e Learning Standards

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e-learning StandardsThe application of ICT to teaching & supporting

learning in the lifelong learning sector

2005


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e-learning StandardsThe application of ICT to teaching & supporting

learning in the lifelong learning sector

2005


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PREFACE

Since the first publication of the FENTO ILT Standards in 2002, the role and importance of ILT has

continued to grow apace in the post school education and training sector. However, as the aim of

embedding ILT into the curriculum is still in progress, it is inevitable that these standards will need tobe adapted and enhanced over time. They will continue to evolve. This latest version gives more

prominence to the concept of e-learning than the previous version, while the term management has given

way to leadership, in recognition of the developments in that area.

Lifelong Learning UK is pleased to present these standards as national benchmarks for the educational

application of ICT in the lifelong learning sector. They will assist and enhance the work of teachers, leaders,

trainers, teacher educators, tutors, learning and learner support staff.

David Hunter

Chief Executive

Lifelong Learning UK

December 2004

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Acknowledgements and background

These standards, updated for the lifelong learning sector, were originally developed by the FurtherEducation National Training Organisation (FENTO) and the Learning and Skills Development Agency(LSDA). The work of FENTO was subsumed, from 1st January 2005, into the UK Lifelong Learning

Sector Skills Council - LLUK.

The standards development was originally funded through the National Learning Network in England,with Scotland, Wales and Northern Ireland taking full part in the project under separate fundingarrangements.

Our thanks go to the participating colleges in England, Scotland, Northern Ireland and Walesand to all the individuals who contributed to the draft document and responded to the originalconsultation.

CopyrightYou can copy extracts from this document for non-commercial education purposes on condition that

the source is acknowledged.

Front cover illustration used with permission of LSDA.

Published 2005 by LLUK/FENTOin partnership with the Learning and Skills Development Agency.

www.lsda.org.ukwww.lifelonglearninguk.org

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INTRODUCTION

The standards

This document presents a set of professional standards for the use of new and established technologies.

They relate to those involved in teaching and supporting learning and leadership in the lifelong learning

sector. They were originally developed to implement the FENTO standards for teaching and supporting

learning and managing learning in the e-learning context. They provide a framework within which to identify

the competences and knowledge necessary to perform effectively with the help of new technology.

They can also be used to provide essential diagnostic and planning information in the ILT (Information

and Learning Technology) strategic planning process.

The standards were developed following widespread consultation with post school education and training

managers, staff developers and teachers, through a series of detailed trials and workshops.

The use of learning technologies in post school education and training environments is an area of

extraordinarily rapid change and every effort has been made to design standards that can be used

flexibly. The standards deliberately avoid references to specific technologies and IT skills1 (as the

latter are adequately covered by other relevant standards). They have been written in the

recognisable standards format of units of outcome to ensure linking, mapping and development is

straightforward.

The standards are level free and in no sense sequential: it is envisaged that they will be used on a

pick and mix basis where roles in teaching and supporting learning are being developed to

incorporate the use of new technologies into a learning experience or where those with existing

technical skills are using them in the context of learning environments for the first time.

1 Examples include QCA key skills, core skills in Scotland, e-skills NTO

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PROFESSIONALSTANDARDS FORTEACHING ANDSUPPORTING

LEARNING

e-learning

e-leadership

THE APPLICATION OF ICTTO TEACHING AND

SUPPORTING LEARNINGAND LEADERSHIP IN THE

LIFELONG LEARNINGSECTOR

PROFESSIONALSTANDARDS FOR

LEADERSHIP


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The standards also recognise the development of new roles for those leading, developing and

implementing provision as well as the emergence of new terminology. Definitions for IT, ICT and ILT

throughout are consistent with those commonly used in much of the lifelong learning sector. A formal

definition of e-learning has been developed and is used consistently throughout the standards.

The definition of e-learning in post-school education and training

e-learning Electronic Learning e-learning is learning supported or enhanced through the

application of information and communications technology.

ILT Information and This is used to refer to the use of information and

Learning Technologies communication technologies to support the core activities ofeducational organisations.

ICT Information and The combination of computing and communication technologies

Communication (including computer networks and telephone systems) that

Technologies connects and enables some of todays most exciting systems

e.g. the Internet.

IT Information Technology The computer infrastructure, hardware and software used to

process data and deliver information.

There are a broad spectrum of activities which constitute e-learning, from straightforward applicationswhich enhance classroom activities to full distance, online and remote learning. In understanding the

relationship between ILT and e-learning, ILT also encompasses leadership and management issues.

