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= Learning platforms: all aboard = | = Learning platforms: all aboard = | ||
= Course information = | = Course information = | ||
What you need to do the course | What you need to do the course | ||
* a computer with a web browser | * a computer with a web browser | ||
* a VLE in your school | * a VLE in your school | ||
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= Learning outcomes = | = Learning outcomes = | ||
'''Professional and reflective practitioner skills''' | '''Professional and reflective practitioner skills''' | ||
At the completion of this course, you should be able to | At the completion of this course, you should be able to | ||
* play an active role in you school’s implementation of its VLE | * play an active role in you school’s implementation of its VLE | ||
* lead a team of practitioners in the implementation of your school’s VLE - where appropriate to your role. | * lead a team of practitioners in the implementation of your school’s VLE - where appropriate to your role. | ||
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'''Practical skills''' | '''Practical skills''' | ||
At the completion of this course, you should be able to | At the completion of this course, you should be able to | ||
* complete a plan for the implementation of a VLE in your school. | * complete a plan for the implementation of a VLE in your school. | ||
'''Knowledge and understanding''' | '''Knowledge and understanding''' | ||
At the completion of this course, you should be able to demonstrate | At the completion of this course, you should be able to demonstrate | ||
* an understanding of the ways in which a VLE can be used to improve teaching and learning | * an understanding of the ways in which a VLE can be used to improve teaching and learning | ||
* an understanding of the ways in which VLEs can be used for collaborative activities that engage all members of the school and its wider community. | * an understanding of the ways in which VLEs can be used for collaborative activities that engage all members of the school and its wider community. | ||
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'''Cognitive skills''' | '''Cognitive skills''' | ||
At the completion of this course, you should be able to | At the completion of this course, you should be able to | ||
* discuss different ways in which VLEs might be used in learning contexts in schools. | * discuss different ways in which VLEs might be used in learning contexts in schools. | ||
= Course schedule = | = Course schedule = | ||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
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[../V04s%20Learning%20Platforms%20-%20all%20aboard%20the/V04s_plain/Items/x123_3.html ◄ Previous: ][../V04s%20Learning%20Platforms%20-%20all%20aboard%20the/V04s_plain/Items/x123_3.html Course schedule] | [../V04s%20Learning%20Platforms%20-%20all%20aboard%20the/V04s_plain/Items/x123_3.html ◄ Previous: ][../V04s%20Learning%20Platforms%20-%20all%20aboard%20the/V04s_plain/Items/x123_3.html Course schedule] | ||
This is a course designed to help senior leaders gain greater value from their VLE. The emphasis will be on you understanding the range of opportunities afforded by the VLE and on understanding different models of implementation. You will | |||
This is a course designed to help senior leaders gain greater value from their VLE. The emphasis will be on you understanding the range of opportunities afforded by the VLE and on understanding different models of implementation. You will | |||
* create a clear picture of the place of the VLE within your school at the beginning of the course | * create a clear picture of the place of the VLE within your school at the beginning of the course | ||
* look at background readings and examples of how VLEs are used, discussing these with other members of the course | * look at background readings and examples of how VLEs are used, discussing these with other members of the course | ||
* develop the plan for implementation in your school. | * develop the plan for implementation in your school. | ||
You will need to | You will need to | ||
* recognise how your school is presently planning to use the VLE | * recognise how your school is presently planning to use the VLE | ||
* collate a set of information such as who your VLE provider is, what training and support they offer, the role of the local authority and the training plan for staff in your school. | * collate a set of information such as who your VLE provider is, what training and support they offer, the role of the local authority and the training plan for staff in your school. | ||
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Vital courses are based on a cycle of professional reflective practice as shown in the diagram below. | Vital courses are based on a cycle of professional reflective practice as shown in the diagram below. | ||
[[Image:VitalReflectivePractice.png]] | |||
This cycle draws on, and develops, personal and professional knowledge bases. The latter may be seen in the literature, resources, policies and other materials that are used to inform practice. | This cycle draws on, and develops, personal and professional knowledge bases. The latter may be seen in the literature, resources, policies and other materials that are used to inform practice. | ||
