e-Learning and the Common Inspection Framework Presentation

1. What do learning technologies offer education
How might we present that offer
What do we want to get from our colleagues
What does that say about us as learning technology enthusiasts
Modern Learning
Introduction
e-learning headings
OfSTED headings
Headline themes
Telling stories
Impact
Confident teachers
What we do
To access a Course Reader go to: www.tinyurl.com/rebbeck1
This is a personal view and not that of OfSTED, JISC or anyone else.
Geoff Rebbeck
grebbeck@me.com
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2. Modern Learning
Digital Literacy
Personalisation
Collaborative learning
Divergent thinking
Pace & Progression
The Learner Voice
Tutor Confidence
Beyond the classroom
Vision & Leadership
Reputation
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3. 6 interesting ideas for learning technologists
1. The centrality of assessment techniques to inform good learning and
therefore effective teaching
2. Personalisation of the learning experience and the learner experience
3. The movement of the management of learning towards the learner from
the teacher
4. Great teaching and learning also occurs outside the traditional classroom
5. Imagination, exploration and reflection are valid teacher actions in
attempting to improve teaching, learning and assessment
6. Judgement is based on summative Impact (not good intentions)
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4. Characteristics of Improving ‘colleges’
•Good internal communication
•Data is well managed in that it is immediate, accurate and
gives early warning of slip
•Teaching staff are accountable for effectiveness and
supporting each other
•The ‘college’ has a good reputation
•The ‘college’ has effective leadership
‘The further education college sector, complemented by independent and adult community
learning providers, is of crucial importance to youth employment, adult skills, economic recovery
and, indeed, social cohesion. The learning and skills sector needs re-orientating towards a
moral determination to provide high quality and relevant provision, which should
include reputable apprenticeship opportunities
for young people. This is an urgent and major challenge for the system.’
Sir Michael Wilshaw HM. Chief Inspector. OfSTED
Annual report 28th. November 2012 at http://www.ofsted.gov.uk/resources/annualreport1112
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5. The three laws of impact if Sir Isaac Newton had been an e-learning
champion instead…..
First Law
Momentum in teaching remains constant until someone tries something
different
Second Law
The amount of energy and enthusiasm in effecting change will only have
effect when it is stronger than the desire to hold the status quo
Third Law
Without commitment to doing something different there is no
consequence

6. The double-negative statement
What would not have happened if we hadn’t done this
If we had not introduced www.wallwisher.com students would not have had a
voice to express opinions.
If we had not introduced www.wallwisher.com students would not have had a
place to express an immediate opinion
If we had not introduced www.wallwisher.com students would not have had a
place to share their opinions with other learners immediately

7. Thinking through a causal link
Ask your intended target to provide evidence of the benefit
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8. The double-negative statement
What would not have happened if we hadn’t done this
A Learner Entitlement
If we had not introduced Moodle, 20 of our students on long term sickness during
the term would not have been able to stay on course and on track. (entitlement 4)
If we had not set up a campus wide WIFI system, students would not have been
able use their own devices to support teaching & learning (entitlement 6)

9. Laws of Impact
Geoff’s Rules of Impact:
•Impact is an intervention that attempts to alter the natural or settled course
of things
1.Impact can be an intervention that accelerates the natural progression
2.When making an impact through technology, it is the enabler, not the
target
3.Impact statements must include ‘technology in action’
4.Impact must be aimed at a minimum of one person
5.Impact must have an underlying reason or purpose in one or other
statement
6.Statements are always written with a positive inference, that the target
person confirms by degree
7.Consequences of impact will always include the intended, unintended &
the unforeseen

10. Observations on OfSTED & Impact
•OfSTED use ‘impact’ 13 times in the Handbook and not at all in the
Framework; suggesting the Framework is mainly about interventions and
the Handbook is about outcomes.
•‘greatest’ impact is the adjective used most times. ‘Successful’ impact is
used in terms of teaching & learning, suggesting any positive contributions
are evaluated on the contribution to excellent teaching, learning and
assessment.
•Trends and patterns are evidenced by ‘monitoring impact’.
•Impact is seen mainly as summative and retrospective, not formative and
showing potential.
•Impact is not evidence of action, but evidence of successful action.

11. credo |ˈkrēdō, ˈkrādō|
noun ( pl. credos )
a statement of the beliefs or aims that guide
someone's actions: he announced his credo in his first
editorial.
• ( Credo )a creed of the Christian Church in
Latin.
• ( Credo )a musical setting of the Nicene Creed,
typically as part of a mass.
ORIGIN Middle English: Latin,‘I believe.’ Compare
with creed.
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12. Why is having confident teaching staff so important?
1. We need all staff members to develop their potential to be more effective in
their professional life and day to day practice as part of the larger developing
workforce and that the use of technologies that provide personal reflection
space and by supporting each other makes this possible.
2. A developing workforce is one that recognises the constant challenge of the
new and possesses the imagination to apply the properties of technology to
purposeful and effective teaching and learning and personal development to
deal with these changes with confidence.
3. A developed workforce is one that tackles changing and uncertain
circumstances with confidence
4. A confident workforce is one that is not afraid of the challenges new
technologies may bring to their practices and is able to modify their work and
its context to take advantage of the affordances of new technology
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13. We are all digitally indigenous
Higher level thinking
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Drive to think & work flexibly
Description
The ability to use technology in different ways than originally covered in
training or the Manual. Making technology bring learning to life.
Personalising learning through the use of technology
2
Ability to adapt technology to
The ability to make technology genuinely contribute to learning for
purposeful pedagogy
learners rather than seeing technology as an end in itself. This includes
widening participation, increasing retention, particularly amongst hardto-reach learners
3
Vision to create imaginative
Learning and demonstrating the skill of redesigning teaching and
blended learning design
learning by blending in technology to other forms and methods of
teaching and learning. This refers to skills developed through practice
and engagement with peers and learners rather than in formal sessions
or using formal learning resources
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Curiosity to involve learners in
The Learner Voice. Involving learners in the design and personalising of
curriculum delivery & design
learning. Student e-learning monitors in classes. Involving learners in
the experience of learning in the widest sense
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Imagination to develop future
Using technology in helping learners to develop management of their
learning plans
own journey, to account for their learning and plan future learning.
Improving the tutorial process, making learning more relevant to the
needs of each individual learner
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14. What do learning technologies offer education
How might we present that offer
What do we want to get from our colleagues
What does that say about us as learning technology enthusiasts
Modern Learning
Introduction
e-learning headings
OfSTED headings
Headline themes
Telling stories
Impact
Confident teachers
What we do
To access a Course Reader go to: www.tinyurl.com/rebbeck1
This is a personal view and not that of OfSTED, JISC or anyone else.
Geoff Rebbeck
grebbeck@me.com
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