The following relationship illustrates this:

ILT = e-learning + e-leadership

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IT ICT e-learning ILT


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Summary overview of the e-learning standards

These standards are an amplification of the professional standards for teaching and supporting learning inthe lifelong learning sector in England and Wales in the e-learning context.

Additional standards that apply

H: No amplification It is assumed that staff will conform to existing and emerging codes of practice

These standards above should be used in conjunction with unit Q which advocates a project managementapproach to the adoption of ICT.

1 online in this context means more than ready for use. It refers to being logged on to a private or public network (e.g. Intranet or Internet)

* Learning Facilitation is presented as two units, on-site and online, in recognition of the differing methodologies employed and knowledge needed.

A:Encourage

learners tomanage theirown learning

A1 Encourage learners and prospective learners to use the organisations

services through the use of ILTA2 Help learners identify their learning needs and preferred learning styles

through the use of ILTA3 Help learners develop and review their personal learning plans through the

use of ILT.

B:Plan to use ILTas part of thelearning programme(e.g. Lesson Plans,Schemes of Work)

B1 Identify opportunities for using ILT

B2 Provide ILT materials to support learning

B3 Select appropriate ILT learning environments.

C:Facilitate

learning on-siteusing ILT

C1 Facilitate learning on-site for individuals using ILT

C2 Facilitate learning on-site for groups of learners using ILT

C3 Encourage learners on-site to learn from each other using ILT effectively.

C*:Facilitate onlinelearning1

C*1 Facilitate online learning for individuals

C*2 Facilitate online learning for groups of learners

C*3 Support the development of online learning communities.

D:Develop andadapt ILTmaterials to

support learning

D1 Plan and structure ILT materials developmentD2 Develop design specifications for ILT materialsD3 Design ILT materials according to specifications

D4 Evaluate the effectiveness of the designed materials in use.

E:Providelearners withsupport to use ILT

E1 Help learners continuously develop their use of ILT

E2 Support learners to enhance their performance in using ILT.

F:Track and assesslearners using ILT

F1 Track learner participation with the help of ILT

F2 Assess, with the help of ILT, what individuals have learned and achieved

F3 Record and report on learners progress and achievements using ILT.

G:Championthe applicationof ILT to teachingand learning

Q:Conduct an ILTdevelopmentproject

Q1 Plan an ILT development project

Q2 Implement an ILT development project plan

Q3 Review the impact of the project.

G1 Provide information to support ILT developmentsG2 Identify and disseminate good practice in using ILT

G3 Design and implement development programmes to enable staff to use ILT

G4 Contribute to the evaluation of the organisations ILT strategy and practice.

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THE APPLICATION OF ICT TO TEACHING AND SUPPORTING LEARNING

The knowledge and understanding required to perform effectively when applying ICT toteaching and supporting learning are arranged in three categories:

Domain-wide knowledge applicable across all areas of professional practice Generic knowledge relating to each unit

Essential knowledge relating to the specific aspects of each unit

The domain-wide knowledge is taken from the FENTO standards for teaching and supportinglearning:

information technology and how it can be used to extend and enhance learning - area s

The ILT standards amplify the domain-wide knowledge in area s. It is assumed that teachers andthose supporting learning will be undertaking initial and continuing professional development in thecore areas of teaching and supporting learning. These standards will help practitioners apply ICT toteaching and supporting learning.

Generic knowledge appears in the introduction to each unit of the standards.Essential knowledge is listed under each aspect of the unit.

A: ENCOURAGE LEARNERS TO MANAGE THEIR OWN LEARNING

Staff carrying out this function need to use ILT to help learners manage their own learning pathway.This involves detailed knowledge of the organisations services to learners, an understanding of theorganisations systems and an ability to help learners develop their own learning plan. A criticalunderstanding of how ILT can support and enhance these activities is essential.This requires staff to have a generic knowledge of:

ways of learning through ILT and appropriate learning strategies

the relationship between learning styles and the required outcomes of learning programmes

how to establish learning objectives

the range of the organisations services

the organisations resource constraints

the organisations policy regarding the confidentiality of data, relevant data protection legislationand how to ensure these are rigorously applied

how ILT can be used to assist implementation of equal opportunities, inclusivity and wideningparticipation policy and practice.

Staff need to be able to:

A1 Encourage learners and prospective learners to use the organisations services through the useof ILT

A2 Help learners identify their learning needs and preferred learning styles through the useof ILT

A3 Help learners develop and review their personal learning plans through the use of ILT.

