one of the judgements I make is whether e-Learning enhances, or could have significantly enhanced, the learners� experience in the lessons observed and the work examined. I then look at the consistency with which the teaching and learning and ILT/E-Learning strategies are being implemented by the department or area.� From �Demonstrating Transformation� Taken from �Demonstrating Transformation� � still available from Becta publicationsTaken from �Demonstrating Transformation� � still available from Becta publications

4. Harnessing Technology�Post-16 Priorities An integrated online information service for all students Integrated online personal support for learners A collaborative approach to personalised learning activities A good quality training and support package for ICT, for practitioners A leadership and development package for organisational capability in ICT A common digital infrastructure to support transformation and reform

5. Handbook for College Inspections e-learning E-learning is learning facilitated and supported through the use of ICT. It may involve the use of computers, interactive whiteboards, digital cameras, the internet, the college intranet, virtual learning environments and electronic communication tools such as email, discussion boards, chat facilities and video conferencing. E-learning should form part of the overall teaching and learning strategy for each course. There should be appropriate references to e-learning in schemes of work, lesson plans, assignments, course reviews and staff development plans. An overall strategy for e-learning should be supported by senior managers. Note the draft nature of the handbook, but encourage the audience to relate this to the policy statements and speeches reported from Post-16 E-Learning Conference and AoCNote the draft nature of the handbook, but encourage the audience to relate this to the policy statements and speeches reported from Post-16 E-Learning Conference and AoC

6. Handbook for College Inspections Effective e-learning should: improve learners� understanding of topics or activities that are part of their academic or vocational programme improve their skills and their knowledge of the technology being used help to maintain their interest in their programme. In particular, inspectors will evaluate whether: staff and learners have the relevant IT skills to make good use of e-learning facilities there are adequate resources for e-learning the quality and effectiveness of e-learning is well monitored there are appropriate opportunities for learners to use e-learning facilities outside scheduled lessons.

7. Grade 4 (inadequate) Paper based learning materials No use of VLE to support learning outside the classroom Few references to internet resources available to support teaching and learning No use of technology in the classroom to add variety to delivery / address different learning styles

8. Grade 3 (Satisfactory) Use PPT to aid delivery in classroom Reference some Internet sites on SOW / assignments Minimal support to students outside classroom through VLE Learners encouraged to use the organisations services through the use of ILT, e.g. Online databases Learners helped to develop their use of ILT Learner participation tracked with the help of ILT

9. Grade 2 (Good) Use a variety of approaches to classroom delivery � AV, student centred work, interactive activities Selection and use of appropriate ILT learning environments Facilitation of on-line learning for individuals using ILT, for example using blogs, online diaries Facilitation of on-line learning for groups of learners for example through Forums, video / audio projects Allowing students to learn from each other using ILT Planning and creation of ILT materials, and evaluation of their effectiveness Support of learners to enhance their performance in using ILT Assessment with the help of ILT what individuals have learned and achieved Help for learners to identify their learning needs and preferred learning styles through the use of ILT

10. Grade 1 (Excellent) Enable collaborative working using ILT (e.g using Flickr, MediaBoards, glossaries, e-diaries) Fully support student learning and achievement outside the classroom using ILT (VLEs) Provide opportunities for peer and tutor support outside the classroom (communication, messaging, e-mail) Actively encourage the development of ILT / ICT skills in students Support the development of on-line learning communities (e.g. Facebook, social technologies, forums) Allow for the submission of e-resources as evidence of learning Record and report on learners� progress and achievements using ILT Help learners develop and review their personal learning plans through the use of ILT Identify and disseminate good practice using ILT