Moodle course

1. LADDER Moodle course

2. Ofsted comments February 2007 “The college acknowledges that it needs to make faster progress in embedding ILT and virtual learning environment (VLE) strategies.” “There is insufficient use of ILT to enhance learning” “There is little use of information learning technology in lessons” “Insufficient use of ILT in teaching and learning”

3. Ofsted comments June 2011 “Teachers and learners use the VLE highly effectively” “Teachers and learners make very good use of the college’s excellent VLE. The VLE and its expanding range of e-learning resources are used extensively across all subject areas “Teachers make very good use of ILT in lessons and learners use it extremely well for independent learning outside of lessons.” “Learners have easy access to an excellent VLE which they use extensively to support their learning” “They use a good range of teaching methods, employing appropriate video and computer technology very effectively”

4. Embedding e-learning and VLE use into the organisation.

6. Some of the steps taken over the last 5 years. Maintain involvement of all curriculum and subject areas Ongoing e-learning innovation & integration to meet learner needs Ensured Senior Management aware of e-learning impact & potential Highlighted, shared and celebrated good practice and success stories. Staff provided with additional help, support and advice as required. Over 1000 e-learning training hours provided (mostly Moodle) E-learning expectations highlighted at meetings, appraisals, observations, SARs etc Clear targets and assessment mechanisms for Moodle use established Secured support and backing from Vice Principal responsible for teaching and learning Establishment of e-learning as a central part of the teaching and learning strategy Created an over arching strategic framework for e-learning, with yearly reviews built in. Undertook a detailed analysis of existing e-learning provision and issues.

8. How do you judge if your VLE is effective?

9. Traditional VLE assessment measures? Monthly Moodle Utilisation year

10. Traditional VLE assessment measures? Yearly Learner Survey Results students agreeing

11. How we now measure VLE effectiveness

12. The Moodle Ladder

13. An overview of the Moodle Ladder approach GenericEnsure course pages contain required information and demonstrate use of essential resources / activities Bespoke to courseAssess whether the course actually has an impact and meets the needs of the learners Embedded in quality assuranceUse of Moodle and e-learning part of Appraisal, SAR, CRE and Teacher Observation.

14. Rungs 1 and 2 Courses checked on a rolling basis by e-learning team • Rung 1 • Course Information (Code & Title) • Current Scheme of Work • Current Topic List • Assessment Planner (where relevant) • External links to useful sites • Staff Information (on staff profile) • Rung 2 • Effective use of blocks and activities (e.g. Assignments) • Good organisation of resources (use of labels, images, folders etc)

15. Rungs 3, 4, 5 Courses assessed at end or start of term. Expectations will vary depending on the level, type and nature of course. • Evidence provided by Moodle reports, blocks and activities: • Evidence from students that the page has helped their learning • All students have looked at the page at least once • Page is used often by learners • Page is updated regularly by lecturers • Majority of activities on the page are well used by learners • Staff Information (on staff profile) • Judgment made by team leaders and tutors: • Resources should be appropriate for the learners using the page • Resources and activities should provide necessary learning opportunities • Appropriate oopportunities for learners to take ownership of their learning

16. Things to be aware of

17. Examples of Our Accomplishments