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A1 Encourage learners and prospective learners to use the organisations services through the useof ILT

To do this, staff

a. identify the potential of ILT to help prospective learners access the organisations services

b. identify opportunities for using ILT in enquiry and guidance servicesc. use ILT to update information about the organisations servicesd. use ILT to attract learners and prospective learners to use the organisations servicese. use ILT to support the organisations enquiry, applications and enrolment systemf. encourage learners and prospective learners to enquire, apply and enrol using ILT.

This requires critical understanding and essential knowledge of:

A2 Help learners identify their learning needs and preferred learning styles through the useof ILT

To do this, staff

a. identify how ILT can help learners specify their learning needs and stylesb. provide ILT tools for learners to identify their needs and stylesc. support learners to use ILT to identify their learning needs and styles

d. ensure the needs and styles identified through ILT are appropriateThis requires critical understanding and essential knowledge of:

A3 Help learners develop and review their personal learning plans through the use of ILT

To do this, staff

a. make information about learning opportunities available through ILTb. use ILT to signpost learning opportunities which match learners needs, aspirations and stylesc. support learners through ILT to select learning opportunitiesd. help learners to use ILT to record learning objectives and planse. encourage learners to use ILT to establish milestones and review datesf. use ILT to help learners review their learning plans


the range of learning opportunities

the ways in which ILT can help match learners and learning opportunities

the ways in which ILT can help learners develop and review learning plans.

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the range of opportunities available for using ILT in pre-induction services

the potential of ILT for helping keep information about the organisations services to learners

up-to-date and how to realise this potential

how to use ILT to attract a range of learners to use the organisations services

the requirement of the organisations enquiry, application and enrolment system and the range

of ILT to support it

the types of support learners and prospective learners may need to access services and how to

provide this support.

the place of ILT tools in identifying needs and styles

the range of tools available for needs analysis and style identification

how to support learners to identify their learning needs and styles

how to ensure that the outcomes are appropriate and feasible

how to record outcomes.


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B: PLAN TO USE ILT AS PART OF THE LEARNING PROGRAMME

Staff carrying out this function need to be able to identify how ILT can best support learningobjectives, taking into account learners abilities and learning styles and the organisational facilitiesavailable. They need to obtain suitable ILT materials and sometimes customise these to make them

appropriate to the learning objectives and context. They also need to ensure that the learning andteaching environment meets learners needs, is accessible and functions correctly.

This requires staff to have a generic knowledge of:

learning theories and how they affect teaching and learning through ILT

how to select appropriate ILT teaching methods on the basis of learning theory


how to establish learning objectives

how to develop ILT plans to meet learning objectives

the range of ILT available to support learners and staff

the importance of organising information in ways that make it accessible, and how to do this

how to present information in formats that allow recipients to understand it and use it to supporttheir actions and decisions.




B3 Select appropriate ILT learning environments.


To do this, staffa. continuously update their own knowledge and skills in the use of ILTb. establish which learning objectives can be supported through the use of ILTc. establish whether the abilities and learning styles of the learners will enable them to benefit

from the use of ILTd. establish whether appropriate ILT facilities are availablee. consult with colleagues, ILT or ICT specialists to ensure the appropriate use of ILT.


the contribution ILT can make to learning

how to establish which learning objectives can be supported through ILT

how to assess whether learners abilities and learning styles are suited to the use of ILT

the facilities available in the organisation to support the use of ILT.

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To do this, staff

a. identify sources of ILT materials which meet the current and anticipated future needs of learnersand learning programmes

b. participate in networks and learning communities involved in reviewing, developing or sharinggood practice in the use of ILT materials

c. establish criteria for ILT materials to ensure the appropriateness for all learnersd. obtain suitable ILT materials within the organisations procurement procedures and technical

infrastructure requirementse. make a range of ILT materials available which meet the needs of learners including those with

learning difficulties and disabilitiesf. format ILT materials to make them suitable for meeting learning objectives within copyright and

licence agreements as necessaryg. monitor how learners are responding during the programme to ensure that ILT materials match

learners abilities and learning stylesh. evaluate the effectiveness of ILT materials in meeting learning objectives for learners with a

diverse range of needs and abilities.This requires critical understanding and essential knowledge of:

the range of ILT materials from different sources

how to identify the benefits of ILT materials and sources of information and advice

tools and techniques for customising ILT materials

the need to comply with copyright and licensing agreements for different ILT materials

the organisations policy and procedures for obtaining, customising and using ILT materials

the organisations ethical code and/or equal opportunities policies to ensure the suitability of ILTmaterials obtained.

