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Blended e-Learning PLD: Revision

Blended e-Learning PLD

Last updated by Moana Timoko

Blended e-Learning (BeL)          BeL logo


Blended e-Learning definition

e-Learning is defined in the New Zealand Curriculum as “learning and teaching that is facilitated by or supported through the appropriate use of ICTs”. Blended e-Learning is the smart use of e-Learning tools, resources and teaching/learning strategies with a blend of face to face and virtual approaches with the aim of improving student learning.

Blended e-Learning professional learning and development (PLD)

Blended e-Learning PLD is designed to support achievement for all learners. This includes professional learning for school leaders and teachers. The BeL project has a particular focus on Māori and Pasifika students, students with special education needs, and students who are currently underachieving. The PLD programme incorporates new technologies and approaches to learning which aim to support students to be successful citizens in an increasingly digital world. Using a blend of online and face-to-face approaches, and promoting continuous and collaborative learning, the PLD programme supports schools to implement the full integration of e-Learning into their programmes.

 The changes in e-Learning PLD are taking place within the context of the Ministry’s overall e-Learning and PLD strategies. Te Toi Tupu has been awarded the Blended e-Learning PLD contract for 2011-2013.

BeL professional learning programme

BeL facilitators will support schools to lead the integration of e-Learning by using a blend of online and face-to-face approaches, and by promoting connectedness and collaborative learning within the school and wider community. This includes the adoption of appropriate e-Learning resources, approaches and professional learning communities to support teachers’, leaders’ and whole school communities’ active engagement in their students’ learning. This includes looking at all aspects of the Māori Medium e-Learning Planning Framework (MMeLPF) within the five dimensions:

A  Te Taiao Ako: Beyond the classroom

E  Te Kanohi Mataara: Leadership and strategic direction

I   Te Ako: Teaching and Learning

O  Whanake Ngāiotanga: Professional learning

U  Te Hangarau, te Tūāpapa: Technologies and infrastructure

Note: Blended e-Learning PLD does not include release time or other funding. We do not supply or fund the purchasing of equipment. Schools are not required to have an ultrafast broadband internet connection or any specific level of technology or equipment.

What are the benefits for schools participating in BeL professional learning?

Blended e-Learning PLD facilitators will work within the school’s current focus or inquiry aiming to improve e-Learning capability and capacity. All BeL facilitators can call upon the expertise of a network of regional and national facilitators to enable them to meet a school’s specific needs. There may be more than one facilitator involved in the delivery of a PLD programme in a school.

Participating schools will:

  • receive blended e-Learning support that is responsive to school needs and current inquiry
  • be supported in the use of the New Zealand MMeLPF to conduct a self review of e-Learning progress against five dimensions
  • have the opportunity to work with specialist e-Learning facilitators
  • have access to e-Learning advice and support from experienced facilitators who will guide them through an inquiry process using a variety of e-Learning tools, resources and approaches
  • be supported in identifying how e-Learning can support a broad range of student learning outcomes, with particular attention to Māori, Pasifika and special needs learners
  • be supported in connecting to e-Learning communities and resources

 Expectations of the School

  • The principal and the board of trustees will support and endorse the school’s involvement
  • This PLD will be a major focus for the school and the principal will take an active role
  • The school will provide adequate time and resources for all participants to inquire into their current practice and implement their learning
  • The school will gather evidence and/or achievement data to support, inform and evaluate this PLD
  • The school will support Te Toi Tupu with the use of relevant material, data and evidence in the reporting process
  • The school will engage in ongoing self review in relation to the PLD

Expectations of the Participating Staff

Participants will:

  • be committed to this PLD and actively participate in all learning opportunities
  • inquire into their current practice and implement their learning
  • agree to facilitator access to their learning environments when this is part of the PLD

Expectations of the Facilitator(s)

The facilitator(s) will:

  • maintain regular and ongoing contact during this PLD with the principal and other key personnel
  • support participants to lead and implement learning
  • support schools to analyse and use data and evidence to inform decision making
  • provide in-class support for teachers when appropriate
  • obtain permission from the school, teachers and students before publishing material
  • connect schools to learning communities
  • support schools to access specialist support where applicable and available through the wider BeL team

More information can be found on the Enabling e-Learning website.

Priority is given to:

  • Schools with higher numbers of students in MoE focus areas – Māori, Pasifika, Special Needs
  • Schools with higher numbers of lower achieving students
  • Schools identified by the MoE who may benefit from blended e-Learning PLD
  • Schools who have identified strategic goals or target outcomes in their charter that would be specifically supported through e-Learning

Support material

For further information on Blended e-Learning and on the Te Toi Tupu consortium, refer to the following:

http://www.tetoitupu.org/

http://elearning.tki.org.nz/

/pg/groups/118255/enabling-elearning