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Have you used the e-Learning Planning Framework?

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Started by Karen Spencer 15 Feb 2012 4:01pm () Replies (27)

You may have seen that the revised version of the e-Learning Planning Framework, with supporting examples, resources and possible way to use it, has been published on Enabling e-Learning on TKI, under Professional Learning.

Tessa and I also ran a workshop at the Learning@School conference last month, where we talked with many school leaders about the different ways they planned for the development and use of ICTs in their school. We looked at ways in which a principal or school leader might manage an audit or review, using the framework as a roadmap.

Several people at the session wanted to talk further about this, so here we are: are you using the framework? Have you got any suggestions for other schools about how it could be used as part of planning and review? 

Replies

  • Tracy Bowker (View all users posts) 20 Feb 2012 11:54am ()

    The e-Learning Planning Framework (ELPF) was used to underpin the work of the new MoE regional model of e-Learning PLD as part of a pilot project in 2011. School’s involved in the pilot project trialed the ELPF as a tool in multiple ways. The pilot also informed our understanding of how this tool could be used by schools irrespective of sector and context. One school chose to use the ELPF to support their revised strategic documentation, another decided to use it to gain a better understanding of the staff’s views of where the school was at in terms of e-Learning. Discussion with another school identified key goals for all five dimensions of the ELPF rather than just the usual discussions around infrastructure and resourcing.

    The ELPF is effective as a self-review tool, however the findings from the pilot clearly reflected that the facilitated discussion of the analysis and the identification of next steps as a result of using the phases of the ELPF was powerful and valuable. The facilitation team found value in supporting schools to use the ELPF to identify links to key school documentation, vision and areas of focus and inquiry.

    The opportunities for a school using the ELPF include, but are not limited to:

    • Identifying key dimensions for school focus
    • Identifying current reality not based on assumption
    • Identifying possibilities and raising awareness
    • Identifying next steps in a school’s e-Learning journey
    • Generating quality professional discussion around learning, and e-Learning in particular
    • Generating a shared understanding for a whole school approach
    • Providing a strong platform for strategic positioning and planning
    • Providing an informed direct focus to best meet the needs of raising student achievement
    • Gives a school confidence and a framework for moving forward

    One school commented “ (the ELPF) meant that the SLT could get the real picture rather than assumptions. It is a good guiding document so schools know where to go next rather than guessing - or leaving the harder parts out and only focusing on say resourcing for example....it provides a framework for support”

     

  • Enabling e-Learning (View all users posts) 21 Feb 2012 6:52am ()

    Thanks so much for this helpful overview, Tracy. Good to hear that it has had impact already in schools. Does anyone else have a similar experience, or would like advice on how they might use the e-learning framework in a similar way to the schools to which Tracy refers? Enabling e-Learning is your link to the national pool of e-learning facilitators that are already experienced with the tool and would be happy to provide support:-)

  • Sharon Thrupp (View all users posts) 09 Nov 2012 2:47pm ()

    We have implemented our first digital classroom this year and started from base level really. Discovering the e-learning framework has been great. We have used it to pull together all the relevant dimensions in implementation from teaching through to infrasturcture reviewing each term and planning next steps in each dimension. I have useed the profile for Board reporting and applications overseas for further funding as well as delivery to funders here. A great tool.

  • Megan Clotworthy (View all users posts) 13 Nov 2012 4:05pm ()

    The elearning framework has been a powerful tool to enable our school to work towards devising our strategic plan.  The leadership team unpacked what the four phases looked like and then focused on the five dimensions. As I am aware may be the issue with many other schools, we were well on the way towards extending with our technologies and infrastructure, but are still at the emerging or engaging stages for the other dimensions.  The document is useful in guiding teams through next steps and priorities.  It is also a useful tool to inform staff of our current position and where we are heading. It has been helpful for our school as we plan to embark on a challenging journey of professional development in elearning next year, and this document really highlights the need for it.

  • liz Stevenson (View all users posts) 20 Feb 2012 6:00pm ()

    As with any ‘tool,’ – the style of use and the resulting product seems to very much depend on the user.  Think weekend handy-persons here with new tools and a project in mind! It seems to me that school needs differ greatly and they all need an approach that suits.

    Last year, using the eLPF hot off the press, I found it served some schools’ needs best when it was used as a school/community partnership tool, with all of the messy engagement that this involves. This meant that rather than immediately drilling down into the eLPF in all of its finer points, we first applied the bigger picture five dimensions to the school’s high level vision of the sort of education, learning and future that the community wanted for its own learners. We worked from a systems thinking standpoint, seeing the whole rather than a collection of parts. This systems method of working shares many of the principles of the contemporary use of whanaungatanga as applied to services or interventions.

