E-learning and Inspection

Sarah Knight, Education Officer, Becta

Background• ILT is central to a college’s teaching and learning strategy

- not something separate

• Considerable body of good practice in the use of ILT and advice/guidance is now available from sector agencies

• But the debate around e-learning is still emerging

• Pedagogy of e-learning is slowly building up from experience of good practice

““WeWe know from experience and research know from experience and research what makes for successful teaching and what makes for successful teaching and learning. Pace, excitement, variety, learning. Pace, excitement, variety, engagement – even fun – are the engagement – even fun – are the watchwords of the successful lesson.watchwords of the successful lesson.””

David MilibandDavid Miliband, , Minister of State for School StandardsMinister of State for School Standards

Opportunities for

the use of

ILT/ e-learning ?

Traditionalteaching tool

Blendedlearning

Remote learning:anytime, anywhere

Supporting learning

Differentiatedprogramme

Anytimelearning

Differentiatedpace

Towards a definition of e-learning

Which is most appropriatefor the learner and the situation

Issues for Inspection

““How effective and efficient is the How effective and efficient is the provision of education and training provision of education and training in meeting the needs of learners, in meeting the needs of learners, and why?”and why?”

What is the

distinctive

contribution of

ILT/ e-learning ?

The Common Inspection FrameworkHow well do learners achieve?How effective are teaching, training and learning?How are achievement and learning affected by resources?How effective are assessment and monitoring of learners

progress?How well do the programmes and courses meet the needs and

interests of learners?How well are learners guided and supported?How effective are leadership and management in raising

achievement and supporting all learners?

ILT offers opportunities for self-directed, differentiated learning which engages, motivates and responds to the needs of each

individual learner.

Relating ILT to the inspection process

Teaching - Key Points• ILT can offer judgement-free information and guidance to assist

in developing individual learning plans.

• Activity should be guided by a tailored learning programme, that reflects the prior achievement, aspirations and learning styles of each individual.

• ILT may assist the recording, collation and analysis of individual performance and support an ongoing process of negotiated change.

Teaching – Key Points

• The use of ILT needs to have a sound pedagogical basis and occur in response to an identified need.

• Good practice in teaching and learning will mean employing a range of methods – ILT is a tool to be used within the context of planned development.

‘When ILT is seen as natural to teaching and learning - that is the end point.’

Learning – Key Points

• ILT can extend and support learners - ensure evidence can be provided of learning taking place outside of the classroom.

• ILT can remove barriers that obstruct learning and increase its effectiveness through modularisation, blended learning and self-assessment opportunities – ensure that SARs reflect this use.

Learning – Key Points

• ILT can make a distinctive contribution to learner engagement and motivation - showcase and highlight good practice in the use of ILT.

‘Learners choose college because they look forward to well-organised accessible, flexible, exciting and effective learning that is underpinned by the use of ILT.’

Supporting Learning – Key Points• Practitioners should be encouraged to include ILT resources

explicitly in schemes of work, teaching observations and appraisals, self assessment reports and staff development records.

• Make the use of ILT transparent and visible.

• A college website and intranet provide a ‘virtual front door’ for learners and can encourage and support late enrollers.

Supporting Learning – Key Points

• Using ICT can provide a variety of routes to information on enrolment and induction to suit different categories of learners.

‘Inspection should be seen as an opportunity to showcase practice where ILT has made a distinctive and measurable contribution to the enhancement of teaching and learning.’

Managing Learning – Key Points

• The review of the quality of ILT use should be systematic, comprehensive and robust.

• ILT should be seen as integral to the process of raising standards in the college.

‘The ILT culture needs to be soaked in from top to bottom.’

Managing Learning – Key Points

• There needs to be a clear relationship between the college ILT, e-learning and teaching and learning strategies which is evidenced in the self assessment process.

• The use of ICT in the pre-entry and enrolment process can be an effective means of embedding ILT into college culture and practice.

Closing the CircleSARs; ILT Strategies; e-learning Strategies; Teaching & Learning Strategies; Student survey data; MIS records; Staff appraisal; Staff Development Records

College Nominee; Pre-inspection pack; Access to intranet and VLE in base room

Awareness of CIF; Teaching observations; SARs; Showcase good practice

Guiding Practice

Supporting Inspectors

Evidence of Documentation

Make Inspection a tool forself-improvement

Contact details:Sarah Knight: Education Officer,BectaEmail: sarah.knight@becta.org.uk

For Further Information:Visit Ferl: http://ferl.becta.org.uk/http://ferl.becta.org.uk/inspection