All learners achieve and make progress relative to their starting points & learning goals

1. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • All learners achieve and make progress relative to their starting points & learning goals • To make this judgement, inspectors will consider the extent to which: • learners attain their learning goals, including qualifications, and achieve challenging targets • learners’ work meets or exceeds the requirements of the qualifications, learning goals or employment • learners enjoy learning and make progress relative to their prior attainment and potential • learners make progress in learning sessions and/or in the work place, and improve the quality of their work • learners attend, participate in, arrive on time and develop the right attitudes to learning. • Further guidance • Where relevant, inspectors should take into account: • important learning objectives that are additional to learners’ qualification aims • social and personal development, including employability skills • achievement data in different settings • the quality of learners’ work and their ability to demonstrate knowledge, skills and understanding, with particular attention to the level of skills reached by different groupsof learners • Pace & Progression • Divergent thinking • Learner Conversation • Collaborative Learning • Digital Vision • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • The pleasure of using technology • When inspiring, encouraging and challenging learners • 1. How effectively does technology help to inspire, encourage and challenge learners? • 2. To what extent does technology encourage collaborative learning? • 3. To what extent does technology add to the pleasure of learning?

2. What e-learning brings to the education table The pleasure of using technology This Card deals with the manner in which e-learning is deployed and used generally to provide a good learner and learning experience. It is looking for examples of technology adding to the pleasure of learning, developing its sophistication. Look for interesting and unique ways technology has been deployed to draw learners into their studies and generally increasing the pleasure and fun of learning and being part of your learning community. The outcome of all this is demonstrated in learners making great progress as individuals. • All learners achieve and make progress relative to their starting points & learning goals • Evidence Hunting Ground • Any software used to generate social interaction between learners and/or tutors. • Specific Software used to generate collaborative learning • Examples of the organisation accommodating devices and software used by learners in their learning. • Trends for this area • The Trend is that learners will be able to manage more of their own learning through the use of personal software and hardware. • Learners and teachers will use their own technology more and more to host their activity and will refer each other to them. • Learning providers will be expected to make sure learners have the capabilities which equip an individual for living, learning and working in a digital society. Ofsted refer to helping learners find 'social cohesion', what could be called active citizenship. • More cognitive domain learning will be deliver beyond the classroom, introducing new blended learning and greater use of Flipped Learning. • Local employers may choose to run their training using local facilities and draw on pedagogical expertise in support of their own training staff. • Technology will continue to capture the peculiarities of individual learning experiences, preferences and journeys inside courses that will become more ‘byte-size' and modularised as employers and learners pick their study needs. • This new craft of teaching includes thinking about the episodes of learning and where the punctuation marks should now fall. It will not be around weekly timetables necessarily. • A consequence of this is that learners will have to critically examine the ideas of fellow learners more thoroughly which should lead to the better development of critical thinking. • Imaginative approaches to completing work and in how it is presented will continue, supporting equality & diversity values. • The e-learning Context • Assessing how well technology supports individual learning journeys is the personalising of learning and the learner experience. This includes a sense of direction, enjoyment, context, assessment and self-management of learning, all achieved in the context of the individual learner experience and circumstances. Equality and Diversity are ably supported here. One of the great benefits of technology is the variety of approaches it offers in achieving learning outcomes for all. Always check that resources are presented in as many ways as necessary to include everyone. • Much of this learning may occur outside formal teaching sessions and beyond the reach and knowledge of the teaching staff and learning provider. This in turn contributes to a greater degree of self-management of learning. • The principal design feature of using a VLE is its ability to support collaborative learning. Look for examples of Moodle design that draw students into sharing ideas and products, that generate comment or adaption, or addition by others in the class. It is the opposite to Moodle use as a knowledge repository.

3. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Pace & Progression • Learners develop personal, social and employability skills • To make this judgement, inspectors will consider: • the development of English, mathematics and functional skills required to complete learners’ programmes and progress • the achievement of additional qualifications and/or experience gained in the workplace • broader skills relevant to learners’ progression and career aims, such as communication, teamwork, leadership, taking responsibility, reflective thinking, problem solving, independent enquiry and employability • Further guidance • Where relevant, inspectors should take into account: • financial literacy/capabilities and competence • learners’ spiritual, moral, social and cultural development • learners’ effectiveness in the workplace, including their knowledge and understanding gained through training • learners’ understanding of their rights and responsibilities at the provider and at work, and as citizens and consumers in the community • learners’ development of skills in, and knowledge and understanding of, sustainable development. • Divergent thinking • Learner Conversation • Collaborative Learning • Developing Digital Literacy • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • When developing, encouraging and challenging learners to prepare for their future • 4. How effective is the contribution of technology to the personal (social, cultural and moral) development of learners? • 5. How well is technology used to prepare learners for work experience, employment and further study?

