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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…


  • Suzanne Pidduck (View all users posts) 28 Apr 2015 11:50am ()


    Our school is a reasonable way along the journey articulated by Claire in her Interface Magazine article. The key to the success of implementation of our ICT strategic plan was in articulating why it was necessary to channel our resources in this direction because it had a key impact on what we decided to resource and what we didn't. The most important thing for us was to ensure that our middle management capacity was such that they could drive the direction. Without the engagement of them, we would not have been able to make the changes we did.

    One thing that was key is that we developed much of our strategy while we were part of a cluster called the Wellington Loop. The cluster started as a way to share network infrastructure but naturally all five secondary schools who were part of the loop at the time discussed their ICT plans as they worked together. All five schools have made different decisions on what they've prioritised and developed but have also shared and modified each others resources. None of them have an identical model because it wouldn't make sense for the students they have had in front of them but they have benefited hugely from the involvement with each other. Our schools are an example of how growing e-learning capacities within our schools took us on different journeys in order to meet the needs of our different students. 

    In the end our school decided to focus resourcing areas that allowed for collaborative learning, flexibility and anytime, anywhere capability. All decisions after that, whether they were infrastructure, pedagogical decisions, advice to parents etc were evaluated according to those guiding principles.  As with students, key was providing differentiated training for two of the key tools we used in implementing our vision (moodle, KAMAR and google.docs). Professional development was provided at four different levels. We were aware that there were a number of different tools that would do the same things (some bits better) than the key tools we chose but we based our decisions on how well they supported our vision. "Widely and wisely" is an interesting phrase. As with any school, early adopters have some quite set ideas on where they want the e-learning direction of a school to head and they are not necessarily all travelling in the same direction, or in the direction of the ICT strategic plan. Sometimes the work they've done can be "persuasively distracting" from the key goals.

    The decision of the Secondary Principals of our loop schools to move beyond sharing infrastructure to sharing pedagogy has been powerful. Last year the schools joined together to hold a joint teacher only day. Jane Gilbert started the day as keynote and challenged us with her "gaps between" ideas and then all staff went to workshops delivered by colleagues from each of the schools. The number of workshops available was fantastic, this was remarkably cheap PD and it showed what can happen when schools take a collaborative approach to working together. This is where their leadership has been significant. It has shifted the thinking of teachers within those schools, made connections between teachers from different schools easier and reduced even further that destructive competitive model neighbouring schools sometimes suffer through. As preparation for our next Loop TOD is finalised, we are excited about the fact that more schools have joined. 

    So, how do principals lead in resourcing widely and wisely? One part of the solution can be working meaningfully and actively with other principals. 

  • Suzanne Pidduck (View all users posts) 14 May 2015 12:17pm ()

    The differentiation of training has been a really important part of the process to get the whole staff to the point where they could engage. At each beginning of year teacher only day there has been a slot assigned to ICT development and training has always been graduated so that people choose the group that fits their level of confidence. This was essential to the success of the implementation. This was followed up by opt-in consolidation sessions throughout the first two terms. The development of the use of moodle was dealt with through school wide goals. Each department was expected to work on the development of their moodle pages and, at a minimum, use moodle as the gateway to a document repository. Obviously many departments have moved well beyond this after four years. At the same time, we have moved all school-wide documentation into moodle. Embedding google docs was a slower process. Some departments took up the challenge immediately and now conduct their entire department documentation, student work and assessment through google. Others have been slower to act. At the same time as support has been encouraged for the google docs in the last four years, space for departments, in the last two years has slowly been reduced on network drives. Beyond the professional development, the important thing for those who were reluctant was twofold. Firstly we had to stay consistent to the direction we'd decided on. Unless moodle or google.docs had proven to be catastrophic, I think it was important to stay with our chosen platforms so that people had confidence that they would use what they were learning. It takes a lot of time to create resources that work well and so we didn't want people to feel their time was wasted. Secondly, I think it is important to play the long game and let some people move at a much slower pace, even if it was frustrating. 

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e-Learning: Leadership

e-Learning: Leadership

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