B3 Select appropriate ILT learning environments

To do this, staff

a. identify the access needs of learnersb. select appropriate ILT learning environments to accommodate the different needs of learnersc. set targets with individual and groups of learners to use the ILT learning environment to

achieve specific learning outcomesd. ensure that the ILT learning environment meets relevant health, safety, security and access

requirementse. report any ways in which the ILT learning environment does not meet requirements to the

relevant person.


the range of ILT learning environments and what can be achieved with each

how to structure learning in different environments to meet required outcomes

the importance of health, safety, security and access

the organisations policies on health, safety and security and access

the specific requirements to ensure the learning environment is accessible and usable by learners.

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C: FACILITATE LEARNING ON-SITE USING ILT

Staff carrying out this function need to identify and exploit opportunities to use ILT to supportindividual learners and groups of learners within the organisation. They need to work withindividuals to help them use ILT autonomously to achieve their learning objectives and with groups

to use ILT on site to exploit fully the benefits of group working. They also need to develop andpromote the use of ILT to encourage learners to learn from each other.



how to select appropriate ILT teaching methods on the basis of learning theory


the relationship between learners abilities and learning styles and the required outcomes oflearning programmes delivered through ILT


how to assess learners levels of knowledge, skills and competence through ILT.




C3 Encourage learners on-site to learn from each other using ILT effectively


To do this, staff

a. identify opportunities for using ILT to support individual learnersb. agree with learners the learning objectives to be met through ILTc. agree with learners a learning plan that enables them to achieve their learning objectives

autonomously using ILTd. make available suitable ILT materials and resources to enable learners to meet their learning

objectivese. encourage individual learners to use ILT materials and resources autonomously, providing the

support they need to use them effectivelyf. evaluate the effectiveness of ILT in supporting individual learning.


the range of opportunities available for using ILT to support individual learners

the range of opportunities available for individual learners to develop the knowledge and skillsrequired to use ILT effectively for their own learning

the ILT materials and resources available

the importance of encouraging learners to work autonomously through ILT, and how to do so

the types of support individual learners may need to use ILT effectively and how to provide thissupport.

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To do this, staff

a. identify opportunities for using ILT to support learning in groupsb. produce learning plans to encourage best use of ILT to help groups meet learning objectives

c. use ILT materials and equipment effectively to help groups of learners to develop theirknowledge and skills

d. encourage effective learner participation in group activities through the use of ILTe. manage the group learning process effectively through the use of ILTf. evaluate the effectiveness of ILT in supporting learning in groups.


the range of opportunities available for using ILT to support learning in groups

the ILT materials and resources available

how to encourage learner participation and the particular contribution ILT can make to this

how learners work and learn in ILT-groups

the principles of effective ILT-group management and how to apply them.

C3 Encourage learners on-site to learn from each other using ILT effectively

To do this, staff

a. identify opportunities for using ILT to encourage learners to learn from each otherb. provide opportunities for learners to develop the knowledge and skills required to use ILT

effectively to learn from each otherc. encourage learners to use ILT to communicate with, and learn from, each otherd. evaluate the effectiveness of ILT in helping learners learn from each other.


the range of opportunities available for using ILT to encourage learners to learn from each other the knowledge and skills learners need to use ILT effectively to learn from each other

how to encourage learners to use ILT to communicate with, and learn from, each other.

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C*: FACILITATE ONLINE LEARNING1

Staff carrying out this function need to use ILT to support individual learners and groups of learnersonline. They also need to help learners learn from each other through participation in onlinelearning communities.



how to select appropriate ILT teaching methods on the basis of learning theory ways of learning through ILT and appropriate learning strategies

the relationship between learners abilities and learning styles and the required outcomes oflearning programmes delivered through ILT


how to assess learners levels of knowledge, skills and competence through ILT.


C*1 Facilitate online learning for individualsC*2 Facilitate online learning for groups of learners

C*3 Support the development of online learning communities.

