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Find it, make it,
use it, share it:
learning in digital Wales
Digital Classroom Teaching Task and Finish Group
Janet Hayward (Chair)

Further Enquiries about this document should be directed to:
information ICT Strategy Branch
ICT Unit
Department for Education and Skills
Welsh Government
Sarn Mynach
Llandudno Junction
Conwy
LL31 9RZ
Tel: 0300 062 5492
e-mail: ICTStrategyBranchAdmin@wales.gsi.gov.uk
Additional The document can be accessed from the Welsh Government’s
copies website at www.wales.gov.uk/educationandskills
Find it, make it, use it, share it: learning
in digital Wales
Print ISBN 978 0 7504 7302 9
Digital ISBN 978 0 7504 7303 7
© Crown copyright March 2012
WG15089
Ref: CAD/GM/0213
Printed on recycled paper

Contents
Chair’s introduction 2
Our vision 4
Headline recommendations 6
Theme 1: Supporting and sharing 7
Theme 2: A national digital collection 13
External conditions for success 23
The functions of Hwb and the responsibilities of teachers
and learners 24
Appendix 1: Group members 26
Appendix 2: Presenters and respondents 27
Appendix 3: List of recommendations 29
Appendix 4: How the hub could work 33
Appendix 5: Access to the hub through an online learning
platform 34
Appendix 6: Glossary and list of abbreviations 35

2 Find it, make it, use it, share it: learning in digital Wales
In September 2011 the Minister for Education and Skills, Leighton
Andrews AM, set up an external task and finish group to consider
‘which digital classroom delivery aspects should be adopted to
transform learning and teaching’ for those aged 3–19.
In particular, the group was asked to consider:
• how high-quality, accessible digital classroom content could be
developed
• how National Grid for Learning (NGfL) Cymru was used, and
whether there was a more effective way to deliver its aims
• whether and how a cloud-based content delivery system
(e.g. the ‘iTunes university’ model) would work alongside an
online learning platform for Wales
• how high-quality English- and Welsh-language content could be
generated
• how to develop Welsh intellectual property which can be used to
deliver digital teaching content
• how teachers might get the digital teaching skills to use ICT to
transform schools.
The group was also asked to identify the implications for funding,
planning and governance of services arising from these points.
The group carried out its work in a series of meetings and digital
communications between November 2011 and February 2012. It
heard from invited presenters and considered written responses by
teachers and others to an invitation to submit views on the subject.
The names of the group’s members are listed in Appendix 1. A list of
presenters and consultation respondents can be found in Appendix 2.
This is the group’s report. It sets out what we think the Welsh
Government and many others should do to introduce, embed and
promote the use of digital technologies to enhance learning and
teaching. We believe strongly that digital technologies, combined
with sound pedagogy, have the potential to make a substantial
difference to the quality of learning and to the overall performance
of learning providers.
Chair’s introduction

3Find it, make it, use it, share it: learning in digital Wales
We have used the term ‘learning providers’ to refer to schools and
all other institutions serving the learning needs of those aged 3–19.
Other terms and abbreviations are explained in Appendix 6.
Janet Hayward
Chair

Our vision
Learning throughout the world is standing at a very interesting
crossroads and this is in the main to do with the ubiquity of access
to information anywhere in the globe. The information accessible
to educators and learners is vast and the potential to collaborate,
co-construct and learn with others has never been so great. As
a nation Wales must harness this vast open learning potential
and put in place some of the necessary principles, frameworks
and processes to tap into this in order to ensure a place at the
‘top’ table of learning futures but more importantly to equip
its educators and young people for the exciting and creative
challenges that lie ahead.
In such a world learning will be more dynamic and we need to
switch our learners and ourselves on to this by understanding
that the ability to learn and use new skills and technologies in a
collaborative way will be key to the future.
”John Putt, Headteacher, Holywell High School
Our vision is to create a first-class ‘hub’ – both an environment and
an interconnected organisational structure – representing the best in
digital learning and teaching.
This hub, available to all teachers and learners in Wales, will provide
the culture, support, infrastructure and resources to inspire teachers
and learners to develop what they need – the vision, competencies,
skills and knowledge – to be creators and active participants in
the fast-changing digital landscape around us. It will help improve
educational standards, prepare learners for life and careers, and
support the Welsh economy.
Our starting point for this vision is the belief that teachers and
learners now live in a world where communication and knowledge
are routinely digital, ubiquitous and highly interactive, and that the
processes of learning and teaching can, and must, take advantage of
what digital technologies offer.
We have developed a number of key requirements that we regard as
essential to success:
• a national, all-Wales approach to planning, with a national body
at its heart, in harmony with the Welsh Government’s Digital
Wales agenda
• the ready sharing of skills, methods and resources between
teachers and learners
“

