Platforms For Learning: Online Tools To Enhance Learning Outcomes

Platforms for Learning

Online tools to enhance learning outcomes

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Andrew Flowerdew Taught in schools for over 20 years Senior Adviser in a Local Authority City Learning Coordinator Working within BSF - for bidders & LA

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Session aims Explore the policy drivers for Learning Platforms Explore the anatomy of a Learning Platform Explore Learning Platform examples Anything else you want? Opportunity to ask questions and discuss issues

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

ICT supporting Learning learners in the learning process more fully Engag e

through resources and activities that take account of their particular needs, interests and aspirations.

Enable

learners and those who support them to take part in activities that were difficult or even impossible using other tools and technologies

Empowe r

learners and those who support them through greater access to accurate information about the topics that they are studying as well as the learning progress and needs of each individual. Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

ICT supporting Learning Digital Media The use of digital media, whether it is a simple wordprocessor or a sophisticated digital video editor, enables learners to reflect on their learning process. In addition, the use of pre-produced digital media often helps engage learners more effectively in a topic, especially if other young people have produced it. Digital media can also empower learners through greater access to information, presented in ways that support their own personal and cultural preferences Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

ICT supporting Learning Complex Systems Complex systems, whether it is a science simulation for Key Stage 3 or a spreadsheet model for Business Studies, enable learners to explore topics independently or with others

They engage learners in active learning by allowing the individual to explore ideas and systems from their own point of view, taking into account their own experiences and knowledge

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

ICT supporting Learning Feedback ICT empowers learners and those who support them to have much greater understanding of their learning environment and learning progress through access to a wider range of more detailed data Whether it is simple feedback, delivered immediately during an on-screen exercise or some of the more creative forms of feedback that are beginning to be developed, everyone within the learning environment, learners, teachers, administrators and family members can now access effective feedback Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Why Learning Platforms? Drive to deliver a more personalised learning experience for all learners Recognition that the learners are using a variety of different digital tools online Evidence pointing towards the need to provide structured and ad-hoc learning opportunities both in and out of school

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Why Learning Platforms?

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Anatomy of a Learning Platform Learning activity creation tools Learning activity management tools Professional development & planning Communication & collaboration tools Management Information System E-Registration / Cashless / other asscoiated Integration with external systems Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Learner @ the heart of the system

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Learner @ the heart of the Learners as discrete individuals in a connected system

Content tagging learning environment Wiki

Blogs Flickr

Inter-connected

Interdependent

Podcasts

Delicious

Video sharing

Polls

Instant Messaging email

Surveys

e-Porfolio

Surveys

RSS

Independent

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Enabling assessment for learning

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Impact of assessment for learning

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Learning activity creation tools VLE tools Are you locked in to a VLE? Content creation Standards | Sharing | Interoperability Using content from others Schools | NEN | others

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Learning activity management tools

Feedback to staff about a learners learning journey Frameworks & pathways for learning Feedback to students about their learning journey Feedback to parents about their child’s learning journey Collecting & presenting data from many different systems about students to people who support them

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Professional Development & Planning

Feedback to staff to support their selfreflection Recording professional development Planning professional development linked to targets set for each member of staff Just-in-time, structured and ad-hoc support for staff Collaboration tools to support staff CCTV for peer mentoring Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Communication & Collaboration

Email / fora / chat / video/audio Document sharing / collaborative tools Facilitating project based learning in and out of school Collaboration within schools - eg. using a Wiki to create an AUP Working with outside experts & links to other schools

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Making more effective use of MIS data

Lots of information ‘locked’ into the MIS Lots of information ‘locked’ into the VLE

LP should aim to make this information available to more people in a more user friendly way More informed stakeholders - better results More informed stakeholders - fewer surprises Reducing the ‘admin burden’

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Target setting & tracking

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Target setting & tracking

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Target setting & tracking

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Does the effective use of data in a school work? Secondary school Before using START - <30% A* -C 2 Years using START & other LP technologies > 50% A* C

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Enabling interactions with other systems Single point of integration

Single sign on - Shibboleth | Open ID | USO Enabling secure, monitored access to a range of free and subscription resources Secure interactions between students, staff, parents, etc

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

ICT supporting Learning

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Learning Platform Summary

Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Implementation of Learning Platform Must be a whole-school approach Two potential paths Top - down Bottom up e-Champion is common to success Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Learning Platform Summary A collection of interconnected tools A collection of interconnected technologies The power of connected learning is key Learner at the heart of learning Enabling | Engaging | Empowering Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11

Platforms for Learning

Any questions?

[email protected] Andrew Flowerdew | IAPS Policies & Platforms | 2009 05 11