    Working in this way, it was important to establish the deeper community vision for the school – for example, did they hope to become a high tech school with fingerprint identification or was it a coastal school with a strong outdoors focus and an interest in marine biology? This establishment of what the high level vision was would drive all other decisions made – especially the use of the eLPF.

    Another important consideration in the way we used the framework was to consider the speed of changing need with regard to learners and technology and the desirability of students enjoying the best opportunities now rather than in a years time. This led us to focus on initiating improvements as quickly as possible and reflecting on the value of those improvements frequently. With technology changing as rapidly as the users it seemed that the gap between planning and implementation needed to be as small as possible.

    So we thought of this tool as flexible, portable, and for use in mid flight, and in this way, the eLearning Planning Framework was able to function as a bit of a e-readiness GPS. But just as calculating your BMI will not make you thinner, action was the magic potion needed – it is the other half of the equation. It was only by continually testing new initiatives as part of an inquiry process that we were able to determine the impact of our decisions and know whether they had improved the learning environment.

    So my experience with the eLPF leads me to the conclusion that school leaders who are nimble seem to quite naturally be able to use the tool as an ongoing guide with which to serve their school community. It can even be used as a living document up on the staff room wall, covered in sticky notes, coffee rings and joining arrows that reflect the staff’s investigations and inquiries towards a collective vision for their learners.

     

     

  • Enabling e-Learning (View all users posts) 21 Feb 2012 6:55am ()

    Thanks for sharing your experience, with the tool, Liz. I like the way you talk about the framework as a tool that can be used as part of an on-going, hands-on reflective process:-)

  • Moana Timoko (View all users posts) 28 Feb 2012 10:09pm ()

    I love the idea of posting the ELPF on the wall, attaching stickies, possibly getting teachers to plot where they think they're at and sharing the picture as a whole - a great visual...would also be able to identify individual needs and next steps.

  • Chris Jager (View all users posts) 21 Feb 2012 3:31pm ()

    It is great that New Zealand now has its own, home grown planning framework for e-learning (eLPF). I hear schools increasingly talking about their desire to be taking a coherent approach to e-learning but they are often not sure where to start.

    In the past we have borrowed e-Maturity frameworks from other places:- ePotential from Victoria, Australia - the BECTA self-review framework from the UK - the NETS Standards from the International Society for Technology in Education (ISTE). Now we have our own!

    I have found using the eLPF with schools that it provides a great framework for them to consider their use of e-learning. It uses language and concepts that align with the NZC and other seminal NZ documents so are very familiar to NZ educators.

    I have worked along side several schools who have used the eLPF to:

    • take stock of what they are already doing in relation to each of the five dimensions of the framework
    • identify and prioritise next steps and plan a course of action.

    As Tracy has mentioned, the experience of the pilot team showed that when used as part of a facilitated process, valuable discussions lead to the development of a shared vision and raised awareness of how e-learning can support learning and lead to raised student achievement. Opening up opportunities to consider each dimension of the framework can sometimes uncover practice that otherwise people in the same school would not know about.

    I would be really interested to hear how schools that have used the eLPF as a self-review tool have approached this.

  • Diana (View all users posts) 21 Feb 2012 6:08pm ()

    Hi, I'm off to a meeting tomorrow with our newly formed e-learning working group, clutching the new elpf which l have modified  into a google doc so we can use it for our planning.   I think its just what we need so thanks for a clear and easy to use plan.

  • Allanah King (View all users posts) 21 Feb 2012 6:27pm ()

    I wonder if you could share the doc publically as a read only so we can copy it and write on it as well??

  • liz Stevenson (View all users posts) 21 Feb 2012 6:46pm ()

    Here it is Allanah :-)

  • Sean Lyons (View all users posts) 23 Feb 2012 10:53am ()

    Not sure if this quite counts as a "use" of the framework specifically, but I wanted to add to the conversation generally.

    We are ensuring that the re-develpment of the NetSafe Kit for Schools is aligned with the ELPF.

    With the Kit's role of  providing schools with a series of tools which help to support the integration of a digital citizenship philosophy and practice across the school, the Digital Citizenship strands of the ELPF provide essential benchmarks for schools using the kit to assess where they are 'at' in terms of integrating Digital Citizenship principles across the entire school community.

    It is providing us and schools with further validation of their Digital Citizenship processes.