• equal access to all resources for all teachers and learners
• a ‘national collection’ of digital resources, derived from multiple
sources and accessed by multiple channels
• consistent treatment of intellectual property rights in the
resources provided
• establishment of a high level of digital competence (in digital
technologies, information literacy and digital citizenship) in
teachers and learners.
The use of digital technologies and resources needs to change from
being sporadic and patchy to being ubiquitous and taken for granted
in education throughout Wales. Only by working at an all-Wales
level will it be possible to give universal and consistent support to
teachers and learners and provide the organisational structures and
culture that will allow them to create, discover and promote sound
pedagogic use of digital resources and technologies for learning and
teaching.
We see the need for national action in two main areas:
• encouraging, supporting and preparing teachers to operate in
a digital environment and, crucially, to share their digital practice
(Theme 1)
• establishing and developing a system and a national collection for
creating, storing and sharing digital learning resources (Theme 2).
To pursue these we see the need to set up a new and powerful
national body. Our provisional name for this is ‘Hwb’. This conveys
both themes: in Welsh ‘Hwb’ means ‘a push’ or ‘spur’ (Theme 1),
and what we propose will act as the ‘hub’ for sharing and using
digital resources (Theme 2).
Sharing is a central and essential concept: the success of what we
propose, and the success of Hwb as a body, will depend in large
measure on the extent to which teachers and learners participate and
share ideas, methods and resources.

Headline recommendations
Explanations of these recommendations, along with a series of more
detailed recommendations, are given in the following three sections.
All of our recommendations are listed in Appendix 2.
1. Establish a powerful organisation (working title ‘Hwb’) to
manage, oversee and develop these recommendations. Its
remit will be to lead, promote and support the use of digital
resources and technologies by learners and teachers, and
create and develop a national digital collection for learning and
teaching in English and Welsh.
2. Establish a group, including representations from existing
practitioners, as well as other bodies both public and private,
to govern the implementation of these recommendations.
3. Ensure that a substantial difference is made to educators’
digital competencies and skills, and how they apply them to
learning and teaching, by prioritising training and sharing good
practice.
4. A national digital collection should be created by acquiring
English- and Welsh-language resources through commissioning,
purchasing, obtaining licenses, and also through actively
encouraging contributions from learners and teachers.
5. Give all users their own individual logon ID, potentially for a
lifetime of learning. This will take them into their personalised
user experience and will be accessed from anywhere.
6. Ensure that learners and teachers have the freedom to access
rich learning and teaching resources from anywhere, at any
time and from any device.
7. Manage intellectual property rights in learning and teaching
resources to ensure maximum access by learners and teachers
and create income from external licensing.
8. Commission new resources in English and Welsh and procure
national licences for existing materials and tools, to ensure
economies of scale when building the national digital
collection.
9. Use existing tried and tested web-based products and services
to disseminate existing and new content.
10. Ensure that a culture of digital citizenship is encouraged and
developed by learners and teachers. In addition to key digital
skills, this will help learners develop the competencies and
values to use digital technologies responsibly, ethically and
safely, with an understanding of the security and legal issues
surrounding the ‘digital space’.

Hwb will be the organisational centre of the new digital
learning system for Wales, but its cultural and creative engine
will be teachers. They will be crucial not only in delivering
technology-enhanced teaching and promoting digital learning
resources, but also in creating resources, sharing them with other
teachers and helping to develop the entire digital learning climate.
Supporting teachers
Setting the vision and providing the necessary training and support
for all users of the hub will be fundamental to its success.
As teachers and learners are encouraged to become active
participants of the hub it is imperative that we set out a benchmark
of the digital competencies and support needed by teachers, who
will be supported to develop these competencies.
These digital competencies will ensure that teachers have a better
understanding of digital technologies, and the necessary skills
and knowledge to use these proficiently to create better learning
experiences. They are of three main kinds (with some overlap).
• Digital technologies: an understanding of existing and
emerging digital technologies and how they can be used
innovatively and effectively to enhance learning. This should also
include an understanding of the internet and convergence of
internet services.
• Information literacy: how to search effectively, how to organise
content found, how to evaluate online content, how to reference
or attribute an online source, how to source ’legal-to-use’ media.
The Welsh Information Literacy Project has published a framework
for the development of information literacy.
• Digital citizenship: an understanding of the potential risks
digital technologies present and how to manage them; for
example, how new apps and services can affect issues of privacy,
identity and reputation online, how social network sites can
blur public and private boundaries, and how personal data
can be misused; an understanding of legislation on misuse
of the internet, such as cyber-bullying, texting and libel; an
understanding of best practice in promoting responsible, ethical
and safe use of digital technologies and what support structures
need to be in place to achieve this.
The teaching of these core digital competencies should be included
in initial teacher training (ITT) for all new teachers and learning
support assistants, using clearly defined standards. They should form
a compulsory module of the new Masters qualification for teachers.
Theme 1: Supporting and sharing

