‘An Inspector Calls’ Inspection and e-learning/ILT Peter Nelson (HMI)

1. ‘An Inspector Calls’Inspection and e-learning/ILTPeter Nelson (HMI)

2. Aims of the presentation • To outline the key features of the current arrangements for college inspections 2 To explore the ramifications of the inspections with regard to e-learning and ILT • Defining the terminology • Inspecting teaching and learning • (Inspecting e-learning / ILT) • Exploring possible critical success factors (CSF’s) for e-learning • Examples of good practice 3 To explore briefly links between J.B Priestley, the play of ‘An Inspector Calls’ and ILT/inspection

3. Key features of current arrangement • Background to main changes • Approach to the new round of inspections

4. Main changes - 1 • Revised CIF • Increased focus on self-assessment • Differentiated approach based primarily on previous inspection grades plus findings from AAVs • Annual assessment visits

5. Main changes - 2 • Reinspection of curriculum areas and CIF aspects • Published grades and judgement on overall effectiveness • Short notice • One inspection event

6. Main changes - 3 • Broader role for the nominee • Different approach to curriculum inspections • Lesson observation • Feedback and reporting

7. Defining the terminology - 1 Wilson (2001) defining e-learning stated… There are as many definitions of e-learning as there are ways of getting from Edinburgh to London Fryer (2002) defining DEL stated… DEL is perhaps the latest in a well-established tradition of learner-centred approaches in the lineage of distance, resource-based, open and flexible learning – adding to all of these ‘approaches’ a focus on learning materials made available through electronic means

8. Defining the terminology - 2 Roffe (2002) defining e-learning stated… In terms of e-learning the ‘e’ term has less to do with the electronics and much more to do with the: • engagement of the learner, • enhancement of the learning, • experience of exploration, • ease of use, • empowerment of the learner to control the learning schedule, • execution of the learning programme

9. Inspecting T+L - 1 • All inspection is set within the context of the CIF • KQ 2 - How effective are teaching and learning? • Inspectors should evaluate: • How well teaching, training and resources promote learning, address the full range of learners’ needs and meet course or programme requirements • The suitability and rigour of assessment in planning and monitoring learners’ progress • The identification of, and provision for additional learning needs

10. Inspecting T+L - 2 • One grade awarded for each lesson (1 – 4) • Teaching – judgements focus on the role of the teacher in preparing and delivering an effective lesson • Learning – judgements focus on the progress being made by learners during the lesson • Attainment – judgements focus on the standard of work produced by learners during the lesson, judged against the standard expected of learners at that point in their course

11. Inspecting T+L - 3 • The new inspection involve fewer lesson observations • Good college – as few as 20 observations • Satisfactory college – perhaps 40 – 60 observations • Inadequate college – perhaps 80 – 100 observations • Purpose of lesson observation • To test the college’s view of the quality of teaching as determined by its self-assessment process.

12. Inspecting e-learning/ILT - 1 • Where appropriate: • 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

13. Inspecting e-learning/ILT - 2 • 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

14. Inspecting e-learning/ILT - 3 • In particular inspectors will evaluate whether: • Staff and learners have the relevant IT skills to make good use of the 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

15. Differentiating the ILT markets (adapted from Fryer, 2002): Inspecting e-learning/ILT - 4

16. Identifying the CSF’s - 1 • Wilson (2001) identifies what he describes as “the recipe for success” in e-learning as: • A clear strategy to embrace and integrate e-learning with existing training • Executive commitment and support to implement the strategy • Flexible delivery models that can include classroom as well as e-learning components • Best practice instructional design to develop and deliver high value e-learning • One way of managing access to learning, regardless of form • An organisational standard for how e-learning will be delivered • An enterprise-wide capability not just local pilots

17. Identifying the CSF’s - 2 • Massy (2002) identifies what she described as “e-learning success factors” These are summarised as: • Motivation: Learners are motivated to acquire the skills offered by e-learning • Capability: Learners have computer and internet skills, and learners have well developed study skills • Resource: Learners have access to time, computers and assistance when required