4. What e-learning brings to the education table This Card looks for evidence of technology used to develop the rounded learner who is properly repaired for their next steps in life, be it Higher Education or employment of self-employment. It includes the ability of technology to record and capture evidence of soft skills or attributes wanters by employers or clients and to support collaborative learning, demonstrating learners’ ability to use technology to work with others. Elements of the effort pout into e-safety and Risk Management will be included. This is also a management issue, relating to organisational culture that supports this development. • All learners achieve and make progress relative to their starting points & learning goals • Evidence Hunting Ground • Use of Personal Learning Space and e-portfolios • Developing Social Media contacts amongst prospective employers or clients • Developing a Digital Reputation • Trends for this area • The Trend is that learners will be able to manage more of their own learning through the use of personal software and hardware. • Learners and teachers will use their own technology more and more to host their activity and will refer each other to them. • Learning providers will be expected to foster the emerging new imperative of a good digital reputation • There will be greater collaboration between providers and local industry, where learning technologies will provide the ‘glue’ and where the locus of the classroom becomes fuzzy. • The e-learning Context • This card looks for evidence of how well the organisation is preparing people to thrive in the world of work and as active citizens. Consequently, it concentrates on the quality of access to vocational technology and developing Digital Literacy. The experiences are closely linked as each will also inform the other. • Local employers may choose to run their training using local facilities and draw on pedagogical expertise in support of their own training staff. • Part of delivering Digital Literacy is for the provider organisation to ‘do technology’, not just teach through it. Colleges should work as effectively with technology as any potential employer might do. • It will also be profitable to think about the use of personal technologies that allow learners to capture their own learning story. ‘Maturing’ in any sense of the word is a personal journey. • Learners can more easily explore the avenues and curiosities of learning they find in their course activity, broadening the opportunity to learn. It includes the capture of accidental learning, situational learning, sustainable learning and contextual learning all of which help learners with their personal development.

5. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Pace & Progression • All learners achieve and make progress relative to their starting points and learning goals • To make this judgement, inspectors will consider the extent to which: • learners attain their learning goals, including qualifications, and achieve challenging targets • learners’ work meets or exceeds the requirements of the qualifications, learning goals or employment • learners enjoy learning and make progress relative to their prior attainment and potential • learners make progress in learning sessions and/or in the work place, and improve the quality of their work • learners attend, participate in, arrive on time and develop the right attitudes to learning. • Further guidance • Where relevant, inspectors should take into account: • important learning objectives that are additional to learners’ qualification aims • social and personal development, including employability skills • achievement data in different settings • the quality of learners’ work and their ability to demonstrate knowledge, skills and understanding, with particular attention to the level of skills reached by different groupsof learners • Divergent thinking • Learner Conversation • Collaborative Learning • Personalising and broadening learning • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • When encouraging Independent Learning • How does technology help to foster independent learning that takes place behind the formal learning session • How effective is the VLE in supporting your learners • To what extent are social media exploited to support learning

6. What e-learning brings to the education table This card deals with the the development of all learners as managers of their own learning journey and the fostering of it being a life-long learning journey. The use of personal technologies allows each journey to be captured as a unique experience, drawing in personal work on the context and circumstances of the learner as they come to study and make sense of what is learnt. In short, it concerns the educational maturing of learners so as to better support their adaptability in the wider world of society and work. • All learners achieve and make progress relative to their starting points & learning goals • Evidence Hunting Ground • Student using personal devices and applications in their studies • Evidence of high degree of social media activity • Sophisticated Individual Learning plans show joint ownership of learning targets and goals. • Trends for this area • The range of new technologies and behaviours will rapidly increase requiring everyone to be more agile in design and behaviour, all held together through the enduring values of good teaching and learning. • The VLE will be better defined in purpose as the ILP and Personal Learning space evolve. • Social media will play a greater role in social cohesion of classes and its assimilation into the curriculum as a tool for supporting employment and self-employment. • The learner is the prime contributor to the plan • The e-learning Context • Independent learning does not mean isolated learning. • Independence means depending on oneself to make a plan, work within personal circumstances to achieve it and make sense of new understanding. • It refers to the ability of learners to work in a highly social and open manner, made possible due to their ability to understand where they are, what they want and how knowledge might be found. It places great value on technology supporting mutual problem solving rather than finding only correct answers. • It is the opposite of mass education models of learning consisting of passive students and didactic tutors. • Equality and Diversity is promoted through the technologies of personalisation of learning. • One area of particular value is in managing what OFSTED call Pace and Progression. This relates to data that supports the administration of learning, inside the Individual Learning plan (ILP). • It is important that ILPs are used universally and learners (and parents or employers where applicable) are all involved in the management of the Plan.

7. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Pace & Progression • Divergent thinking • Staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs • To make this judgement, inspectors will consider: • how learning is planned to meet individual learners’ needs and makes best use of staff knowledge and skills • how effectively and creatively staff use resources, including accommodation, equipment and technology, and specialist advice and guidance, to promote and support learning • the relevant qualifications, training and experience of teachers, trainers, assessors, coaches and support staff • the attention that is paid to the quality and safety of learning resources, particularly in specialist areas and practical settings • how effectively learning is monitored during sessions, including where learners are receiving additional learning support • the promotion and development of independent learning skills, for example, through the use of a range of technologies, including a virtual learning environment • Further guidance • Where relevant, inspectors should take into account: • how staff reflect upon and evaluate the success of learning sessions • how well learning programmes develop learners’ skills and knowledge, are up to date and relevant, and meet external requirements • how learning materials are used during and outside learning sessions, including those available in a virtual learning environment • Learner Conversation • Collaborative Learning • Confident teaching staff • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • When improving Staff Skills & Expertise and • Rigorous Performance Management • 9. To what extent are staff effective in their use of technology in teaching, learning and assessment? • 24. What is the contribution of technology to the effective performance management of all staff? • 25. How does technology contribute to the planning and delivery of professional development to staff, managers and governors; and board members? • 26. To what extent is technology used to share good practice in teaching, learning and assessment

8. This Card deals with professional effectiveness. The CIF looks for confidence in staff (rather than records of attendance at training events) and effectiveness in their teaching such that learners attain and succeed. E-learning for teachers includes being more curious of possibility rather than fearful of change. As important is demonstrating how teachers share ideas with each other and account for themselves as effective practitioners • In Providing Rigorous Performance Management - What Learning Technologies Have to Offer • Evidence Hunting Ground • Learners report how they use technology in their learning as directed or supported by their teachers • Learners report how the College communicates with then electronically rather than through traditional paper methods. • The college has a mechanism for disseminating CPD activity and capturing summaries, along with an overall profile • Colleges have formal procedures that include an observation process, aimed at having teachers to manage their own development • Trends for this area • Increasingly OfSTED are looking for a close-knit group of teachers. • The Trend is for all staff to take a greater responsibility in accounting professionally for what they do and the effectiveness of it in terms of learner engagement, academic results and outcomes for learners. The role of reflective thinking and wider sharing of experiences and practice through discussion will become a major means of achieving progression. Technology will be used to keep same-subject teachers in touch with each other to help facilitate this. • Large but shallow networks of teachers will form crossing organisation boundaries, encouraged and supported by national agencies, sharing experiences and great practice. This accounting may be portfolio based and contain all personal records of learning and development. Development rather than training will be the key word of staff, relying far less on simply attending mandatory training. • Critical to this will be the use of technology to make available portfolios of activity able to marshal and present the relevant parts to managers as an ongoing conversation of development, in a manner consistent with both personal and corporate needs. • The e-learning Context • The CIF expects senior managers have a high expectation of the contribution each staff member makes to the success of learners and the wider organisation. Teachers will use technology to show how this manifests itself. • Each teacher should have some form of Personal learning space that can be used to keep records. How this is done and what is shared is informed by the Vision and is seen as a management responsibility • It might include the use of technology to maintain a single point of access to records so a picture of staff effectiveness can be evaluated through collective data. • Development time to allow exploration and experimentation is supported and conversations with other teachers across the sector are supported through technology to allow the sharing of ideas and innovation. • Poor performance management will adversely affect reputation and the marketability of the learning provider.

9. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Pace & Progression • Divergent thinking • Teaching and learning develop English, mathematics and functional skills, and support the achievement of learning goals and career aims • To make this judgement, inspectors will evaluate the extent to which: • teaching and learning support learners to develop the English, mathematics and functional skills they need to achieve their main learning goals and career aims • learners’ progress in English, mathematics, language and functional skills is monitored and reviewed, and their work is marked carefully • learners appreciate the importance of improving their English, mathematics and functional skills as appropriate, in the context of their learning goals and life ambitions. • Further guidance • Where relevant, inspectors should take into account: • the success of different strategies used for improving the English, mathematics, functional and language skills of different groups of learners • whether staff have the qualifications, experience and skills needed to teach English, mathematics and functional skills. • Learner Conversation • Collaborative Learning • Individual Literacy • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • In meeting Learners’ Functional Skills needs • 15. How does technology help with the planning and delivery of English, Mathematics and Functional Skills in order to meet individual needs

10. What e-learning brings to the education table This card concentrates on using technology to ensure Functional Skills are delivered for all as and where required. Technology is used in initial assessment, delivery and evidencing acquisition of the skills necessary to support independent living and readiness of work. • When Meeting Learners' Needs - What Learning Technologies Have to Offer • Evidence Hunting Ground • Specific Functional Skill learning materials • Dedicated Teaching provision with requisite skills demonstrated • Generic support communities in Moodle • The ouse of learning Object that are relevant to the experience and circumstances of each learner. • Trends for this area • The Trend is that the need for learners to have skills to a level that allows them to function independently in their chosen work and in their private lives will rise as functional and skilled competence becomes more important int the global economy. • Technology will increasingly capture oblique learning (that captured in completing other tasks) rather than through direct learning as technology is better able to capture personal learning journeys, captured more often in personal learning spaces. • It is likely that employers will have an increasing say in what capabilities and competencies are required and will be drawn into participation i course elements. • Assistive technologies will become more sophisticated in supporting learners and tutors. • Simulation Technology will become increasingly sophisticated and used where safety and cost prohibits authentic learning. • The e-learning Context • Needs are best identified and addressed as soon as possible and will form part of the prospective enrolment procedure. Organisations will have formal systems used of assessment on induction. • The individual learning plan becomes a crucial point in understanding learner needs and how they will be met. It may include contributions from several expert or specialist teaching staff, beyond the scope of the immediate course of study. • It may form part of the basis of a learning agreement. • Moodle should have generic support communities established to support all learners where needed with content that allows practice and repetition, staffed by tutors who are able to show the requisite skills. • Evidence here may also align with the leadership Vision and management role, and what managers do to ensure that any barriers to natural and inquisitive progression caused by the advance of technologies are identified and removed or surmounted from teachers and learners.

11. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners • To make this judgement, inspectors will consider how well: • learners’ additional support needs are identified quickly and accurately early in their programme through effective initial assessment, leading to appropriate planning and support throughout the duration of their programmes • staff work with learners to develop individual learning plans that are informed regularly by ongoing assessment • learners are set challenging short- and longer-term learning goals that are reviewed and updated regularly • staff assess learners’ performance and progress, and monitor assessment practices to ensure they are timely, regular, fair, informative and reliable • planned assessment/assignment activities build on previous knowledge and extend learning for all learners. • Further guidance • Where relevant, inspectors should take into account: • the context of assessment in relation to the learning objectives • the use of technology in assessment • the assessment of personal, learning and thinking skills • the effectiveness of procedures to monitor learners’ participation and attendance, and whether staff take prompt action to address any identified problems appropriately and bring about changes and improvements based on challenging yet realistic targets • how well achievements towards learning goals and qualifications are celebrated, recorded and accredited • how well assessment, verification and moderation procedures follow regulatory body requirements. • Pace & Progression • Divergent thinking • Learner Conversation • Collaborative Learning • Pace & Progression • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • In meeting learners' individual needs initially • 10. How effectively is technology used to contribute to the process of providing accurate, timely and useful information, advice and guidance • 11. How effective is the role of technology in initial assessment processes and in identifying individual learners support needs  • 12. How does technology help with the take-up of support and the monitoring of the progress of learners receiving support • 13. How does technology contribute to meeting the different styles and preferences of learners, in particular with reference to how and where they learn best • 14. To what extent does technology in action recognise and take account of different backgrounds and experience among learners

