1. Personalised Learning – Vision into Reality Dave Hassell Assistant Director Education Content Policy

2. Key drivers 1 DfES 5 year strategy Personalisation agenda – Assessment for learning – Effective teaching and learning – Curriculum entitlement and choice – School organisation – Partnership beyond the school

3. Key drivers 2 14-19 white paper – Decreased prescription – Increased flexibility and choice – Relevance and motivation – Differentiation the blend in the offer progression at readiness not age – Online testing for ICT Changes to funding – Current consultation, 3 year budgets, etc.

4. Harnessing Technology: Transforming Learning and Children’s Services Four overarching objectives: transforming teaching, learning and child development, enabling children and learners of all ages to meet their highest expectations connecting with hard to reach groups in new ways opening up education to partnerships with other organisations moving to a new level of efficiency and effectiveness in delivery Delivered through Integrated online information service Integrated online support for learners A collaborative approach to personalised learning activities PD package for practitioners Leadership development in ICT A common digital infrastructure

5. Reflecting change in society Change to life roles Move to lifelong learning From manufacturing to service to knowledge economy Pressure for increased skills Speed of change Demand for transferable and flexible skills, innovation, information, creativity, interpersonal, etc.

6. Learning platforms? What is a learning platform? – it helps deliver and manage learning – huge range of functionality – mixed definitions and application of vocabulary ILS, LCMS, VLE, MLE, PLE, etc. etc. However, the last thing to think about is a product!!!

7. Where to start? What solutions exist & which is right for us? Where are we going? Where are we now? What are the options and who can help?

8. Continuity and extension of learning – out of hours, between and within institutions, etc. Increasing stimulating/motivational experiences Providing wider and more flexible courses Involvement in and management of target setting Tracking learning and interventions Improving planning and preparation Assessment for and of learning Reducing administration easing organisation Involving and communicating with parents Exploring progression by ability not age Offering learners greater autonomy Where are we going?

9. Is the vision clear and are priorities established? Is there broad agreement and ownership? What does your current teaching and learning, management and technology look like? What do you have and want to use, what do you want to change? What are the implications for management, teachers, other staff, learners, parents? Is each group ready for change? What functionality do you need to do this? Do not just think about today, consider headroom Where are we now?

10. Produce clear requirements based on educational and management needs Consult – users, suppliers and experts – other schools to compare your vision and successful approaches Check vision is achievable and that you minimise the risks Is your institution an island? – economies of scale, developing communities of practice, workload opportunities, especially at transition What synergy can be gained from existing agreements/opportunities? What are the options and who can help?

11. Learning platform functionality Core areas – Content management Tools for creation, description and location for curricular support, web presence, sequencing, type and range of assessment, content provider support – Communication and collaboration Email, polls/surveys, discussion, newsgroups, chat, etc. – Management Support for security, assignment and scheduling of activities, personalisation, tracking and reporting, adaptive assignment and management – Learner information Import and export of learner information, links with MIS and other systems, links with non ICT information, portfolios Curriculum planning and reporting Tailoring to your context and organisation

12. Range of products or modular components & from whom? Support systems, formal and informal Technical issues - hosting & recognised interoperability, e.g. how will this fit with out MIS and other systems? Future developments by providers? Does it come with content and whose can it work with? What is the real total cost of ownership? What are the licensing arrangements – Who can use, now and in future extensions – Are there implications for content? Procure carefully, ask difficult questions, ensure what you select matches your needs What solutions exist & which is right for us?

13. A process for moving forward What solutions exist & which is right for us? Where are we going? Where are we now? What are the options and who can help? Change management

14. One. Localised use Two. Internal Coordination Three. Process redesign Four. Network redesign & embedding Five. Redefinition & innovative use Degree of transformation Range of potential benefits High Low Based on MIT90s model Developing institutions

15. Change management issues Increasing the capacity for change Common agreed vision and involvement Transparency with feedback is vital as is celebrating success Roll out plans and supported adoption Training implications – using the system – the changes in pedagogy – the approach to distance mentoring Prepare and support teaching staff so that they are able to make effective use of this resource. Develop strategies – In the short term for extra workload – Developing, sharing and reusing content How will learners and parents be introduced?

16. Where are we going? Emphasis for the future Inter-related approach to leadership and practitioner development with a route map for institutions to ensure and encourage transformation A personalised learning space, with the potential to support e-portfolios available to every school by 2007-08 Effective standards for e-learning, quality, interoperability, accessibility, etc. Improved value for money and appropriate choice

17. Some fallacies or folk myths This is about replacing the teacher There is one killer application A product can drive change The product will only allow one type of learning Only the Rolls Royce version will do That one of the solutions is the best one Every school needs their own learning platform to be in control

18. Personalised learning - turning vision into reality Key issues This is a very big decision Must address requirements The people and human systems are more important than the technology Sustainability is a vital ingredient – in particular service and support Success is about managing change not managing the technology Becta FE guidance

19. Questions and discussion

20. Contact details Dave Hassell Becta Millburn Hill Road Science Park Coventry CV4 7JJ Telephone: +44 (0)24 7641 6994 Facsimile: +44 (0)24 7641 1418 Email: david.hassell@becta.org.uk Becta http://www.becta.org.uk ICT Advicehttp://www.ictadvice.org.uk