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= My school and the VLE = | = My school and the VLE = | ||
During this part of the course you will develop your view of where your school currently stands in relation to the VLE. You will carry out a number of ‘research’ activities that will arm you with basic information about your school’s state of VLE implementation. | During this part of the course you will develop your view of where your school currently stands in relation to the VLE. You will carry out a number of ‘research’ activities that will arm you with basic information about your school’s state of VLE implementation. | ||
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Key to this part of the course is finding out the headteacher and leadership team’s vision in relation to the use of the VLE and how this links with the wider school vision and the School’s Development Plan. | Key to this part of the course is finding out the headteacher and leadership team’s vision in relation to the use of the VLE and how this links with the wider school vision and the School’s Development Plan. | ||
== | == Activity 2 VLE – Basic information == | ||
With Activity 3, 2 hours over the first two weeks of the course. | With Activity 3, 2 hours over the first two weeks of the course. | ||
The objective of this course activity is to collect some basic information about your school’s VLE. | The objective of this course activity is to collect some basic information about your school’s VLE. | ||
Your task is to find out | Your task is to find out | ||
* Which VLE your school is using (e.g. Fronter, Moodle, Frog, Blackboard, etc)? | * Which VLE your school is using (e.g. Fronter, Moodle, Frog, Blackboard, etc)? | ||
* Which company or organisation supplied the VLE and what support do they offer? | * Which company or organisation supplied the VLE and what support do they offer? | ||
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You should keep notes of your findings so that you can reflect on them in later Activities and draw on them in discussion with others and in developing your school’s implementation plan. | You should keep notes of your findings so that you can reflect on them in later Activities and draw on them in discussion with others and in developing your school’s implementation plan. | ||
== | == Activity 3 VLE – Usage information == | ||
With Activity 2, 2 hours over the first two weeks of the course. | With Activity 2, 2 hours over the first two weeks of the course. | ||
The objective of this course activity is to collect some basic information about your school’s VLE usage. | The objective of this course activity is to collect some basic information about your school’s VLE usage. | ||
<nowiki>[The notes in all activities in this course should be kept secure and you should let all parties to the discussion know that you are making and keeping notes and the purposes to which you will put them.] Your task is to collect data on the extent to which the VLE is used. This may be best collected from the staff responsible for its management. VLEs will usually provide such staff with usage reports. Typical data that you should collect will include | <nowiki>[The notes in all activities in this course should be kept secure and you should let all parties to the discussion know that you are making and keeping notes and the purposes to which you will put them.] Your task is to collect data on the extent to which the VLE is used. This may be best collected from the staff responsible for its management. VLEs will usually provide such staff with usage reports. Typical data that you should collect will include</nowiki> | ||
* how many staff make use of the VLE | * how many staff make use of the VLE | ||
* the extent to which students use the VLE | * the extent to which students use the VLE | ||
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You should keep a record of your findings. This may either be the reports themselves and/or summary notes. | You should keep a record of your findings. This may either be the reports themselves and/or summary notes. | ||
== | == Activity 4 VLE – Leadership team view == | ||
2 hours over the first three weeks of the course. | 2 hours over the first three weeks of the course. | ||
The objective of the activities in this part of the course is to develop your understanding of the ways in which the VLE is used in your school setting, and the plans being used for its implementation. | The objective of the activities in this part of the course is to develop your understanding of the ways in which the VLE is used in your school setting, and the plans being used for its implementation. | ||
Set up meetings with your headteacher and, if appropriate, other members of the school leadership team to discuss their vision and plans for the implementation of the VLE. Questions to ask include | Set up meetings with your headteacher and, if appropriate, other members of the school leadership team to discuss their vision and plans for the implementation of the VLE. Questions to ask include | ||
