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Facing the challenges of Inspection with Information Learning Technologies

Facing the challenges of Inspection with Information Learning Technologies. Paul Head Principal, the College of North East London. Background. The College of North East London: CoNEL General Further Education College in Tottenham, North London

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Facing the challenges of Inspection with Information Learning Technologies

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  1. Facing the challenges of Inspection withInformation Learning Technologies Paul Head Principal, the College of North East London

  2. Background The College of North East London: CoNEL • General Further Education College in Tottenham, North London • 14,500 enrolments, 4,500 FTE, 17 % full time. 85% adults 19+ • 70% from disadvantaged backgrounds • Inspected 1998 by FEFC, 2002 ALI /OfSTED, Re-inspected 2004

  3. ILT/ICT – Policy commitments: 2002 ‘CoNEL will enable all learners to succeed by using information technologies to provide the most accessible forms of learning’ Corporate Plan 2000-04 Target; by 2004 E-Learning part of all programmes • Detailed ILT Strategy Paper • Unitisation/modularisation including on-line materials

  4. ILT/ICT – Policy commitments: 2002 3. E Learning to be part of all programmes by 2004 4. Learndirect 5. MLE/VLE implementation (purchased but no implementation plan) 6. PC to student ratio of 5:1 achieved

  5. Spending • Significant investment in ICT, network infrastructure, part of a £25 million redevelopment of the physical resources • Built around Learning Zones, Specialist resources, Learning Resource Bases, Central provision in Learning Centre • £1.25 Million PA on ILT for last 4 years • £550K capital, £650 revenue, £50k on training

  6. Inspection Experience: 2002 • ALI/OfSTED Inspection in February 2002: Report published May 2002. • Outcome • College: Inadequate • Leadership & Management: Unsatisfactory • Curriculum Areas: One @grade 2, five @grade 3, and 4 @ grade 4

  7. Comments: Ofsted report 2002 Recognised ILT and ICT strategy was in place but… • “little use of ICT” • “limited encouragement for students to develop individual research using ICT” • “poor”, “dull”, “uninspiring”, undifferentiated teaching

  8. Post Inspection Action Plan • ‘Working together to raise Achievement’ • Addressing the Inspection weaknesses: 92 key actions, 401 first level actions • Getting the basics right with ILT • In teaching and learning • In management of the support for teaching and learning

  9. Post Inspection Action Plan Getting teaching and learning right with ILT: building on strengths • Real effective practice in the College • FE teacher training on-line course • Learndirect provision/Inspection of TUC HUB Grade 2 in quality of learning) • Teaching based around use of ICT to support, not replace face to face delivery

  10. Post Inspection Action Plan Getting teaching and learning right with ILT; attacking weaknesses • Embed the use of ILT in curriculum areas, not just a central ‘management’ concern • Invest in staff not just ‘kit’ • Get adopters of ICT from staff as teams, not just ILT champions, e.g. Science, Humanities

  11. Post Inspection Action Plan Getting the management of support right with ILT • Leading by example • Sound MIS supporting decisions • Sound technical infrastructure supporting teaching and learning • Coherent lines of responsibility for ILT, in curriculum not ICT

  12. Examples of Actions • Science: Use of wireless network and laptops (for staff and students) in labs for teaching and learning • Skills for Life: Use of laptops to support staff and learners • Humanities: Classroom based ICT to access teaching and learning materials • Business: integrated use of NLN materials for level 2 Passport to Business

  13. Examples of Actions • On line diagnostic assessment for all full-time learners • Specialist ILT to support learners with learning difficulties • ICT provision in classrooms as opposed to ‘specialist’ areas and LRB’s where teams had plans for use • PC to learner ratio: now 3:1

  14. Examples of Actions • On line access to information for learners through IShare • On line support for teachers through ISpace, Friday Surgeries. 1-2-1 session with an Advanced Practitioner, includes use of ICT • One Hour “Bite–Sized” Refresher Sessions • ‘Leila the Learner’

  15. Inspection 2004 • Teaching & learning: unsatisfactory teaching, 22% in 2002, 11.2% 2004, good or better 24% in 2002, 55.6% 2004 • Humanities: Much improved teaching, use of ICT, no unsatisfactory teaching, 20% in 2002 • Maths & Science: Much good use of ICT to support teaching and learning in Science. 6.7% unsatisfactory teaching, 31% in 2002.

  16. Inspection 2004 • Literacy and Numeracy: ‘Insufficient ICT to support learning’ • Maths: ‘Much dull and uninspired teaching methods’ • ICT: ‘Slow pace of learning in many lessons’

  17. Evidence and Evaluation • Evaluate the impact of strategies and investment on teaching & learning practice Impact on the Learner the performance indicator, not the investment level 2. Learners want ‘more access to IT’, voting with feet, e.g. learndirect 3. Use Case Studies and expertise external to the College

  18. Key messages… • Focus on impact not inputs • Evidence, evidence and more evidence • Teaching & Learning is at the centre, check, cross check, and check again • It takes time…..so get on with it!

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