  • Tessa Gray (View all users posts) 08 Mar 2012 3:35pm ()

    Today I was lucky enough to work in one of my local schools using the e-learning Planning Framework - to help map e-learning direction in that school. Having worked closely with the framework,  I really wanted to see first-hand how this could work. It did work and was convincing for a number of reasons. 

     

    What did we do...

    The principal, e-learning leader myself worked our way through the eLPF highlighting the current position and adding stickies for those areas that needed immediate attention. We chose a few goals to focus on - 1) who to share this with and 2) staff and student audits 3) ways to use the framework to support the school’s focus on numeracy.

     

    Conversation around the framework...

    • opened the way for honest open discussion about their current reality
    • enabled discussions to go in any direction, based on the natural flow of conversation
    • affirmed the good things already happening in the school
    • indicated when decisions were made, whether they were made based on 'gut instinct' or hard data (stocktake, audit)
    • highlighted the need for e-learning references in the school vision and strategic direction
    • clarified any purchasing or precurement decisions need to be pedagogically driven
    • enabled the annual focus (numeracy) to have an e-learning lens - as 'something we do' rather than an extra or add on

     

    Where to from here...

    The next steps will be to create a couple of action plan goals (few) from the within the dimensions and have the e-learning leaders address some practical steps using the Examples and resources and How might you use the e-Learning Planning Framework? support material. I look forward to watching this progress. Smile

  • Moana Timoko (View all users posts) 08 Mar 2012 5:46pm ()

    OOOooooo Tessa, thanks for sharing!!!  Can you please explain what you mean by "staff and student audits" - What exactly is the plan with that?  I think I know, but really I'm not 100% sure.  I also like the idea of using stickies to identify tasks requiring immediate attention.  Actually I like it all!!!!  

  • Tessa Gray (View all users posts) 08 Mar 2012 8:47pm ()

    Kia ora Moana, yes stickies are a great invention! There are a number of audits or surveys created to capture teacher/student knowledge, skills, confidence and ability when using ICTs - much like the one HERE>>>

    Some folk in the VLN groups space are already sharing ideas around data collection such as:

     

    Today's decision was to collect data from teachers about what e-learning tools, digital resources, websites, games they are familar with, the purpose for using these, as well as frequency - to support numeracy. This data could provide information of what goals to target in professional learning and for whom -  as part of evidence-based decision making.

    I'd love to find out what other teacher/student/community surveys people have used that could also support the e-Learning Planning Framework. Do you have one to share?

  • Moana Timoko (View all users posts) 09 Mar 2012 4:58pm ()

    Thanks Tessa - it would have taken me a while to find all of those links.  Muchly appreciated!!

  • Kathe Tawhiwhirangi (View all users posts) 24 Jul 2012 12:38pm ()

    Having now utilised the eLPF for the past year (while currently trialing the MMeLPF), I have found the following process really valuable....

    • an initial email that invites the school/teachers to peruse the eLPF, a teacher beliefs survey and view the eLPF video clip in the EEL website - prior to my first visit has been useful
    • on arriving at the school - and realising how busy teachers are - I plan to start at the very beginning (revisiting the above documentation) with the staff, while sharing back a cumulative teacher belief survey where teachers may see themselves in this survey feedback but can't see each other. This provokes initial discussion around the overall picture that is being presented in this form
    • from this, discussion usually comes around to why? This then presents further discussion around the eCapability of schools while highlighting each of the 5 diemsions as in the eLPF
    • viewing the video clip on EEL, sets a good scene for teachers to then address the eLPF.
    • the eLPF is separated into each of the 5 dimensions, it has been colour copied and zoomed up to A3 sizes for ease of reading, and spread around the room to encourage teachers to have conversations and pose questions with each other 

    elpf1.jpg

    • teachers are then invited to rove around the room and fill in this eLPF template table check . They indicate on the form whether they are a principal, staff or whanau - no names, and place themselves - through their eyes - on the framework. This encourages their reality - not their colleagues!
    • These individual forms can be used for individual goal setting/teacher inquiries, alongside the collective 'picture' that has been indicated from the cumulative feedback 

    elpf2.jpg

    • the feedback/analysis clearly indicates current positioning as well as some clear direction for next steps
    • the buy in for all concerned - I believe - is in the fact that all staff are involved, all have a voice, all have been part of the discussions and all are invited to have a voice on all aspects of the eLPF. In this manner, they are then all involved in the planning, delivery, expected outcomes and deadlines!
    • the next steps and co-constructiong actions to meet these, generates a collective develoment/action/strategic plan for the school
    • every schools addresses these differently too eg. one dimension may take priority or one action from each dimension may take priority or two-three dimensions may take priority. At about this stage the true meaning of personalised and/or tailored approaches, comes to the fore :-)
    • Suffice to say, after walking alongside this framework for the last year or so, I am owning up to being absolutely biased! The myriad of questions that are being fired at me as I put this on the table for consideration means I am constantly needing to "respond with clarity and precision" to ally any concerns

    elpf3.jpg

  • Amanda OConnell (View all users posts) 24 Jul 2012 1:38pm ()