* What plans the school has already put in place for implementation? | * What plans the school has already put in place for implementation? | ||
* How do these plans tie in with the wider school vision and Development Plan? | * How do these plans tie in with the wider school vision and Development Plan? | ||
* How the staff training is being planned , including which members of staff have been trained and to what level? | * How the staff training is being planned , including which members of staff have been trained and to what level? | ||
You should keep a record of your findings, including | You should keep a record of your findings, including | ||
* a copy of any existing implementation plan | * a copy of any existing implementation plan | ||
* notes on your meetings with the headteacher/other senior leaders. | * notes on your meetings with the headteacher/other senior leaders. | ||
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At the end of the course, in Activity 10, you will feed back to the headteacher and leadership team any proposed developments to the plan in the light of subsequent activities. | At the end of the course, in Activity 10, you will feed back to the headteacher and leadership team any proposed developments to the plan in the light of subsequent activities. | ||
== | == Activity 5 VLE – Staff view == | ||
2 hours over the first three weeks of the course. | 2 hours over the first three weeks of the course. | ||
Set up meetings with other staff who have been trained to use the VLE, or those that you know from the usage reports are active users. Questions to ask include | Set up meetings with other staff who have been trained to use the VLE, or those that you know from the usage reports are active users. Questions to ask include | ||
* the extent to which they use the VLE to support their professional activities outside the classroom (e.g. planning, record keeping, communicating with colleagues or parents) | * the extent to which they use the VLE to support their professional activities outside the classroom (e.g. planning, record keeping, communicating with colleagues or parents) | ||
* the extent to which they use the VLE in their teaching | * the extent to which they use the VLE in their teaching | ||
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* the impact it is having on students’ learning (e.g. in terms of motivation, behaviour, engagement with the curriculum, collaboration, performance, results). | * the impact it is having on students’ learning (e.g. in terms of motivation, behaviour, engagement with the curriculum, collaboration, performance, results). | ||
You should keep a record of your findings, including | You should keep a record of your findings, including | ||
* notes on your meetings | * notes on your meetings | ||
* any evidence that staff have provided you with about how they use the VLE or the impact it is having on them or their students’ learning. | * any evidence that staff have provided you with about how they use the VLE or the impact it is having on them or their students’ learning. | ||
== | == Activity 6 VLE – Summarizing your understanding == | ||
2 hours in week three of the course. | 2 hours in week three of the course. | ||
The objectives of this course activity are to | The objectives of this course activity are to | ||
* summarize your findings from the other activities in this part of the course | * summarize your findings from the other activities in this part of the course | ||
* reflect on those findings ready to share with others. | * reflect on those findings ready to share with others. | ||
While carrying out the other activities in this part of the course you will have collected a range of notes and data. You should now reflect on these and use them to carry out a SWOT analysis. A chart is available for this [http://www.vital.ac.uk/community/mod/resource/view.php?id=1616&direct=1 here]. | While carrying out the other activities in this part of the course you will have collected a range of notes and data. You should now reflect on these and use them to carry out a SWOT analysis. A chart is available for this [http://www.vital.ac.uk/community/mod/resource/view.php?id=1616&direct=1 here], and from our resources [[file:SWOT analysis.doc]]. | ||
= Sharing initial findings = | = Sharing initial findings = | ||
You will now share your findings from your initial ‘research’ in Activities 2 to 5 with the other participants on the course. Having done so you will begin to build up a picture of the contexts of other course participants, and the way in which they are going about using a VLE. In later parts of the course you will be asked to reflect on your plans with reference to published research, guidance and policy. | You will now share your findings from your initial ‘research’ in Activities 2 to 5 with the other participants on the course. Having done so you will begin to build up a picture of the contexts of other course participants, and the way in which they are going about using a VLE. In later parts of the course you will be asked to reflect on your plans with reference to published research, guidance and policy. | ||
