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The e-Learning Planning Framework - how and why to use it | NAPP Kōrero 16

Started by Karen Spencer 31 Jul 2012 9:14pm () Replies (309)

NAPP logoHaere mai to all NAPP akonga! Welcome to the Enabling e-Learning: Leadership group, and to this kōrero, exploring how we might use the e-Learning Planning Framework to help our schools develop future-focused learning for a digital world. On behalf of the Blended e-Learning team and our wider community, I hope you'll enjoy rich discussion over the coming weeks.Laughing

 How do you know what your school needs, in terms of using ICTs for effective learning? Where do you start to plan?

The e-Learning Planning Framework (English-medium), developed by Te Toi Tupu on behalf of the Ministry of Education, offers a roadmap to

  • support schools to review where they are, 
  • prioritise where they might go next, and 
  • plan the steps to get there.

The framework is supported by examples and resources for leaders and teachers, not least of which is the Enabling e-Learning hub on TKI and the VLN.  Have a look at this video below that unpacks the key ideas, and browse the links above.

What aspects of the framework look useful for your school - and why? How might you use it for planning?


  • Karen Spencer (View all users posts) 22 Aug 2012 12:06pm ()

    Thanks for your comments, Lorraine and Freya Laughing

    You (and others) might be interested to have a look at the thread - Have you used the e-Learning Planning Framework? - that explores practical ways to facilitate this in school.

    It's great that you found it useful, Lorraine. Are you able to suggest why? What was it about the tool that was helpful?

    And Freya - how do you think you might approach the planning? Will you involve the wider staff, do you think?

  • Karen Spencer (View all users posts) 05 Sep 2012 10:42am ()

    Thanks for your comments, Freya. Yes, the webinar kicks off today at 3.45pm - it will be recorded for those who can't make the session and repeated on 31st October. We'll clarify the key aspects of the framework, why you might use it and hear from Greg Carroll and Annemarie Hyde about how they have used it. There will be time to share some thoughts and questions across the group too. See you there:-)

    Meanwhile, you may have seen the story in the Ed Gazette about how one school has used the framework for planning: First-time principal embraces Blended e-Learning - Education Gazette

  • Karen Spencer (View all users posts) 05 Sep 2012 5:34pm ()

    webinar screen shot


    We have just finished this afternoon's webinar, and it was great to 'see' so many folk from NAPP there. A huge thank you to everyone who participated, especially Greg Carroll, who brought a principal's perspective, and Annemarie Hyde, who will share her story here (in lieu of a working microphone;-).


    Listen again....

    For those who missed it, the recording is available here: /groupcms/view/187012/webinar-recordings


    A summary....

    With such a large group, the chat was fast and furious! - here are some of the key points that came to the surface:

    • e-Capability building needs all five dimensions of the framework to be integrated into the school's strategic planning - and the framework gives us a shared language across the staff and wider community:

    I have an idea about where we are but it is important to go through the analysis before moving on"

    • It pays to spend time unpacking the framework as a staff, with active leadership, so that everyone feels part of the process and can develop a shared understanding

    "Good to refocus leadership and teachers on learning ... we have been building up infrastructure and have nearly achieved equity and some skills with tool"

    "We are moving from curriculum leaders to groups so that there is more of a feeling that development is owned and directed by the staff rather than individuals."

    • Regardless of where your school is at - pre-emerging? empowering? - the framework can help draw a deliberate line in the sand, and point to priority areas for planning.
    • Roger asked:

    "Emerging School vision - are principals applying generic consultation skills and not getting hung up on their lack of e-learning knowledge and vision? Or do they struggle with the feeling they are somewhat inadequate?

    ..and in response, we discussed the importance of leaders being active, present and hands-on, even in a distributed leadership model.

    • Professional learning should be differentiated to give everyone a space to engage in the learning - this works better than champion groups or individuals - buddy teams, personal use of technology as a staff and appraisal all came through on the chat as possible ways forward here.

     Enabling e-Learning content on TKI and communities in the VLN deliberately align to the framework - make use of them to ask questions, exploit school stories and draw on colleagues' experience.


    Useful links


    Some of the links that were shared in the chat box:


    ..and that wasn't all. What have I missed?! Which questions went unanswered?

  • Karen Spencer (View all users posts) 12 Sep 2012 9:10pm ()

    Many thanks for sharing this, Jennifer. It's great to get a practical insight into how one school has approached the review process. Did you have to do much whole staff discussion before everyone completed the questionnaires? And did you do whole staff sharing of the data afterwards? 

  • Karen Spencer (View all users posts) 18 Sep 2012 2:18pm ()

    Thank you for such a full response, Katherine. It is certainly a complex context (trying saying that quickly;-) but you have offered a neat overview of the different tensions. I like the way you unpack it and consider the different practical ways in which a school might be addressing the five dimensions of the framework at different times.Smile

    Your observation about being pre-emerging is interesting. Without going into too much personal detail about your school, can you perhaps identify why a school might see itself as 'digital' and also 'pre-emerging'? 

  • Karen Spencer (View all users posts) 01 Oct 2012 8:56pm ()

    Thanks for your feedback, Justine and I'm glad the framework looks so useful for you and your school. Apologies for not getting back to your sooner re: your question about e-learning PD for 2013. All the information is here - http://www.elearning.tki.org.nz/Professional-learning/Professional-development/e-Learning-PD - and your first port of call is your regional Ministry of Education. You might also want to get in touch with Chris Jager /profile/chrisj - she is the team leader of the Te Toi Tupu consortium (they are managing the e-learning PD) in your area.