C*1 Facilitate online learning for individuals

To do this, staff

a. identify opportunities for supporting individual learners onlineb. develop plans to provide online support to individual learners, taking account of the resources

availablec. gather information online about the learners, their knowledge and skills, their learning needs,

styles and objectivesd. provide learners with information about the types of online support availablee. clarify what the learner and the member of staff supporting the learner can expect from each

other through an online learning contractf. provide learners with online support, encouragement and reinforcement, whilst encouraging

them to work autonomouslyg. communicate effectively and promptly with learners online, using language appropriate to the

learnersh. use alternative ways of supporting and communicating with online learners when necessaryi. evaluate the effectiveness of ILT in supporting individuals online.


the range of opportunities available for supporting individual learners online the resources available for supporting individual learners online

how to gather information about learners online

the types of support staff can provide online, and how to provide this support

the importance of agreeing an online learning contract with learners, and how to do so

the importance of encouraging online learners to learn autonomously, and how to do so

tools and techniques for communicating effectively and promptly with learners online

alternative ways of supporting and communicating with online learners, and when to use these.

* Learning Facilitation is presented as two units, on site and online, in recognition of the differing methodologies employed and knowledgeneeded.

11 online in this context means more than ready for use. It refers to being logged on to a private or public network (e.g. Intranetor Internet)

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C*2 Facilitate online learning for groups of learners

To do this, staff

a. identify opportunities for supporting groups of learners onlineb. develop plans to provide online support to groups of learners, taking account of the resources

availablec. establish the specific learning objectives and criteria for membership of each online learning

groupd. establish, and monitor observance of, communication etiquette for each online learning groupe. use appropriate tools and techniques to initiate, manage and close asynchronous and

synchronous group discussionsf. encourage all group members to contribute appropriately to online group discussions within an

agreed timeframeg. evaluate the effectiveness of ILT in supporting groups of learners online.


the range of opportunities available for using ILT to support groups of learners online

the resources available for supporting groups of learners online how to establish criteria for membership of online learning groups

the importance of establishing and monitoring the observance of communication etiquette

the range of tools and techniques available for asynchronous and synchronous groupdiscussions, and how to use them

the importance of encouraging all group members to contribute appropriately to online groupdiscussions, and how to do so.

C*3 Support the development of online learning communities

To do this, staff

a. identify existing online learning communities which may be relevant to learnersb. initiate the development of online learning communities, where no relevant learning communities

existc. encourage learners to participate actively in relevant online learning communitiesd. provide support for the continuous development of online learning communitiese. promote relevant learning communities, using both online and offline mediaf. evaluate the effectiveness of online learning communities in helping learners meet their

learning objectives.


the range of relevant online learning communities

how to initiate and provide on-going support for the development of online learning communities

how to encourage learners to participate actively in online learning communities the range of online and offline media available for promoting online learning communities.

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D: DEVELOP AND ADAPT ILT MATERIALS TO SUPPORT LEARNING

Staff who carry out this function may be developing ILT materials for themselves or may becollaborating with subject, authoring and design specialists. They need to establish therequirements for ILT materials in terms of content, learning objectives and learning strategies. They

need to develop and agree the technical specifications for the materials. They then need to designand develop prototype ILT materials in line with the specifications, test the materials with arepresentative group of users and deliver them to the commissioners as appropriate.


how to draft clear, concise and comprehensive specifications

the importance of checking with commissioners that specifications fully meet their requirements,and how to do so

the importance of obtaining acceptance by commissioners of finished materials, and how to doso

the range of subject, learning and design specialists with whom the member of staff mustcollaborate.


D1 Plan and structure ILT materials development

D2 Develop design specifications for ILT materials

D3 Design ILT materials according to specifications

D4 Evaluate the effectiveness of the designed materials in use.

D1 Plan and structure ILT materials development

To do this, staff

a. identify the learning outcomes for the ILT materials by use of appropriate targets for learningand individual learners achievements

b. structure ILT learning materials to foster learners curiosity, creativity and ability to work ontheir own

c. match interactions with ILT learning materials to the abilities and learning styles of wide rangeof learners, including those who are hearing or sight impaired

d. identify interactions with ILT learning materials which allow groups and individuals to learnthrough experience, including opportunities to demonstrate and practice skills

e. identify interactions with ILT learning materials which provide opportunities for learners toreinforce knowledge and understanding.


D2 Develop design specifications for ILT materials

To do this, staff

a. draft clear, concise and comprehensive specifications for ILT materials in collaboration withrelevant subject, authoring and design specialists

b. establish the characteristics of the learning environment in which the ILT materials will be used

c. establish the technical requirements and authoring tools to be usedd. establish documentation standards and requirementse. check that the specifications are capable of delivering the agreed learning objectives.

