5. Ingredients for MLE success
Evaluation
Vision
Quantify impact
School development plan SRF/SEF Planning
Responsibility for learning What stops? Early risk taking
Relevance in society
Student trial
Pervasive
Sustainability
E-confident school
Deadlines
Success
Skills
Appropriate Training Resources
Informal Training Time
Point of need Clearly defined roles
Tenacity Infrastructure
Incentives
Improved T&L
Efficiency
SLT role models
Converts
All Stakeholders involved
6. An E-Confident School
• Concurrent learning – home, library, school
• Cinematic learning – visual world, multimedia
work
• Collaborative learning – on-line communities
• Communicative learning – online support /
teacher
• Consensual learning – child as partner in
learning process
7. Strategies for Success
Start small and grow Ask staff what they want in Learning
Environment
Link to existing projects and
programmes. Don’t try to train everyone at the
same time, start small and widen the
Get children involved early and get
circle of knowledge
them to make comment
Make sure everyone knows the long
Get the action plan in place BEFORE
term plans for Learning Environment
you do anything
and share them
Establish an MLE working party led
Look at other schools using Learning
by the SLT
Environment and don’t be afraid to
SLT will make or break your ask for help
Learning Environment rollout. Are
Consider workload barriers - Is
they on board. Do they know the
Learning Environment a possible PM
long term plan?
target for staff?
Use Learning Environment as part of
How will your virtual school reflect
Staff Meetings
your real school processes
8. Support
Don’t be afraid to ask for help..
• User Forums
• SLT Meetings
• LA Support – Reference Groups
• Curriculum Consultants
• Additional Training
• Reflect on what hasn’t worked as well and develop
strategies for how to fix that
Editor's Notes
Fronter ’s Categories of functionality in the LMLE.
Classic change diagram. Adapted from BT by T Stirrup – note that although the technology is 10%, it is the point on which everything balances.
The model supporting organisational change was first used by D. Ambrose in 1987. Since then it has been applied to many different contexts most notably by Knoster, Thousand and Villa to describe change within the educational environment. In particular to the complex changes required to make schools more inclusive. The complex change model can be used to identify the components required to make change happen but it also has to sit within a framework for evaluating and reviewing progression. Here the model has been adapted to include the component of evaluation/self-review/reflection This inclusion of evaluation means that confidence in change can be maintained and changes can be cyclic. The slide shows what happens if each component required for change is removed. E.g. “if there is no vision then confusion appears in it’s place” Without evaluation there is uncertainty and no confidence in the change process. The self-review framework allows schools to have confidence in their use of technology because they can evaluate the progress made against agreed descriptions.
Concurrent learning – how do measure and assess the value chain of learning experiences – home to school to home to library to friends Cinematic – understanding and exploiting the visual literacy – – we know from soap opera studies that average concentration is 2 minutes – however concentration has always been an issue – it is in acknowledging the visual stimulus experienced by this generation of children from birth that makes the impact different Connected – how do we know they are communicating in a secure environment – and who is collaborating with them Communications - how do we know who is listening – internet literacy – how can we assess who is connected to the school website – or whether a piece of information is an accurate reflection of the truth Consensual – the industrial model of teaching – ie the person at the front knows all – is only relevant in some instances now – we need to express this shift of power in our teaching practice and bring learners into the realm of achieving knowledge capture in a consensual way
