nln.ac.uk

1. Where are you now? Using the NLN self-assessment Tool Kevin Donovan LSDA www.nln.ac.uk www.nln.ac.uk

2. Workshop 111.00 • Introductions? • Purpose of the workshop? • What we want to get out of it? We can: • see the tool, how to use it, early results • discuss the context and the role of staff development • discuss how to use the tool for transformation • What next?

3. Self-assessment tool • Based on FENTO ILT standards • Web based • For use by institutions, ‘departments’, individuals • Trialled before summer 2003

4. The FENTO standards The self-assessment questions The pilot results

6. 1 B1 Identify opportunities for using ILT 2 B2 Provide ILT materials to support learning 3 C1 Facilitate learning on-site for individuals using ILT =4 G2 Identify and disseminate good practice in using ILT =4 N2 Develop the organisation’s ILT strategy and objectives 5 G3 Design and implement development programmes to enable staff to use ILT Highest college priorities

7. 1 C*3 Support the development of online learning communities 2 A3 Help learners develop & review personal learning plans 3 D2 Develop design specifications for ILT materials 4 C*2 Facilitate online learning for groups of learners 5 D3 Design ILT materials according to specifications Least developed areas

8. 1 P1 Develop policies for the acquisition, maintenance and use of ILT 2 N1 Secure commitment to the development of the organisation’s ILT vision 3 P2 Implement policies for the acquisition, maintenance and use of ILT 4 O1 Secure human and operational resources for the organisation’s ILT strategy and plans 5 N2 Develop the organisation’s ILT strategy and objectives Best developed areas

9. 1 N3 Communicate the organisation’s vision, strategy and objectives 2 F2 Assess, with ILT, what individuals have learned and achieved 3 C*2 Facilitate online learning for groups of learners =4 B2 Provide ILT materials to support learning =4 C*1 Facilitate online learning for individuals =4 F1 Track learner participation with the help of ILT Areas where colleges want to make most progress Short term (6 months)

10. 1 A3 Help learners develop and review their personal learning plans through the use of ILT 2 F2 Assess, with the help of ILT, what individuals have learned and achieved 3 F1 Track learner participation with the help of ILT 4 A2 Help learners identify their learning needs and preferred learning styles through the use of ILT =5 C*3 Support the development of online learning communities. =5 F3 Record and report on learners’ progress and achievements using ILT Areas where colleges want to make most progress Longer term (2 years)

11. What’s important? Staff Skills THE LEARNER Content Infrastructure

12. What do we know so far? • The first phase NLN evaluation showed that “…cross college awareness of ILT has increased since the implementation of the NLN”. • There were references in almost every college report to key strands of the programme: college information and learning technology (ILT) strategies, ILT champions in colleges, the acquisition and use of virtual and managed learning environments (V/MLEs) and network connections to the Joint Academic Network (JANET). • These were not just passing references but used to illustrate how such developments were changing college operations.

13. What do we know so far? There is steady (although widely varied) adoption and use of ILT and it continues to permeate all aspects of college life and “Learners felt that the length of time spent using IT was relational to their understanding; the more time spent, the more knowledge gained”.

14. What do we know so far? • There is evidence to suggest that ILT is only appreciated and engaged with by students if it is clearly linked to the curriculum: “if the curriculum does not specify a commitment to IT/ILT in terms of embedding it throughout the subject area, but simply as an 'add on', then those students will interpret this non focus as irrelevant”. • 'Cheap gimmicks' alienate students, while the expert use of ILT to enrich and enliven the curriculum makes students learn faster.

15. What do we know so far? • Although student perceptions of what is effective about ILT can be limited – and perhaps reflect prevailing uses and expectations - their appreciation of its use by their teachers is much more sophisticated. • For example: “The success of activities is not easy to measure on an individual basis; there is very much an integrated approach which strengthens the use of ILT in the curriculum. Measuring expectations is as good a measure as any, as both staff and students expect to use ILT resources to support learning and see non-availability as a barrier to learning as opposed to availability being an enhancement to learning.” • The focus groups showed that students can be connoisseurs of ILT even if not users.

16. So, what are the gaps? • Comprehensive strategic approaches • Materials and content • Curriculum focus and design • Staff development • Staff development and other managers’ awareness

17. And in ACL? • Lack of tutor understanding of ICT and e-learning   • Lack of tutor understanding of e-learning and particularly blending/integrating ICT with conventional approaches   • Limited access to technology – highly relevant in adult and community learning where the current ratio of computers to learners is 1 to 30 (with uneven distribution adding to the issue). In further education this is less limiting except in community locations • Limited access to the Internet especially in community locations   • Limited access to e-learning interactive packages outside of Learndirect centres (NLN, 2001, 2003; Aldridge et al, 2003; ALI, 2003; Becta, 2001, 2003; Kambouri and Kett, 2001; Mellar and Kambouri, 2004; Clarke and Englebright, 2003; Lavender and Stevens, 2001; ALI, 2003; LSC, 2003; ALI, 2003)

18. Terminology: ILT and e-learning Based on the original eclipse diagram by Markos Tiris, LSDA, 1999

19. What do you need to know? • … and do? • What use will you make of the rest of this event? kdonovan@lsda.org.uk