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relevant syllabi and outline programme content required learning outcomes

methods of engaging learners interest and fostering creativity

how to provide for learners of different abilities and preferred learning styles

how to reinforce knowledge and understanding.


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D3 Develop ILT materials according to specifications

To do this, staff


D4 Evaluate the effectiveness of the designed materials in use

To do this, staff

a. maintain systems for gathering information on the use of the designed materials and evaluating theireffectiveness against the specified learning outcomes

b. involve learners and colleagues in evaluating the effectiveness of the designed materialsc. gather complete, valid and up-to-date information about the use of the designed materials

d. monitor how learners are responding during the programme to ensure that ILT materials match learnersabilities and learning styles

e. evaluate the effectiveness of ILT materials in meeting learning objectives for learners with a diverserange of needs and abilities.


systems for gathering information on the use of the designed materials and evaluating theireffectiveness.

the importance of involving learners and colleagues in evaluation

the importance of evaluating the effectiveness of the designed materials in meeting learningobjectives for learners with a diverse range of abilities,

the criteria by which to evaluate the effectiveness of ILT materials.

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the ways in which the characteristics of the learning environment may impact on the design ofILT materials

the range of authoring tools and methodologies that may be used, and how to select appropriate

ones likely documentation requirements and how to establish these

the importance of checking that the specifications are capable of delivering the agreed learningobjectives, and how to do so.

a. acquire authoring tools to meet specificationsb. design, develop and test prototype user interfaces to ensure they meet user requirementsc. draft on-screen text, help instructions, user manuals and technical documentation according to

specificationsd. enter or import content to the software platforms and test that it functions correctly

e. ensure that ILT materials are tested for suitability with a representative sample of learnersf. modify materials according to feedback from testingg. deliver finished ILT materials to commissioners and obtain their acceptanceh. review the design and development process and identify ways in which the process could be

improved in the future.

how to acquire, adapt and develop software platforms to meet specifications

how to design, develop and test prototype user interfaces to ensure they meet userrequirements

how to draft on-screen text, help instructions, user manuals and technical documentationaccording to specifications

how to enter or import content to the software platforms and test functionality the importance of testing the usability and capability of the ILT materials to meet the agreed

learning objectives with a representative sample of typical users, and how to do so

how to create originals of ILT materials.


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E: PROVIDE LEARNERS WITH SUPPORT TO USE ILT

Staff need to ensure learners can develop their skills in using ILT and provide ongoing support.Staff carrying out this function assist students to make best use of ILT as distinct from providing ICTinstruction.

This requires ILT specialists to have a generic knowledge of:

Staff need to be able to


E2 Support learners to enhance their performance in using ILT.


To do this, staff


the range of current ILT available and emerging trends

how to use the range of ILT

the range of practical opportunities available for learners to apply their knowledge and skills inusing ILT, and how to provide them

the range of appropriate strategies and techniques to help learners develop the knowledge andskills they need to use ILT.

E2 Support learners to enhance their performance using ILT

To do this, staffa. promote the principle of learners continuously enhancing their performance in using ILTb. encourage learners to take a systematic approach to continuing personal and professional

development through ILTc. use appropriate tools and techniques to identify learners emerging needs to enhance their

performance in using ILTd. encourage learners to access appropriate resources and support to enhance their performance

in using ILT.


the organisations ILT policies

how to select appropriate teaching methods for ILT on the basis of learning theory

ways of learning and learning strategies appropriate to the use of ILT

how to assess learners levels of knowledge, skills and performance in ILT

the range of tools and techniques that can be used to identify learners ILT needs

how to assess the extent to which learning objectives have been achieved through ILT

how ILT can be used to assist implementation of equal opportunities, inclusivity and wideningparticipation policy and practice.

a. establish the knowledge and skills learners require to use ILTb. accurately identify learners current levels of knowledge and skills and what they need to learn

in order to use ILT effectivelyc. use appropriate, effective and efficient strategies and techniques to help learners develop the

knowledge and skills they need to use ILTd. provide learners with practical opportunities to apply their knowledge and skills in using ILT.

the importance of continuously developing performance in using ILT

the resources and support learners need to enhance their performance in using ILT

the range of enabling technologies available to meet diverse learning needs.