12. What e-learning brings to the education table This card deals with the administration of learning and the use of the ILP and related learner data that supports it. With the development of cloud teaching and learning, the ILP and other data have remained as a separate specialty, diving e-learning between ‘Home and Cloud’. Being data driven, this is an area where omission is easily identified. This card can almost be treated as a separate issue to everything else. • All learners achieve and make progress relative to their starting points & learning goals • Evidence Hunting Ground • Sound and accurate Individual Learning Plans • Data drawn from dashboard offering management summaries of progression • Reliable and accurate Management Information System underlying the ILP. • Ability to learners to affect the ILP content and discourse with it. • Any learner is able to state exactly where they are and what needs to be done to achieve their goals. • The e-learning Context • This aspect of e-learning is about database management, its accuracy, contemporaneity, who has access to look at or do what, all to make sure that what was agreed in terms of starting point, outcome and progression is preceding as agreed at the outset. • A good ILP does not necessarily improve learning, but provides instant notice if what has been agreed elsewhere is failing, allowing immediate corrective action. • The Induction process comes centre stage as it attempts to not only to ease learners into learning and help build social communities of learners and it attempts to get a clear understanding of each learners’ starting point. Once thesis added to agreed outcome (what the learner wants to achieve through study) will define the distance to be travelled and the sense of direction, place, waypoints and challenge set. Technology used well can capture all this and provide very detailed levels of information to everyone who has a stake in a learner’s ability to succeed at what they set out to do. • Accurate, universal data, that covers every learner, in one form (yet customisable), able to report and inform is are essential aspects of whatever system is used. • Trends for this area • The ability to accurately assess and track learning journeys will grow. The desire for students to manage this with their teachers and increase their self-management of learning will increase. • This data will be seen as part of the administration of learning and will separate from ‘cloud technologies’ that will relate to teaching and learning (rather than its administration).

13. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Pace & Progression • Divergent thinking • Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning • To make this judgement, inspectors will evaluate: • the extent to which learners understand their progress towards their learning goals and what they need to do to improve • how well learning objectives are understood by learners and progress is recorded in feedback to learners • the feedback on learners’ work, such as the accuracy and consistency of marking, and the correction of spelling, grammatical errors and inaccuracies • learners’ understanding of what they have to do to improve their skills and knowledge, which is checked and reflected in subsequent tasks and activities. • Further guidance • Where relevant, inspectors should take into account: • how well the provision enables learners to build on what they have already achieved and experienced before starting their programme • how learners improve their skills and understanding through the review and checking process • whether parents, carers and employers are kept informed of the progress and attendance of learners under the age of 19 (and vulnerable adults up to the age of 25). • Learner Conversation • Collaborative Learning • Collaborative learning • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • Self-Managed Learning • When monitoring, assessing and giving Feedback… • 6. How does technology help to foster independent learning and learning that takes place beyond the classroom? • 18. How effective is the use of technology in formative, summative and learner self-assessment? • 19. What part does technology play in giving frequent, detailed and accurate feedback to learners?

14. What e-learning brings to the education table This Card relates to the Tutorial Process. It builds on the initial assessment and progression tracking. It also includes welfare and well-being issues. By stressing ALL learners, it includes those harder to reach and reluctant to engage in learning. • All learners achieve and make progress relative to their starting points & learning goals • Evidence Hunting Ground • Tutorial records are evidence and learners are able to talk and write authoritatively about their learning journey. • Learners can publish details of their learning journey • Technology is used to capture soft skills acquisition and attributes in personal learning space and social media owned by the learner.. • The e-learning Context • The ability of learners to use technology to consider their own progression, strengths, weaknesses, interests and needs are supported by the ability to think about their own learning track, based on self-assessment. Technology draws learners into the management of their own learning as they work with the software, perhaps on their own devices and away from the college. • The tutorial process is more than the management of the ILP although this has relevance here. The increasing personalised nature of learning supported by technology has allowed greater range of conversation and formative assessment of learning. This in turn supports the management of learning by learners themselves. • Almost any activity or work or effort and all submissions are cable of supporting a commentary by tutors and other learners as a means of supporting the social constructivist approach to learning common in Further Education. • As a means of demonstrating the soft skills or attributes required by prospective employers and clients, e-learning provides a mechanism to support the narratives of learning and the learning story in place of no more than a series of marks or grades and a qualification Certificate. • Trends for this area • Formative assessment will become more important. Student will want to have feedback rather than grades. • Capturing aspirations and wider goals of each learner will become as important as initial statements of ability. • Providers will look to use technology to plan and provide wider learning experiences. • Initial assessment will be seen as part of a continuous learning journey, encouraging life-long and life-wide learning. • Self-assessment is also a growing and exciting part of formative assessment, turning each tutorial into more of a discussion rather than feedback and target setting by the learner rather than the teacher only.

15. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Pace & Progression • Divergent thinking • Learner Conversation • Collaborative Learning • Achievement gaps are narrowing between different groups of learners • To make this judgement, inspectors will evaluate: • any significant variations in the achievement of different groups of learners • learners’ progress during their programme compared with their starting points, with particular attention to progress by different groups of learners. • Further guidance • Where relevant, inspectors should take into account: • how well the achievement, including progress, and progression data of different groups are collected, analysed and used to set targets to improve the performance of underachieving groups • data relating to social and economic deprivation, prior attainment, minority groupings and any other identifiable groups • local and national performance data. • Pace & Progression • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • When monitoring, assessing and giving feedback so all progress • 16. How effectively is technology used to develop individual learning plans and to regularly monitor and review learners’ progress? • 17. How effectively is technology used to monitor and improve punctuality and attendance? • 18. How effective is the use of technology in formative, summative and learner self-assessment? • 20. How well do data and other electronic information ensure that teaching staff are aware of achievement gaps for different groups of learners in their area and across the organisation?

16. What e-learning brings to the education table This Card deals with the bigger picture of learning where e-learning activity can be aggregated into providing pictures of organisation and tutor performance ash as a measure of the quality of teaching. It deals with technology that provides comparisons and relies on software ability to manipulate data to inform managers and tutors. • Trends in E-Learning - What Learning Technologies Have to Offer • Evidence Hunting Ground • The use of Dashboard style data reporting is evident • Managers and tutors know how well they are doing relative to others • Database systems are accurate and up to date at all times. • Evidence of how technology has been used to identify and possibly correct any adverse reports. • The e-learning Context • Where ILP data is managed in the same space as wider Institutional data, the ability to extract reports of progress and make timely comparisons is much easier. • The value of e-learning is to use technology to not just measure learner progress in isolation but to compare the progression and expectation against wider measurements so any deficit can be addressed rapidly so as to not adversely affect learner achievement, particularly where the whole class is not progressing well. • Trends for this area • The Trend is that data relating to individual learners will form an increasing part of the learner's individual learning plan and be used at and in between formal tutorial times to discuss and set targets around the administration of learning. • All learners will have and co-manage their individual learning plan; and learning achieved will be assessed against agreed outcomes in the plan. Data will be further assimilated into larger sets to inform managers and beyond of progression. • Dashboards will be available to tutors and managers, and employers, providing real time data on the progress of learning and groups. • The value and profile of self-assessment, sharing with mentors and supporters will form an increasingly important part of the learning track and the route it will take for each individual learner.

17. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Equality and diversity are promoted through teaching and learning • To make this judgement, inspectors will evaluate how well: • teaching, learning and assessment promote equality, support diversity and tackle discrimination, victimisation, harassment, stereotyping or bullying • staff use materials and teaching methods that foster good relations and are sensitive to and promote equality of opportunity • staff are aware of and plan for individual needs in teaching or training sessions. • Further guidance • Where relevant, inspectors should take into account: • whether learning activities motivate and engage all learners, whatever their age, ability and cultural background, and that they are suitably demanding • the impact that teaching has in promoting the learners’ spiritual, moral, social and cultural development • how well staff plan sessions to meet fully the needs of different groups of learners • how well staff maximise opportunities in sessions and all learning contexts to promote equality of opportunity and awareness of cultural and linguistic diversity. • Pace & Progression • Divergent thinking • Learner Conversation • Collaborative Learning • Personalised Learning • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • In promoting Equality & Diversity • 21. To what extent is technology used to promote equality and celebrate diversity through teaching, learning and assessment?