18. Identifying the CSF’s - 3 • Naish (2002) four steps to e-learning heaven: • Learning culture – The organisation needs to have a culture where people are motivated to learn and apply new knowledge and skills • Strategic alignment – There should be a strategic fit between the strategic objectives of the organisation and what people are being asked to learn • Engaging – Learning must be easy and fun • Learner support – Learners should be supported in both the acquisition and application of learning

19. Identifying the CSF’s - 4 • Lea (2002) the five ‘C’s for e-learning success: • Content • Capability • Cost • Clients • Culture

20. Identifying the CSF’s - 5 • Fryer (2002) the use of DEL in improving inclusion and participation: • Local availability – local access to computers to enable learners to study on-line • Accessibility and manageability – The availability of learning in ‘bite-sized chunks’ to ensure learning is more accessible and manageable • Socio-technical solutions – Development of socio-technical solutions combining social and technical innovation • Integration – Integration of learning, social and personal development with community development • Range of technologies – (e.g TV, digital video, mobile telephony, games) rather than just the internet and use of assistive technologies for learners with disabilities

21. Identifying the CSF’s - 6 • Morrison’s (2002) CSF’s, adapted from DfES: • Infrastructure – hardware and connectivity • Content – high quality content • Skills – the development of the skills required by both learners and teachers to embed the use of ICT effectively into their learning and teaching • Support – effective tutor support for learning, ranging from general guidance to specialist input, whether on-line or face-to-face

22. Examples of good practice - 1 • Newham SFC (previous cycle) • The creative and imaginative use of ILT to support learning was a significant strength in many of the highly effective lessons observed by inspectors. • The materials used by teachers are of high quality and much use is made of learning resources that bring the subject to life. • Many of them are available on the college intranet which students can access easily. • Specialist equipment and facilities, such as those used in ICT, performing arts and media, are used effectively to develop students’ practical skills

23. Examples of good practice - 2 • Bracknell and Wokingham College (previous cycle) • There is good use of ILT in lessons. • Electronic whiteboards, computerised presentations and computer networking are all well used by staff. • In a science lesson, an electronic whiteboard was used to access the Internet. • In CAD and IT lessons, multiple choice questions are networked to students, who complete the questions and e-mail their automatically marked answers back to the tutor. • The tutor can then quickly identify students who need help.

24. Examples of good practice - 3 • Penwith College (previous cycle) • Retention and pass rates on distance learning courses are high at 93% and 100% respectively. • The distance learning short courses successfully meet the needs of learners at work and their employers. • The learners are well supported and their progress is closely monitored through weekly visits by their tutors. • Assessment on the distance learning courses is carried out well.

25. Examples of good practice - 4 • Dewsbury College (previous cycle) • Information learning technology (ILT) is used extensively and effectively. • In a level 2 computer assisted language learning class with 'Film' as the lesson topic, the teacher e-mailed each student. When they came into the classroom and logged on they found a clear framework of what they were going to cover in the lesson. The students were able to begin work immediately. • The teacher provided a link to an Internet ESOL quiz site for students who completed their work early. • ILT is also incorporated in outreach teaching through six bookable laptops used solely for ESOL teaching.

26. What can we learn from J.B Priestley and the play of “An Inspector Calls”?

27. Good content…but not the ideal lesson? Gina Powell – aged 16 on “An Inspector Calls” at The Mayfair Theatre, Southampton. “…it was the best show I have ever seen. The only downside was that the school children kept throwing paper at mine and my friends heads…”

28. ILT in action to inform research…! Comment found on ‘chat’ website Nadya Nisthar – aged 16 i am doing GCSE coursework on ‘An Inspector Calls’. i need quotations to support my assignment on the question ‘what part does the inspector serve in the play’. can u plz help????

29. Hopefully the inspection shouldn’t feel like this The Guardian on Stephen Daldry’s Production of “An Inspector Calls” “Spine-tingling good… …the production grabs you by the throat and won’t let you go…”

30. Hopefully the inspection shouldfeel like this J.B Priestley, writing to Michael Macowan regarding The first performance of ‘An Inspector Calls’ Kamerny Theatre, Moscow, 1945. “I wish you could have been there, for it was the kind of theatrical atmosphere I know you understand and appreciate, an atmosphere radiant with professional knowledge, warmth, good fellowship and enthusiasm…”