Transforming Learning – Impact on the Post-16 sector

1. Transforming Learning – Impact on the Post-16 sector BETT 2007 10.01.07

2. Objectives • This session will explore how technology can be used to drive forward educational reform in the post-16 sector. • Looking at how technology can be better used to narrow the achievement gap and connect with hard-to-reach learners; the session will also focus on benefits to the learner and barriers to achieving system reform.

3. Harnessing Technology: 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

4. Harnessing Technology: vision Each individual maximises their potential through the personalisation of their learning and development

7. Sustaining Success Ensuring we remain a prosperous, civilised society as we face the challenges posed by globalisation, and by demographic and technological change. Developing Potential Everyone to have developed the skills and competences necessary to succeed in 21st century society, reflecting their own particular aptitudes and ambition. DfES: Five year strategy for children and learners - new framework for setting objectives PROGRESSION Getting the Basics Right Everyone to be have the basic foundation that will allow them to progress: to be literate and numerate, and to be healthy and safe from harm Success feeding back into a better start for the next generation-

8. David Bell, Permanent Secretary, DfES: “In order to increase the competitiveness of our businesses in a global market, we need to increase the skills level of our future and current employees. We need to ensure that employers and providers collaborate to design and offer training flexibly, in a way that really focuses on business need.” 7th November 2006 Harnessing Technology Conference

9. Recent findings – increased use of technology  Greater efficiency right across the system, delivery, admin, management 1. Efficiency Evidence  2. Productive time More time for teaching  Increases learner choice, opportunity and quality of learner experience 3. Choice  1/3rd of surveyed FE lecturers reported recently that their use of technology over last 3 years had improved student achievement 4. Raising standards

10. What’s the problem? • Currently too few schools, colleges and training providers take all the actions needed to reap these benefits • There is a strong moral argument that all providers should gain the clear benefits for learners and improve the effectiveness and overall efficiency of the education system

11. Level of e-enablement in 80 FE Colleges Indicators used: Student ICT access, workforce ICT skills, e-learning resources, management and use in learning Source: ICT and e-learning in Further Education. Becta, 2005

12. Stephen Crowne, CEO Becta:“The bottom line is that we now have an increasingly compelling business case for investing the right way in the right technology.” 7th November 2006 Harnessing Technology Conference

13. What are we trying to achieve? • All educational providers get the best out of current and future technologies to improve the quality of learning and raise standards • All educational providers regard using technology for learning as an essential but normal and integrated aspect of their teaching, learning, assessment and management practices • All learners harness technology: more choice and chances to learn in a way that suits them best • All learners have greater opportunities to learn inside and outside formal education

14. Use technology effectively in their professional roles Make appropriate intervention in learners’ learning Identify where technology can enhance the learning E-confident WBL provider 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. Uses technology creatively, with ease, in life outside formal learning Self-directed learning 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 Can select the appropriate tool for the task Take responsibility for their own learning Has high level of digital literacy Knows when technology can assist their learning

17. Improved child safety and protection Greater choice, opportunities and ways of learning Higher motivation and engagement 5 key outcomes for learners Accelerated improvement in quality of provision Less under-performance and greater success for all

18. Better use of information to improve transition Providers collaborate and share information and resources Management and administration delivers better VFM 5 key system outcomes Practitioners collaborate and share good practice and resources More effective, personalised assessment for learning

19. System wide delivery model

20. 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

21. Delivering personalised content For the Institution?* e.g. selecting the right content to meet their students needs For the Learner?* e.g. contributing to the customisation of their learning experience Traditional Content Creation Understanding the change in process not just content Personalised Content Creation Content commissioned centrally to fit curriculum Content created by learners and providers based on learner demand Create Learning Content Adapted by providers to fit with common learning styles For the Supplier?* e.g. responding to learner demand For the Intermediary?* e.g. commissioning new content to fit with curriculum Embody Content to fit learning styles Learners customise to meet their needs Multiple distribution mechanisms and support for learners to locate content Distributed through institutions Disseminate Content Used by practitioners and learners Used by practitioners Use Content * Examples of issues and challenges for stakeholders

22. The curriculum Learning & teaching Assessment Extending Opportunities for Learning The Elements of the self-review framework Impact on the Learner Professional development Resources Leadership and management

23. National Digital Infrastructure for Education Connectivity: Connecting schools to provide consistent performance and provide consistent access to a quality set of resources, services and applications for every teacher and learner Data services: Management Information Systems, transfer of data and a range of data analysis tools. Learning Services Data Services Connectivity Services Institutional infrastructure Learning services: Improving the management of learning and availability of content. Institutional infrastructure: The school’s ICT infrastructure in terms of choice, access, flexibility, efficiency and security.

24. Questions? • How aware is your College of the 14-19 drivers? • To what extent does your organisation currently use Technology • For Teaching? Learning? Collaboration? Assessment? Communication? • How “personalised” is your curriculum? • Is your College e-mature? • Is the College considering the implications of web 2.0? • Does your College have a sustainable strategic plan for e/m learning?

25. Some evidence….. • Becta ILT in FE survey • Becta Annual Report • DfES Research reports RR739/745 • Transformation Projects(LSDA) • ITT projects(LSDA) • OFSTED/ALI Report

26. Delivering the future for learners