18. In Promoting Equality and Diversity- What Learning Technologies Have to Offer This section deals with personalising of learning and the learner experience. However, in this instance the emphasis is on using technology to educate more widely about differences of approach and understanding; and helping learners develop their values and ethics. Apart from the use of assistive technologies, it is possible to direct learners to improve their understanding of the wider world and, through collaborative learning develop a personal sensitivity to differences much closer to home and other learners. • Equality and diversity are promoted through teaching and learning • Evidence Hunting Ground • Learners bring their own devices to use • Learners will bring their own applications to use • Provider hardware and software will offer tailoring of use. • Methods of assessing will reflect learner preference where progression is not compromised by it. • The e-learning Context • The properties and affordances of technology should be employed to negate the detrimental effect of any impairment helping each learner to engage in learning from a common point. Equality is further promoted by using the properties of computer, device, internet speed, accuracy and the ability to reformat information to help learners receive resources in a manner that facilitates exploration and their understanding. Technology also promotes the ability to collaborate and interact as well as produce evidence of learning in ways suitable for formative and summative assessment. Equality and Diversity is promoted through the technologies of personalisation of learning. • This section also deals with how well technology is used to contribute to reputation. Generally poor provision can lead to a rapid loss of reputation and will affect adversely the ability of a learning provider to attract and retain learners. Also critical is the ability to capture and promote unique and special features that differentiate one learning provider from another and what adds to the excitement of being part of a particular learning community. Utilising (or not utilising) technology to conserve and enhance reputation will affect the views of current learners which may be passed on to prospective learners, particularly through social media. • Finally technology allows the accurate and detailed recording of efforts made by everyone to make the most of removing barriers to effective learning allowing monitoring and sufficiency of provision. The individual learning plan remains critical in this process • Trends for this area • The Trend is that technology will continue to capture the idiosyncrasies of individual learning experiences, preferences and journeys inside courses that will become more ‘byte-size' and modularised as employers and learners pick their study needs.The notion of disability will recede as it is replaced by the practicalities of personalisation increases. • Technologies will continue to improve the ability of learners with even more profound learning impairments to access more learning. • Learners will be expected to know and use personal requirements that providers will accommodate, rather than rely wholly on providers to assess and provide.

19. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Pace & Progression • Learners benefit from high expectations, engagement, care, support and motivation from staff • To make this judgement, inspectors will consider: • how well teaching and learning methods – including training, coaching and mentoring – inspire and challenge all learners and enable them to extend their knowledge, skills and understanding • the extent to which teaching, training and coaching encourage and develop independent learning • whether high but realistic expectations are used to motivate learners • how well learners are cared for and supported to achieve their learning goals • whether procedures to monitor learners’ participation, progress and attendance lead to prompt action to address identified problems. • Further guidance • Where relevant, inspectors should take into account: • how the different needs of groups of learners are met • the effectiveness of learning outside learning sessions through technology, reviews and tutorials • care and support in their broadest forms, both in and between learning sessions. • Divergent thinking • Learner Conversation • Collaborative Learning • removing the barriers to make the most of technology • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • In demonstrating Vision • 22. To what extent do leaders and managers demonstrate an ambitious vision for digital literacy and for the use of technology in the organisation? • 23. How effectively is technology used to communicate that vision both internally and externally?

20. In Demonstrating Vision - What Learning Technologies Have to Offer This heading deals with having a vision for the use of technology in teaching, learning and assessment. It includes a positive attitude to Risk Management, accepting that colleges are places for learning from mistakes. Managers provide the best of all three types of technology. • Learners benefit from high expectations, engagement, care, support and motivation from staff • Evidence Hunting Ground • A published strategy that is understood by managers and teachers • Managers can demonstrate how they remove barriers that allow e-learning to evolve • Managers invest in training and supporting collaboration within and beyond the campus. • Managers use personal and organisational technologies to the degree any other business does • Managers ‘sell’ the unique learner and learning experience they offer generated by their use of the three types of technology • Managers show they take managed risks in supporting innovation • Trends for this area • Managers prime role is to remove the organisational and cultural barriers that prevent the timely development of e-learning as new possibilities arrive in the wider world. Technologies need to be used or adapted for use and rules or procedures that hinder that development need to be removed. • The degree of integration through technology with employers will get closer • Technology will continue to enhance a learning provider's ability to capture unique and special features that differentiate it from others; and add to the learner’s excitement of being at that provider. Having a clear and strong vision to drive the use and exploitation of technology adds considerably to reputation such that it becomes an important and legitimate marketable asset. • Managers must market their technology offer as they compete for future enrolments. • The e-learning Context • The application of learning technology or technology to teaching, learning and assessment, requires a senior leader or manager to lead on and share a vision for it, supported by a sense of what would characterise the vision. Sufficient support and encouragement would be provided in meeting the objectives to bring it about. Sufficient support and encouragement would be provided in meeting the objectives to bring it about. Part of the difficulty is that technology changes occur away from education and it is the ability to employ and bend these technologies to pedagogical purpose by managers, teachers and learners that affects progression. • Technology evolution happens at great speed and there are constant challenges to get the best from technology whilst avoiding harm from misunderstanding the range of possibilities. The natural reaction is to be over cautious instead of maintaining a balance between this and risking experimentation, for example with issues of e-safety. To do this well, managers need to identify and remove or surmount barriers to natural and inquisitive progression caused by the advance of technologies and facilitate a culture in support of this. • Managers have to understand and manage the difference between e-safety and risk management.