    Phil - you sum up key ideas well, and I agree with you regarding the tension between different priorities.  Have you explored as part of the NAPP course how effective school leaders manage to be responsive to needs and sustain change across different areas? Several schools in which the Blended e-Learning team are working across the country combine professional learning around e-learning with other priority areas such as literacy. How might a school manage the juggle?

    Daniel - a breather to stop and reflect sounds like a positive move:-). Keeping the focus on the New Zealand Curriculum vision and principles is central to the development of any focus, as you say, not just e-learning. It is common for schools to move ahead with technology purchases and then focus on the professional learning for teachers - and in many ways,  the tech can be the catalyst for staff to begin to trial technologies to suit learners' needs. Sometimes just having a sense of the way the five dimensions work together is enough to keep an overview. I wish you well with your review - and keep us posted:-)

  • Karen Spencer (View all users posts) 16 Oct 2012 8:15am ()

    Hi Matthew,

    I'm glad it's been a useful process and it sounds like you have covered the bases very deliberately. You ask some pertinent question regarding the balance between the purchase of the technology and the staff professional learning. There needs to be time for staff to understand what tech can offer, so that they are able to make appropriate decisions re: its use. So some tech needs to come first, to allow time for play, for exploration….as always, the learning opportunities should be front of mind….and you are right that the advantages that tech offers are largely to do with how they enable effective pedagogies and new pathways through content.Smile

    How do you plan to manage the balance between purchasing and professional learning?

  • Karen Spencer (View all users posts) 16 Oct 2012 8:16am ()

    Hi Kim,

    you offer a reflective overview of where your school is at, and I applaud your honesty in sharing your story's downs as well as ups. The commitment to discussion around the framework to which you refer is crucial - often we don't know what we don't know - and the exploration of the framework and its langauge can be a powerful window into what might lie ahead, even if it is a long way down the track. I like the way you plan to include student voice in the pictureSmile - how will you do that, do you think?

  • Karen Spencer (View all users posts) 16 Oct 2012 8:22am ()

    Kia ora Erin,

    Thanks for your comments:-) Your post reflects clear thinking and forward planning that takes into account the challenges that can arise from staff changes and other issues beyond our control. Infrastructure is certainly an issue to grapple with, but equally schools can start small - Kevin Honeycutt at ULearn12 urged us not to wait..I wonder what creative, exciting learning can be achieved within the current environment? Often, a fresh exploration of the content/pedagogy can be the key to making the most of what we have while we plan for the futureSmile

  • Karen Spencer (View all users posts) 29 Oct 2012 8:48am ()

    LIke Tessa, I have very much enjoyed following this rich thread. A community conversaton, in which we respond to each other's stories, has developed, which must be very comforting to all of us, particularly those of you who feel isolated or uncertain of the way ahead... this is a great example of how an online community can provide support for face-to-face, and what a fantastic resource that is available to others for the future:-)

    Ahead of this week's webinar, I thought I'd pick out the themes that are emerging across last week's comments and remind you of the supporting resources on Enabling e-Learning TKI...


    The framework as roadmap

    There have been many affirmations, such as those from Annette, of the tool being useful as a way to provide motivation and give direction. Several of you have talked about it providing an opportunity to renew and build on efforts from ICT PD a few years ago.

    David JG touched on the importance of the dimensions working in tandem, not in isolation, and at any one time there may be elements of 'extending'  across some but not all dimensions…even if a school 'reaches' empowering, it needs on-going review and evaluation to sustain that progress, especially in the face of staff changes, community developments and so on.



    There have been several stories about distributed leadership of e-learning across the school. Justine raised the question that, if there isn't an an obvious ICT leader in the school, where to begin? How might other schools tackle this? Instead, is there a keen leader of teaching/learning combined with the possibility of working with an external mentor? How might we use the VLN/Enabling e-Learning online facilitators here?


    Teaching & Learning

    Plenty of discussion about the way e-learning integrates into what actually happens in the classroom. For example, Nane and James C reminded us that the development of e-learning is really a development in pedagogy and understanding of learning areas. In some cases, PD around collaborative, culturally responsive pedagogy may be needed before we roll out a whole new raft of technologies; as Sharon says, we don't want to be pouring old wine in new bottles;-)

    Several posts reflected a shift from the use of e-learning as a discrete lesson on the timetable to being embedded across the curriculum (although of course, there will be discrete Technology learning too).

    Daniel touched on the different ways in which our students can harness technologies to show their strengths - this is the heart of it all - finding multiple pathways so our students can shine. e-Learning can offer ways to differentiate our approaches in ways that might have been too time-consuming or unmanageable before - and here's where effective learning design comes in.



    Jason, Daniel and Matthew W, amongst others, all reminded us of the vital importance of the trial - that deliberate testing and evaluation of ideas and initiatives. This sits at the heart of the 'enabling' phase. We can never keep up with the technology changes - but we can have rigorous processes in place to adapt and respond flexibly. Daryl's example highlights the importance of getting an infrastructure ready for BYOD - and this also highlights the importance of PD needed for so that we make the most of what BYOD offers to students (a hidden cost, perhaps?)


    Professional Learning

    David and Tessa explore the value of staff choice and of building on existing skills and strengths within the overall direction of the plan - and Jane made the valuable comment that we need to be talking to staff to establish their needs, feelings etc. Will a survey always be sufficient? How else can we establish our staff's needs in the same way as we do for our students? 

    As Justine and others have mentioned, staff (apparent) resistance is an emerging theme.  Tessa offered a great post that reminds us not to judge our staff learners to quickly, that culture change and the introduction of any new initiative requires deliberate management.


    Phew! A long post - but one that is testament to all your contributions so far. Tessa, Greg and I are looking forward to talking with many of you in the webinar on Wednesday.

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e-Learning: Leadership

e-Learning: Leadership

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