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Resourcing how and why of e-Learning | NAPP Kōrero 6 2015

Kia ora koutou, talofa lava and welcome to this kōrero 6, 2015 on, Resourcing and e-Learning.


Just to set the scene, it is important to have a common understanding of what e-learning is as well as the purpose and potential of e-learning before school leaders commit to resourcing decisions.


E-Learning is defined by Enabling e-Learning as, “learning and teaching that is facilitated by or supported through the appropriate use of information and communication technologies (ICTs). Whatever the technology, however, learning is the vital element. e-Learning is not simply associated with modes of delivery or the functionality of a particular technology, but forms part of a conscious choice of the best and most appropriate ways of promoting effective learning.

If, best practice e-learning enables accessible, relevant, and high-quality learning opportunities that improve student engagement and achievement”, how might resourcing decisions define processes required to ensure e-learning capacities get the best chance to grow – e.g: establishing priorities across all school resourcing, confirming a process for teacher capacities to grow, confirming processes for inclusion of student voice and community voice and involvement?


Smart tools like the e-Learning Planning Framework (available online) can help schools to support self review about how well ICTs and e-learning are currently being used to support learning, as well as next steps to work towards desired goals so that technologies can be used, “....effectively across the curriculum to connect schools and communities and to provide accessible, relevant, and high-quality learning opportunities so that every student is better able to achieve their full potential.”


Image taken from LIVE webinar | Using the e-Learning Planning Framework online tool and analysing your data, 25 March, 2015, Greg Carroll


The key questions for us are:

  • Why do New Zealand Schools need to resource “widely and wisely in growing e-learning capacities”?

  • How do principals lead “resourcing widely and wisely in growing e-learning capacities”?


This kōrero is supported by, WEBINAR: Resourcing e-Learning | NAPP Kōrero 6, Wednesday 10 June, 3.45- 4.45pm. Join us as we discuss the implications of effective e-learning with NAPP participants and invited guests (e-Learning Planning Framework, Connected Learning Advisory). Hosted in Adobe Connect with Tessa GrayREGISTER NOW!


Some resources to kick start this kōrero…


  • Robyne Selbie (View all users posts) 13 Jun 2015 8:36pm ()

    It is interesting reading your post Andrea, it brings back a few memories!   I wonder in this current age where student voice in the e-learning pedagogy fits? As you suggest the devices and tools are required but if we are doing essentially the same things on our tools are we entering that 'future focus' learning environment?  What do our students need to unlock their learning? Do we ask them? Are we keeping up with their needs? How do we teach the skills needed by teachers and students to work in a collaborative model?

    i wonder if we are putting enough emphasis on the relationships needed for future focus learning to flourish-the environment is very different but people will need to collaborate to release the potential available to engage our learners and overcome barriers to learning.Technology seems to provide us with sophisticated tools to do this but are we having the right conversations? I will be interested to read how you tackle this aspect of e-learning.


  • Robyne Selbie (View all users posts) 13 Jun 2015 8:59pm ()

     I think you have highlighted issues in many schools Garth around the purchase and use of tools for e-learning but maybe not getting the vision for what they will provide and how they will change the learning environment. The conversations are about getting commitment from staff but more importantly I believe we need to be asking students what it is they need? Student voice is  critical in this process. Cheryl Doig discusses the need for getting these conversations underway in your school. 

    I went to an interesting presentation this week on the'Universal Design for learning' and I suggest you take a look at this model as you think about ways of engaging staff and students in conversations about a vision for e-learning. It is based on the premise of building ramps for student learning and planning not from the middle but from the 'edges' of your classroom so support and extension are built in to the planning. Technology helps you to do this.

  • Robyne Selbie (View all users posts) 13 Jun 2015 9:11pm ()

    A neat summary Janine and great questions. You are really exposing some of the issues we face as leaders and how we take the steps required to achieve e-maturity (do we ever get there? ).I would also add relationships to the challenges posted. Collaborative schools are those where conversations are rich and voices are heard but learning to get along together in this environment will need attention by leaders to get the best out of their people.

    I suggest another resource which will give you some ideas too-the Universal Design for Learning is a model used in the Inclusive Education website on TKI which focus is on technology as an enabler to inclusive practices for all students. It is also rich in resources for teachers at all levels of schooling in NZ. It uses 'ramps' for learning as a metaphor as opposed to steps which have to be negotiated.

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e-Learning: Leadership

e-Learning: Leadership

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