21. Learning • Managing Expectation • Managing Learning • What learning technology brings to learning • Preparing for Living & Work • Personalisation • Supporting …. • A Framework & mechanism for … • Pace & Progression • Divergent thinking • Learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs • To make this judgement, inspectors will consider: • how well learners progress to further learning and employment or gain promotion • how well learners develop an understanding of careers and progression opportunities, and their ability to benefit from training and development opportunities • learners’ acquisition of qualifications and the skills and knowledge that will enable them to progress to their chosen career, employment and/or further education and training • learners’ progression routes, and the extent to which these meet local and national priorities • the extent to which learners with severe and complex learning difficulties gain skills and progress to become more independent in their everyday life. • Further guidance • Inspectors should take into account: • learners’ understanding of their intended progression route • where learners are employed, opportunities to undertake more demanding roles to extend their knowledge and skills. • Learner Conversation • Collaborative Learning • An e-learning Vision • A challenge for … • Broadening learning through … • Fostering Confidence • Digital Literacy • Finding a Digital Vision • Beyond the Classroom • Balancing risk & curiosity • When evaluating the Quality of Provision • 5. How well is Technology used to prepare learners for work experience, employment and further study • 27. What is the contribution of Technology to the self assessment review process • 28. How does technology assist in capturing the ‘learner voice’ and the views of other users and stakeholders

22. When Meeting Learners' Needs - What Learning Technologies Have to Offer This section deals with how technology helps personalised learning, in this case how learners maintain their progress in learning and how wider personal issues are further addressed, particularly where a particular need is identified or disclosed by learners. The use of assistive technologies is particularly valuable and the emphasis is on the notion of 'need' and not just 'want'. • Learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs • Evidence Hunting Ground • The e-learning Context • Needs are best identified and addressed as soon as possible and may even form part of the prospective enrolment procedure. The individual learning plan becomes a crucial point in understanding learner needs and how they will be met. It may include contributions from several expert or specialist teaching staff, beyond the scope of the course of study. Critical in this will be the centrality of the learner and the plan may form the basis of an informal learning agreement. • Due to the personalisation qualities afforded by technology, it would be particularly disappointing to use technology in ways that reduces the ability of a learner to access it, regardless of their particular needs. Instead, learning providers should seek to embrace the possibilities of improvement in learning and assessment for every learner made possible by opening and widening access to technology. • To achieve this degree of individual attention requires commitment and a willingness to give time and thought to the process, including involving the learner and employer (where appropriate) in the discussion and agreements. It needs to align with the leadership and management role, and what managers do to ensure that any barriers to natural and inquisitive progression caused by the advance of technologies are identified and removed or surmounted from teachers and learners. • Trends for this area • The Trend is that technology will continue to capture the idiosyncrasies of individual learning experiences. Preferences and journeys inside courses will become more ‘byte-size' and modularised as employers and learners pick their study needs. This will coincide with the widening use of devices and software to support needs of learners so as to remove any material disadvantage resulting from any impairment or simple recognised difference. • Also included is meeting wider needs such as those where technology contributes to serving communities beyond the classroom, including meeting the training needs of employers and employees. In this case technology enables the learning to occur in a direction and at a pace without interruption or changes to work productivity or by fitting study periods into a learner preferred schedule.