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F: TRACK AND ASSESS LEARNERS USING ILT

Staff carrying out this function need to use ILT to record information about learners participationand achievement. They need to record information about learners attendance, participation inlearning activities and use this information to identify any need for intervention. They need to

assess what individuals have learned and achieved against their personal learning plans. With thisinformation, staff need to provide feedback to learners and to report on learner participation,progress and achievement.


the organisations policy and procedures for tracking and assessing learners

the organisations policy regarding the confidentiality of data and relevant data protectionlegislation, and how to ensure these are rigorously applied

the organisations requirements for reporting on learners participation, progress andachievements

the importance of maintaining and providing complete, accurate and up-to-date information, andhow to do so.




F3 Record and report on learners progress and achievements using ILT.


To do this, staff

a. use ILT systems to capture and process data about learner participationb. encourage learners to use ILT to record and update details about themselves and their

participationc. use ILT to evaluate learners participation and identify trendsd. establish any need for intervention to improve learners participation.


the data required about learners

the ways in which ILT can be used to record, process and provide information about learnerparticipation

how to use information about learner participation to identify trends and establish the need forintervention.


To do this, staff

a. identify and evaluate appropriate ILT assessment toolsb. use ILT to conduct initial assessmentc. use ILT to help carry out formative and summative assessments of learner achievementd. provide feedback to learners on progress and achievements with the help of ILT.

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the range of ILT assessment tools available

how to evaluate ILT assessment tools

how to use ILT assessment tools

how to integrate ILT within an appropriate mix of assessment tools and techniques how to provide clear and constructive feedback.

F3 Record and report on learners progress and achievements using ILT

To do this, staff

a. use appropriate ILT tools to record learners progress and achievementsb. use ILT to automate reporting on learners progress and achievements, taking into account thec. organisations policiesd. provide as required complete, accurate and up-to-date reports on learners progress and

achievements to those entitled to this informatione. ensure the confidentiality of information about learners in line with the organisations policies

and legal requirements.


the range of appropriate ILT tools available for recording learners progress and achievements

how to use ILT tools to record progress and achievement

how to use ILT tools to create appropriate reports on data sets

the organisations policies and legal requirements with regard to data protection.

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G:CHAMPION THE APPLICATION OF ILT TO TEACHING ANDLEARNING

Staff carrying out this function need to have up-to-date knowledge of trends and developments inILT in order to support ILT developments in the organisation. They should identify and promotegood practice in the use of ILT inside and outside the organisation. They should be able to designand implement appropriate development programmes to enable staff to use ILT. They should alsoprovide feedback on the use of ILT.


the organisations ILT vision, strategy and objectives

how to verify the accuracy and completeness of information

the importance of organising information in ways that make it accessible, and how to do this

ways of learning and appropriate learning strategies

the use of differentiated learning materials

the principles and processes of continuing professional development

the organisations ILT facilities and resources available to support learners and staff

how to develop criteria for assessment and evaluation

the importance of involving users in the evaluation of services, and how to do this effectively.


G1 Provide information to support ILT developments

G2 Identify and disseminate good practice in using ILT


G4 Contribute to the evaluation of the organisations ILT strategy and practice.

G1 Provide information to support ILT developments

To do this, staff

a. keep their knowledge about trends and developments in ILT up-to-dateb. evaluate the potential impact on the organisation of trends and developments in ILTc. identify, collate and verify relevant informationd. obtain advice and guidance from relevant specialists as necessarye. provide clear and concise explanations of technical information in ways that allow people to

use it to support their actions and decisions.


G2 Identify and disseminate good practice in using ILT

To do this, staff

a. obtain information on developing practice in ILT both inside and outside the organisationb. identify criteria for good practice in relation to the organisationc. present relevant good practice in using ILT in ways that allow colleagues to adopt and adapt it

in their own work.

sources of information on trends and developments in ILT, and how to access them how to evaluate the potential impact on the organisation of developments in ILT

sources of relevant specialists

the organisations ILT requirements.


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sources of information on developing practice in ILT

how to identify the benefits from using ILT and problems encountered

the importance of evaluating whether developing practice in ILT is relevant to the organisation

and may be considered good practice the range of media available for promoting good practice in using ILT

how to communicate clearly the outcomes required and methods of achieving these

the types of advice and guidance people may need to deliver development programmes enablestaff to use ILT

how to establish whether people have the skills to deliver development programmes to staff witha diverse range of abilities

how to evaluate the impact on the organisation of promoting ILT.

how to establish the knowledge and skills staff require to use ILT

how to assess staffs current levels of knowledge and skills in using ILT

the range of abilities of staff, and how to design development programmes to match these the importance of providing opportunities to apply new knowledge and skills and consolidate

competence, and how to do so

the range of systems and processes that can be used to monitor development programmes

the types of action that may needed to ensure programmes delivered as designed

how to ensure that the delivery of development programmes does not discriminate unfairlyagainst particular individuals or groups of staff

the importance of evaluating development programmes, and how to do so.

systems for monitoring and evaluating the use and effectiveness of ILT

the importance of evaluating the effectiveness of ILT in meeting learning objectives for learners

with a diverse range of abilities, and how to do so alternative learning approaches and their effectiveness

when, and in what format, information and analysis is required for evaluating the organisationsILT strategy.



