2. e-Learning Planning
Framework
Ministry of Education
What is the e-learning planning framework? Why is it important? How
was it developed? What’s in it for you?
Integrating new technologies to empower learning and transform leadership

3. How do you / your
school use ICTs?
Have you used frameworks or
rubrics to review and plan?
www.tetoitupu.org
Image: digitalart

4. In this session we will share with
you…
1. What the draft e-learning planning framework is,
and who it is for
2. How it has been developed
3. How it is organised
4. How you can take part in consultation
www.tetoitupu.org

5. Have you seen it yet?
• You can download a copy from the e-Learning
Planning Framework groups from the e-LPF group
in the Virtual Learning Network :
http://www.vln.school.nz/pg/gro
ups/19837/elearning-planning-
framework/
www.tetoitupu.org

6. What – and who - is it for?
• Principals and e-learning leaders (organisational)
• Teachers (individual)
• Professional development facilitators
The primary purpose is
• To self or peer review how well they use ICTs to support
learning for the purpose of finding out where they are, and
what they need to do next.
www.tetoitupu.org

7. The framework will offer….
• a self-review tool for schools to gather evidence about
practice that provides;
• a 'road map' for the building of e-learning capability; that
acts as a
• a tool to evaluate the effectiveness of e-learning
programmes; and
• resources and services to support schools as they build
capability.
www.tetoitupu.org

8. One framework: 3 resources
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9. …a quick note….
The e-Learning Planning Framework is not
intended to provide a means for
externally evaluating schools’
performance for the purpose of audit or
review.
www.tetoitupu.org

10. How is it being developed?
The team reviewed other frameworks:
• UNESCO - ICT Competency Standards for Teachers
• BECTA Self-Review Framework (version 2)
• e-Potential (Victoria, Australia)
• eLearning Maturity Model (eMM), Victoria University, NZ
• e-Capability matrix (Cognition Education)
• ICT PD self assessment rubric
• Other frameworks and rubrics within the wider education sector
e.g. Registered Teacher Criteria, Ministry self-review processes
rubrics, Learning Communities Online rubric …
www.tetoitupu.org

11. Why a New Zealand framework?
• To reflect Ministry of Education priorities, including:
– 21st Century learning
– building pride in our national identity
– supporting communities
– improved education outcomes through a focus on the
elements of connectivity, content, capability and confidence.
• New Zealand schooling system and structure
• Geography
• Students’ cultures and needs
• Curriculum and pedagogy
• The technology landscape (including UFBiS…)
• Our teaching profession
www.tetoitupu.org

12. Review…are there any questions
about its purpose and how it has
been developed?
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13. The draft framework is 4 Phases
currently made
up of: 4 Phases:
5 Dimensions >
strands >
Phase
Phase
descriptors:
The project also includes the development of
supporting resources, and examples of
effective practice
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14. www.tetoitupu.org

15. Development and
change in schools,
towards an effective,
sustained assimilation
of technology into the
curriculum.
Phase 1 Phase 2 Phase 3 Phase 4
Emerging Engaging Enabling Empowering
School/teacher’s e- School/ teacher will School/teacher, School/teacher
learning processes and be trialing/using working as a community will sustain
practices will focus on technology to community, will begin iterative inquiry into
beginning to use the supplement to refine technology practice, driven by
technology itself, instructional use in response to identified curriculum
rather than how it practices, or for immediate needs. needs, and ubiquitous
might be integrated short-term Technology easily technology will enhance
into effective teaching application. allows students to authentic, co-
and learning. engage in problem- constructed learning.
solving and
inquirybeyond the
classroom.
www.tetoitupu.org

16. Dimensions: In the current draft….
• Inter-related
•Leadership
• Teachers / schools can use them to
identify areas to improve to achieve •Teaching and
best practice. Learning
•Professional Learning
• The aim is for organisations to
achieve ‘maturity’ and sustainability •Beyond the
across all dimensions. Classroom
•Technology
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17. The five draft dimensions have discrete strands…
•Leadership and strategic direction •Teaching and Learning
•Vision for e-learning •e-Learning in the whole school
•Leadership of e-learning curriculum
•Strategic direction and policy for •Digital citizenship (Key Competencies
e-learning and Values in e-Learning)
•Professional learning •Learning areas
•Sustaining a professional e- •Pedagogy
learning community •Assessment
•Professional inquiry into e- •Beyond the classroom
learning •Engagement with the community
•Infrastructure and resourcing about e-learning, and using
• Tools and technologies technology
•Technical support & procurement
www.tetoitupu.org

18. Descriptors
Each of the strands (within the dimensions) include a
set of descriptor statements that will summarise
different stages of development in the way a school,
or teacher can use ICT.
These statements will reflect the phases - from
‘emerging’ through to ‘empowering’.
www.tetoitupu.org

19. Descriptors (example of one strand)
Digital citizenship ● A growing ● Some teachers ● A cohesive and ● School-wide
Key Competencies awareness that can describe and connected policy, curriculum
and Values in e- digital citizenship model digital approach to design and
Learning defines the Key citizenship fostering digital classroom
Competencies and practices in their citizenship practices
Values in a digital teaching. There across the integrate digital
environment. are trial whole school, citizenship, at all
● Strategic activities actively levels, with clear
documents happening in the involving alignment to
identify the school. students and iterative school
importance of ● Some e-learning staff, is evident vision and
digital citizenship activities are in strategy.
in strategic designed to documentation ● Teachers and
documents. deliberately and classroom students can
foster digital practice, model desirable,
citizenship. responding to safe, responsible
evidence- behaviors and
based need. practices as
successful digital
citizens.
www.tetoitupu.org

20. Review…are there any questions
about how it is organised? The
phases, dimensions, strands or
descriptors?
www.tetoitupu.org

21. A suggested process
www.tetoitupu.org

22. Review…how might
you use this
framework in your
school?
Discuss the Framework and Examples &
Resources sample…
www.tetoitupu.org

23. Consultation process
Expert group: high-level oversight of the process and development
of the framework.
Focus groups: advice and feedback on the development and
application of the framework across priority domains (sector-
wide).
Wider e-learning sector: an opportunity for all interested parties
across New Zealand to be involved in the development of the
framework and feedback will be facilitated through
http://www.vln.school.nz/pg/groups/19837/elearning-planning-
framework/
www.tetoitupu.org

24. Timeframes
• June 2011 – Expert group convened
• July 2011 – Blended e-Learning team and Ministry consultation
and feedback on the first draft
• August 2011 - Focus group consultation and feedback
• October to 11 November – Public consultation
• August to December 2012 – consultation around the
development of a Māori medium framework
• January 2012 – framework available to all schools through the
Enabling e-Learning website on TKI
• 2012 - Supporting resources developed and located
www.tetoitupu.org

25. What can you do now?
• Read / download the draft e-Learning Planning
Framework from the Virtual learning Network
(VLN)
• Discuss with colleagues.
• Complete the online survey:
http://www.surveymonkey.com/s/elearningplanningframework
www.tetoitupu.org

26. For more information, go to:
http://www.vln.school.nz/pg/groups/19837/elearning-planning-framework/