    Kia ora, Kathe

    Your explanation was particularly useful to me whilst easing into the process of using the eLPF with schools. To me the biggest value of the shared approach with staff is the matter of ownership so they don't feel as if something is just imposed on them, but rather seen as a tool to trigger their thinking and creativity.

  • Tessa Gray (View all users posts) 28 Aug 2012 11:28am ()

    Check out the latest Gazette article, First-time principal embraces Blended e-Learning which profiles the work Anne Sturgess (National Blended e-Learning facilitator) is doing with first time principal, Angelique Bidois in Matata Public School - as part of the e-Learning professional development for schools.

    The article also showcases the pivotal role the e-Learning Planning Framework has had - "...to scaffold their learning and development in e-learning."

  • Chrissie Butler (View all users posts) 06 Sep 2012 11:46pm ()

    Here's another example of using the e-Learning Planning Framework in a whole school self review context:

    This workshop/self review session was with 28 teachers at a staff meeting. Prior to the session a number of 1:1 or a small group F2F meeting had taken place to build relationships and a shared understanding of the e-Learning Planning Framework (eLPF).

    Room set up

    6 table groups of 5.

    On 5 tables:

    • 2x A3 copies of one dimension of the eLPF on each table (each table had a different dimension).
    • 1x A4 copy of eLPF recording sheet highlighted for related dimension as an example of how to fill it in, as shown below.

    e-Learning Planning Framework activity

     

    • 5x A4 blank copies of the eLPF recording sheet
    • 5 brightly coloured felt tips in light colours
    On one table:
    • 30 copies of a Teacher Belief survey
    • 5 brightly coloured felt tips in light colours 

    Opening

    Digital mihi and short intro supported with slides to Blended e-Learning, PLD, why us (the school), why now and the eLPF (20 minutes).

    Briefing

    Each teacher on the 5 eLPF tables, invited to mark a blank A4 eLPF recording sheet with a symbol of their own choosing to negate getting them mixed up over the hour. This ensured data remained anonymous but was identifiable to the teacher during the session.

    Each eLPF table group looked at the A3 dimension on their table. Discussed together, backing up with real examples where each teacher individually saw their "whole school" alligning with the eLPF. Marked responses on eLPF recording sheet, as in the example on the table. If teacher thought "pre-emerging" a more fitting phase, then marked in "emerging" but drew arrow to the left. Teachers also invited to write any clarifying comments on the sheets.

    Teacher Belief table. Read thro survey. Discuss the survey and complete individually.

    After 10 minutes, we rotated the resources around the room, but the teachers kept hold of their own recording sheets.

    Each rotation 5 groups worked on a dimension and one worked on the Teacher Belief Survey.

    Closing

    Debrief and staff shared some general feedback and personal observations.

    Collating data

    Following the session, I collated the data. See a fictious example below.

     
    To collate the data:
    • Set up a Survey Monkey and uploaded each recording sheet and any accompanying comments. Included a pre-emerging column.
    • Uploaded the percentages collated by Survey Monkey into the eLPF databook
    • As the pre-emerging data was so significant, uploaded the data for each dimension into a separate chart in Keynote.
    • Added the NZCER pilot eLPF databook results to the Keynote and a couple of extra slides so the the info could easily be shared with BOT or staff.
    • Collated the text comments separately to share F2F.

    Docs I would use again:

     

  • Justine Driver (View all users posts) 04 Oct 2012 3:36pm ()

    Thanks Chrissie for a really easy to understand portrayal of how you have used the eLPF - the links to the documents appear to lead back to the VLN and don't open.  I'd find it really useful if these could be available - the example of the eLPF report is very easy to read and the colour coding is excellent.  I'd be interested in the first 2 docs - if you could email me: justined@pakurangaheights.school.nz I'd really appreciate it, so that I could adapt to my context rather than reinvent the wheel. Great sharing!

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e-Learning: Leadership

e-Learning: Leadership

Exploring leadership for change, vision, policy and strategy that integrates ICTs into learning.