To do this, staff

a. establish accurately the knowledge and skills staff require to use ILTb. assess staffs current levels of knowledge and skills in using ILTc. design development programmes that help staff develop and apply the knowledge and skills

required for ILTd. secure the resources necessary to deliver ILT staff development programmese. provide advice and guidance to others delivering ILT staff development programmesf. monitor the delivery of development programmes and take action as necessaryg. evaluate the effectiveness of ILT staff development programmes.


G4 Contribute feedback on the use of ILT for the evaluation of the organisations ILTstrategy

To do this, staffa. maintain systems for monitoring the use of ILT within the organisation and evaluating its

effectivenessb. involve learners and colleagues in monitoring and evaluating the effectiveness of ILTc. gather complete, valid and up-to-date information about the use of ILT within the organisationd. evaluate the relative effectiveness of ILT compared with alternative learning approachese. provide information and analysis to support the evaluation of the organisations ILT strategy at

the required times and in the required formats.



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Q: CONDUCT AN ILT DEVELOPMENT PROJECTThe scale of the project will depend on individuals roles in respect to ILT. Staff carrying out thisfunction need to take a project management approach to the implementation of an ILT relatedchange. This requires close working with others to plan, co-ordinate, complete and evaluate a

project according to quality criteria, time and cost.This requires staff to have a generic knowledge of:

how to apply project management principles and methodologies

ways of documenting and tracking project plans and progress

the importance of maintaining complete and accurate records

the need for personal or organisational goals and strategies for ILT

legal responsibilities resulting from use of ICT e.g. health and safety, data protection, copyright.




Q3 Review the impact of the project.


To do this, staff

a. establish clearly the projects scope, objectives and outcomesb. establish clearly the projects contingencies, risks and the organisations ICT constraints to

ensure the project is feasiblec. identify the beneficiaries of the project and reconcile their interestsd. involve ILT experts in the development of project plans consistent with the projects scope and

objectivese. break the work down into manageable, measurable and achievable tasks related to outcomesf. establish links, work methods, schedules, evaluation methods, and dissemination

opportunitiesg. secure any resources, budgets and approvals necessary to complete the projecth. establish clearly the limits of own, and other peoples authority within the project.


planning techniques and frameworks

how to assess the feasibility of projects

the range of different stakeholders in a project and how to reconcile their interests

the importance of involving relevant people in the development of project plans, and how to doso effectively

how to establish and obtain the necessary resources

the importance of establishing limits of authority, and how to do so

how to ensure that the organisations ICT systems are appropriate for the project.

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To do this, staff

a. keep relevant colleagues informed about the project and involve them in problem solvingb. negotiate support from appropriate sources

c. provide advice and guidance to help colleagues meet their responsibilitiesd. monitor carefully the progress of the project against plans and make any necessary

adjustments with the knowledge and agreement of colleagues.


how to keep others informed about the development of the project

ways to involve others in confronting and resolving any problems or providing support

the types of advice and guidance colleagues may require and how to provide these

how to monitor the progress of a project against the project plan.

Q3 Review the impact of an ILT development project

To do this, staff

a. measure the extent to which the projects objectives have been achieved according to anyagreed quality criteria, costs and schedules

b. disseminate findings according to agreed proceduresc. confirm to colleagues that the project is completed, acknowledging their contributionsd. complete all necessary procedures relating to finance, resources and personnele. maintain and store complete and accurate records about the projectf. gather feedback from others and involve them in reviewing the projectg. use the results of project evaluation and review to improve the effectiveness of future work.


the projects quality criteria, cost and time schedule the projects outcomes and dissemination procedures

the importance of confirming to others that the project is completed and of acknowledging theircontributions

procedures relating to resources, finance and personnel

how to evaluate projects

how to use results to improve the effectiveness of own future work and to contribute toorganisational improvement.

e Learning Standards

Documents

Transcript of e Learning Standards