== | == Activity 7 Sharing initial findings in the forum == | ||
2 hours in week four of the course | 2 hours in week four of the course | ||
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= Issues: Pedagogy and society = | = Issues: Pedagogy and society = | ||
The introduction of a VLE, or the ways in which this is implemented, will be driven by needs of the teachers and learners, pedagogical considerations and issues related to the wider school community and its social context. The needs of teachers and learners and the school’s approach to the curriculum will affect the way in which a VLE is viewed and used. The context of the school will affect the ways in which the VLE is used out-of-school (e.g. for continuation of work started in the classroom, for access to resources and to other students outside of the school day, for parental access to homework tasks, assessment reports etc.). | The introduction of a VLE, or the ways in which this is implemented, will be driven by needs of the teachers and learners, pedagogical considerations and issues related to the wider school community and its social context. The needs of teachers and learners and the school’s approach to the curriculum will affect the way in which a VLE is viewed and used. The context of the school will affect the ways in which the VLE is used out-of-school (e.g. for continuation of work started in the classroom, for access to resources and to other students outside of the school day, for parental access to homework tasks, assessment reports etc.). | ||
== | == Activity 8 VLE implementation, pedagogy and society == | ||
2 hours in week five of the course | 2 hours in week five of the course | ||
The objective of this course activity is to develop your understanding of the pedagogical and societal issues for VLE implementation and to reflect on this in the context of your own school. | The objective of this course activity is to develop your understanding of the pedagogical and societal issues for VLE implementation and to reflect on this in the context of your own school. | ||
'''8.1. '''Watch this [http://www.schoolsworld.tv/videos/vle-in-action Teachers TV programme], which | '''8.1. '''Watch this [http://www.schoolsworld.tv/videos/vle-in-action Teachers TV programme], which considers the use of a VLE in a secondary school in Cumbria. In particular it looks at ways in which their use of the VLE enhances and promotes discussion, administers tests, reduces administration and supports a reading week initiative. As you watch the programme note down issues that are pertinent to your school’s implementation of its VLE. | ||
'''8.1''' Watch the [http://www. | '''8.1''' Watch the [http://www.youtube.com/playlist?list=PLFBAC7F187661E4FF&feature=plcp Becta Next Generation Learning] videos which consider the use of learning platforms (VLEs) in primary schools. In particular they look at ways in which use of the VLE enhances and promotes transition between schools, personalization of learning, extending the classroom and improving collaboration and communication. | ||
'''8.2''' Go to the course forum and, in the Discussion called ‘Discussing the Becta videos’, post a message that lists the key points that emerge from watching the video and when you reflect on your own school’s VLE implementation. | '''8.2''' Go to the course forum and, in the Discussion called ‘Discussing the Becta videos’, post a message that lists the key points that emerge from watching the video and when you reflect on your own school’s VLE implementation. | ||
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= What does policy say? = | = What does policy say? = | ||
The previous part of the course considered issues of pedagogy and the context of the school. In this part we consider issues of VLE implementation from the perspective of Government policy, which aims for all schools to have a VLE/learning platform and for all learners to be engaged in their use [http://www.learningplatformnetwork.org/ (Becta, 2010)]. N.B. This may no longer reflect Government policy. The Learning Platform resources previously housed on the Next Generation Learning website are now on the Learning Platforms Network site. | The previous part of the course considered issues of pedagogy and the context of the school. In this part we consider issues of VLE implementation from the perspective of Government policy, which aims for all schools to have a VLE/learning platform and for all learners to be engaged in their use [http://www.learningplatformnetwork.org/ (Becta, 2010)]. N.B. This may no longer reflect Government policy. The Learning Platform resources previously housed on the Next Generation Learning website are now on the Learning Platforms Network site. | ||
== | == Activity 9 VLE implementation, policy agenda == | ||
2 hours in week five of the course | 2 hours in week five of the course | ||
The objective of this course activity is to develop your understanding of the policy agenda for VLE implementation and to reflect on this in the context of your own school. This activity is based on two short articles about this policy agenda. | The objective of this course activity is to develop your understanding of the policy agenda for VLE implementation and to reflect on this in the context of your own school. This activity is based on two short articles about this policy agenda. | ||
