Harnessing Technology – A Strategy for Personalised Learning

1. Harnessing Technology – A Strategy for Personalised Learning North West Education Technology Show November 2006 Norman Crawford Assistant Director e-Strategy, Becta

2. Harnessing Technology and Learning Platforms • We know that those institutions that have adopted technology effectively get better results. They deliver higher achievement, better learning, more efficient teaching; they provide better information for, and communication with, learners and parents with a more streamlined and less bureaucratic administration. Currently, only around 15% of our educational establishments are in this position. “Harnessing Technology” aims to change this. This keynote session will also explore how learning platforms are central to achieving this vision for the future.

4. What the evidence tells us Technology for learning helps raise standards

5. So, what’s the problem? • Too few organisations take all the actions needed to reap these benefits • Moral duty to each and every learner to ensure that: • All educational providers to get the best out of current and future technologies to improve the quality of learning and raise standards • All educational providers to regard using technology for learning as an essential but normal and integrated aspect of their teaching, learning, assessment and management practices • All learners to harness technology: more choice and chances to learn in a way that suits them best • All learners to have greater opportunities to learn inside and outside formal education

7. Strategic technology provision Knowledge Architecture Personalised content E-maturity DfES Technology Group - identified transformational themes to deliver key outcomes at system level A consistent system-wideframework to guide delivery A model for the deployment of technology across the system Driving a new model of content provision for the individual Supporting people and organisations & measuring system level impact

8. Strategic Technologies • Aims to provide a value for money model for deployment of technologies across the system • models of provision and support for institutions • Through a single integrated national strategy for IT infrastructure, the National Digital Infrastructure • a high bandwidth national education network • functional specifications to support interoperability • learning and management services to link home and institution

9. Personalised Content • Aims to enable personalised teaching and learning with a new generation of interactive resources • enable practitioners to better design learning around the learner • help learners build their individual capacity as effective learners • Through: • a system wide policy articulating concepts and approaches required for personalising content • tools and support for practitioners to create, adapt, re-use and share quality digital resources • improved access to and discovery of digital resources

10. Knowledge Architecture • Aims to provide consistent business processes, information flows and data standards: • enable a single comprehensive overview of every learner thus better meeting the information needs of all key stakeholders (learners, parents, practitioners) • Through: • a single, system-wide model of identity management • a strategy for developing e-portfolios • common standards for information and data flows

11. E-maturity • Aims to increase the number of educational organisations making strategic & effective use ICT in order to improve educational outcomes • Through: • creating models of maturity in the use of ICT so that all those involved in services for children and learners understand the way in which ICT can contribute to the effective delivery of their business outcomes, and • promoting the use of these frameworks and associated tools to educational organisations.

12. The e-strategy as an enabler E-strategy: the contributions ICT and e-learning can make: Transforming teaching, learning and support Connecting with hard to reach groups Opening up an accessible, collaborative system Improving efficiency and effectiveness Educational outcomes: • Closing the gap in educational attainment between those from low income and disadvantaged backgrounds and their peers • Continue to raise standards for all across the educational system • Increasing the proportion of young people staying on in education or training beyond the age of 16 • Reducing the number of young people on a path to failure in adult life • Closing the skills gap at all levels – to keep pace with the challenge of globalisation 2006: Put users at the heart of all we do Continue to improve performance across the system Work more effectively with partners 2004: Personalisation and choice Flexibility and independence Opening up services Staff development Partnerships

13. From marginal to mainstream

14. Use technology effectively in their professional roles Make appropriate intervention in learners’ learning Identify where technology can enhance the learning E-confident Institution Use of a range of different technologies to support teaching Evaluate new technologies/digital resources that can enhance or support teaching and learning Manage the technology for effective teaching and learning

15. Self-directed learning Can select appropriate tool for the task Has a wide range of generic ICT skills Able to learn new skills as needed e-confident learner Prepared to explore and experiment in their use of technology Take responsibility for their own learning Has high level of digital literacy Knows when technology can assist their learning

16. The e-strategy: Phase 1 - setting the conditions for transformation • Get the technology in place • Learners/providers able to use the technology effectively • Collaboration and partnership, influence and challenge • 7th November national conference: drive reform, enable change, personalise learning and raise standards of skills and achievement • Enabling lateral transfer of best practice across sector • More discerning customers (learners, employers) • More capacity and capability in supply (providers) • Increased performance of learners • Increased effectiveness, efficiency and value for money

18. System wide delivery model

19. The future today

20. Learning Platforms

21. LPs at 33, 45 or 78 rpm? • LA area wide approach • Whole school adoption • Supported by change management • Supported by robust systems

22. How can learning platforms be central to the vision of personalised learning? • Enable 24/7 access to learning resources • Support collaboration and communication • Promote the sharing of resources – increased efficiency and quality and breadth of available resources • Provide personal space • Continuity of Learning • Inclusion • Curriculum Choice • In conjunction with MIS systems a powerful tool to support learning –and involve the individual in their own learning targets and outcomes

23. Contact me: norman.crawford@becta.org.uk 0247616994 More information about how to plan for personalised learning: http://www.becta.org.uk/corporate/publications/documents/Personalised_Learning.pdf