3rd Learning reflection

Well, Another week down and I am feeling a lot more confident as time goes by.

This week I learnt about e-Learning Maturity Model (eMM) and e-Learning Planning Framework (eLPF). I only had to choose the one which was best suited to my context (eLPF) however I started doing the readings for eMM by mistake and found it extremely interesting so I completed an intuitive assessment based on a distance course which I completed a few years ago. It was quite amazing looking at the course based on the assessment scale,it highlighted many things in which I had not considered when I was taking the course and although the assessment was completed on my own knowledge it was still very intriguing to look into. I know the course has been restructured since I completed it so I question as to where it would now sit on the eMM if I was to look at the new structured course and then complete another intuitive assessment.

After I had completed this I did the e-activities related to eLPF, as this framework is more suited to my context. Again when looking at the readings I found myself thinking through how things were within the school I did the assessment on. I decided it would be quite interesting to go and spend a day at Lowmoor School to see first hand how they are using technologies within the teaching and learning. I think as some technologies are a new thing and is still being implemented within the education sector there will be many schools out there that are going to be sitting around the engaging stage. The implementation of these technologies are not going to happen overnight as as I have also learnt by looking at CBAM and LAT that the implementation of new technologies needs to follow model and it can take many years to implement even one small change. As schools are utilising technologies more and more they will continue to move along the framework to the 'Empowering' stage.

When doing these readings and activities I thought about the planning framework in not only the school I did the assessment on but also another couple of schools in which I have spent a bit of time in. I never really thought about the differences in the way technologies are used within the different schools so my eyes are definitely a bit more open then they were.

At the start of this course I felt like a fish out of water, I was floundering and uncertain on which direction to take and whether I was doing things right. I am extremely thankful that the lecturers for the course have been fantastic so far and given some extremely useful constructive criticism where needed to give guidance to the essay which will soon be due.

eLPF school evaluation

I am completing an evaluation of a school using the e-learning planning framework. (eLPF)
For this evaluation I will be looking at a state contributing primary school based in one of the major cities of New Zealand.
My overall judgement is that the school is currently sitting at the "engaging" stage of the eLPF framework.

Leadership and strategic direction:

I have placed this school in the engage stage. The school vision talks about how ICT is used to support the school curriculum. Senior management and staff within the school mentor others on the use of technologies to enhance the teaching and learning. cybersafety is briefly touched on and the needs of the children sometimes informs the strategic plan.

Professional learning:

Teachers within the school are very good at trialing and reflecting on ICT in action, they are heading towards the impact of e-Learning on identified learning needs. There is a supportive culture throughout the whole school in relation to e-Learning. The e-Learning throughout the school is getting better as teachers are continuing their professional development by attending additional courses for implementing ICT more effectively within the classroom, there is support to allow the teachers to ask questions and personalise the use of ICT for learning purposes.

Beyond the classroom:

Technologies are being used to engage with the community however this is minimal. There is a school facebook page and class blogs that are used to engage with the community but these are often not updated and irregularly checked for comments.

Technologies and Infrastructure:

The school has a lot of access to reliable ICT resources, each class a a mixture of resources and classrooms are able to use the equipment from other rooms if required. There is an extremely well managed system in place to improve organisational efficiency. The school network environment is currently being developed so that the it suits the needs of the school and the community.

Teaching and Learning:

 The use of ICT is used across most curriculum areas within the classroom. E-Learning resources are appropriate for the required needs of the learning. There is a growing awareness about digital citizenship amongst students. Technologies are being trialed for their uses in relation to diverse students and if effective are being utilised to help with the learning. The school uses technologies as tools of reflection. Students are freely able to use the technology to share and reflect on their learning.

Reference:

Ministry of Education (n.d.) The e-Learning planning framework retrieved from http://elearning.tki.org.nz/content/download/1122/7656/file/e-Learning%20Planning%20Framework.pdf

Disclaimer:

This evaluation was conducted as a personal learning exercise to gain understanding of the eLPF and my evaluation of the school was restricted to public documentation and personal knowledge without detailed insights into all organisational processes.

eMM Intuitive Assessment

I am conducting an intuitive assessment of the processes L1, L2 and L3 based on my knowledge of the course restricted to the delivery dimension. I have selected an undergraduate course where there is a choice to study on campus or by distance, I will be using the distance option for my assessment. This course is delivered by a university within New Zealand.

I will be using the eMM capability assessment scale of: Not Adequate (NA); Partially Adequate (PA); Largely Adequate (LA); or Fully Adequate (FA)

L1. Learning objectives are apparent in the design and implementation of courses.

PA - Formally stated learning objectives provided to a limited extent,either as narrative descriptions of the course outcomes or only in documentation provided after enrolment.
LA - Most, but not all, assessments and learning activities contain explicit linkages to course learning objectives or restate learning objectives using different wording.

PA - Learning objectives linked implicitly, incompletely or inconsistently during design and development to wider programme or institutional objectives.
LA - Learning objectives address student outcomes other than recall in most but not all courses.
PA - Learning objectives linked implicitly, incompletely or inconsistently during course workload and assessment design and development.

L2. Students are provided with mechanisms for interaction with teaching staff and other students. 

PA - Interaction between staff and students provided only through a limited or informal mechanism or only through face to face contact.
FA - Course documentation contains clear and consistently presented lists of teaching staff email addresses repeated in suitable places.
LA - Technical support is provided to students to assist them in making effective use of the available communication channels, but support is not actively promoted or provided to all students.

L3. Student skill development for e-learning is provided.

LA - The relationships between course components and activities are conveyed to students explicitly, but only for some components or courses, or in an unnecessarily different way between courses.
LA - Formal opportunities for students to practice with e-learning technologies and pedagogies provided after commencement of courses, or only cover some technologies and pedagogies or some courses.
PA - E-learning skills support and training is provided informally and depends on the teaching staff skills and availability.
PA - Course activities provide limited, inconsistent or informal feedback opportunities beyond the marks assigned for assessed work.

Value Judgement:

This assessment is based on my memory of a course. This course was completed a few years ago and I know that the course has been altered but I have not looked into the new details. This assessment is based on what I remember from when I completed the course and therefore should not be taken as a reliable analysis.

Disclaimer:
This eMM intuitive assessment is based on limited knowledge and personal experience of the course from only my perspective. It was completed as a course activity for EDEM630 and is not a valid assessment.

Resource used:
Marshall, S. (2007). E-Learning Maturity Model: Process descriptions [draft report]. Retrieved from http://learn.canterbury.ac.nz/mod/page/view.php?id=186287