'''9.1 | '''9.1'''Go to this [[file:Becta Learning Platforms.pdf | resource from Becta (2009)]], which gives an overview of the use of learning platforms (VLEs). Consider how the objectives and perceived benefits in the document align with those you identified when discussing the VLE implementation in your own school in Activities 4 and 5. | ||
'''9.2 '''Go to the course forum and, in the Discussion called ‘VLE policy agenda’ post the points that emerged for you when you read the articles. Discuss the points that emerge in the group and identify those objectives which most closely align with implementations in the schools represented, those which least closely align and build an agreed list of benefits of VLEs as perceived by the group. | '''9.2 '''Go to the course forum and, in the Discussion called ‘VLE policy agenda’ post the points that emerged for you when you read the articles. Discuss the points that emerge in the group and identify those objectives which most closely align with implementations in the schools represented, those which least closely align and build an agreed list of benefits of VLEs as perceived by the group. | ||
= Developing the strategic plan = | = Developing the strategic plan = | ||
In Activities 2 to 6 of this course you collected notes and materials on the VLE in your school. One of these resources was the plan for implementation. In this part of the course, you will reflect on what you have learned during this course and how you think that your school’s plan might be developed in the light of that. | In Activities 2 to 6 of this course you collected notes and materials on the VLE in your school. One of these resources was the plan for implementation. In this part of the course, you will reflect on what you have learned during this course and how you think that your school’s plan might be developed in the light of that. | ||
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The forum will be available for one month after the course has completed so that you can continue to discuss the activities in this part of the course with other course members and provide each other with mutual support and advice. | The forum will be available for one month after the course has completed so that you can continue to discuss the activities in this part of the course with other course members and provide each other with mutual support and advice. | ||
== | == Activity 10 Developing the plan == | ||
3 hours during weeks six to eight of the course | 3 hours during weeks six to eight of the course | ||
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= References = | = References = | ||
'''Videos''' | |||
Videos | |||
* Teachers TV (2007) ‘ICT in action’ [http://www.schoolsworld.tv/videos/vle-in-action http://www.schoolsworld.tv/ videos/ vle-in-action] Accessed 13 January 2010. | * Teachers TV (2007) ‘ICT in action’ [http://www.schoolsworld.tv/videos/vle-in-action http://www.schoolsworld.tv/ videos/ vle-in-action] Accessed 13 January 2010. | ||
* Becta (2010) ''Extending learning: a guide to using learning platforms: primary'' <nowiki>[online] available at </nowiki>[http://www. | * Becta (2010) ''Extending learning: a guide to using learning platforms: primary'' <nowiki>[online] available at </nowiki>[http://www.youtube.com/playlist?list=PLFBAC7F187661E4FF&feature=plcp] Accessed 28 August 2012. | ||
Other references | '''Other references''' | ||
* Becta (2009) ''Get started with your learning platform ''[https://www.education.gov.uk/publications/eOrderingDownload/learning_platform_schools.pdf https://www.education.gov.uk/ publications/ eOrderingDownload/ learning_platform_schools.pdf] Accessed 13 January 2010. | * Becta (2009) ''Get started with your learning platform ''[https://www.education.gov.uk/publications/eOrderingDownload/learning_platform_schools.pdf https://www.education.gov.uk/ publications/ eOrderingDownload/ learning_platform_schools.pdf] Accessed 13 January 2010. | ||
* Berry, M. (2005) ''An investigation of the effectiveness of Moodle in primary education ''Accessed 13 January 2010. | * Berry, M. (2005) ''An investigation of the effectiveness of Moodle in primary education ''Accessed 13 January 2010. | ||
* Berry, M. (2006) ''Knowledge management in education and the contribution of Virtual Learning Environments'' [http://milesberry.net/docs/KM.pdf http://milesberry.net/docs/KM.pdf] Accessed 13 January 2010. | * Berry, M. (2006) ''Knowledge management in education and the contribution of Virtual Learning Environments'' [http://milesberry.net/docs/KM.pdf http://milesberry.net/docs/KM.pdf] Accessed 13 January 2010. | ||
* Fanning, J. (2008) ‘The digital panopticon’, Futurelab [http://archive.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1118. http://archive.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1118.] Accessed 13 January 2010. | * Fanning, J. (2008) ‘The digital panopticon’, Futurelab [http://archive.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1118. http://archive.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1118.] Accessed 13 January 2010. | ||