A technology for learning and teaching module should be included
on the NPQH (National Professional Qualification for Headship)
course for schools and/or the MA Leadership and Management
(Further Education) delivered by ColegauCymru for further education
(FE). This should emphasise the benefits offered by the appropriate
and effective use of digital technology, for administration and
organisation as well as curriculum. Learners will also learn how to
develop a technology vision across their own institutions, based on
the ICT Self Review Framework.
All existing teachers and support staff will work towards gaining
digital competencies through a blend of online courses and
face-to-face regional/consortia networking. Relevant targets should
be set in performance management, along with an appropriate
timescale to achieve the competencies.
All teachers in Wales will be encouraged to become members of
a relevant national body specialising in technology for learning
and teaching, for example Naace or ALT (Association of Learning
Technology), allowing them access to support the networks and
resources of those groups.
e-Coordinators will exist within each learning provider. They will
meet to share practice together across school clusters, and will
collaborate regularly with colleagues nationally to share good
practice.
A team of local officers will be attached to the Hwb team. Each will
work within a consortia region (collaborating with Information and
Learning Technology (ILT) Managers in FE). Their role will include:
• liaising with the e-Coordinators and ILT Managers within each
learning provider
• demonstrating the benefits and functionality of the hub to all
users
• acting as moderators and contributors to national online forums
• working with learning providers and teachers to create their own
digital learning and teaching materials and publishing them in the
digital collection

• highlighting good practice in consortia institutions and sharing
this through the national online forums. For example, through
iTunes U, through consortia (regional) e-Coordinator meetings,
consortia (regional)-based digital learning and teaching
conferences, and at an annual Welsh Digital Learning and
Teaching Conference.
Teachers will be encouraged to take advantage of specific means of
communicating and sharing ideas. These may include:
• the TeachMeet method of sharing good practice between
practitioners
• an agreed national Twitter hash-tag (#) for sharing information
and good practice examples from around Wales and the world
• the use of Google+ hangouts to share practice and information
across and beyond Wales
• national online collaborative forums to share good practice,
discuss effective learning and teaching approaches and look at
new technologies. Learning platform local officers, ILT Managers
and e-Coordinators will keep the forums active and alive with
regular postings
• the continued use of professional learning communities to
support and share practice between teachers
• a learning platform help desk and FAQ area supporting all users
of the new learning and teaching portal (via e-mail, telephone,
video conference and social networks)
• strong, active and coordinated support at a local or consortia
(regional) level promoting the effective and appropriate use of
technology to support learning and teaching in their region.
Recommendations
• Define a set of standard digital competencies needed by
teachers to participate fully in the hub, and a range of digital
technology applications to enhance learning.
• Include the teaching of digital competencies and applications
in initial teacher training, postgraduate and other programmes,
and in continuing professional development.

Sharing skills and resources
Sharing skills and resources will be critical to the success of the hub.
Ideally this should happen at a national scale, so that the benefits of
innovation can be disseminated as widely as possible.
Teachers should be able to upload their resources for comment and
advice from colleagues, making them available copyright-free under
a liberal Creative Commons-type licence. These ‘beta’ resources could
then be used as a test bed for the development of ‘alpha’ resources
for and by teachers and educationalists. Hwb could then adopt the
resources and publish them in the digital collection for access by all
learners.
Success in this ‘adopt-and-publish’ process could be seen as a ‘badge
of pride and honour’ in itself or could also be used to feed into
performance management and continuing professional development
portfolios.
A national teaching award could be developed for the best content
submitted to the digital collection, voted by fellow teachers. This
should be part of a wider celebration of excellent pedagogy and build
upon existing awards.
Subject-based digital resources created during initial teacher training,
resources produced as part of Schools Effectiveness Grant and Welsh
in Education grant projects, and those produced by professional
learning communities, should be presented to Hwb for possible
inclusion in the digital collection.
Performance management and continuing professional development
activities may result in digital resources or ideas that could be
contributed to the hub and the digital collection. The existing
additional INSET days could be used to develop the level of digital
skills, with training led by the e-Coordinators who could conduct
workshops to enhance existing lessons.
• Encourage teachers to become members of Naace or ALT.
• Establish e-Coordinators in each learning provider, and a
network of local Hwb officers to coordinate activities at a
consortium level.
• Use a variety of means to encourage teachers to support one
another and share good practice, including an annual Welsh
Digital Learning and Teaching Conference.

The emphasis should be on how digital resources enrich the
pedagogy, winning hearts and minds by showing how actual
lessons in the hands of teachers could be developed through digital
resources and avoiding abstract theorising.
Time is the crucial factor in ensuring that good-quality material
is developed, therefore funding should be found to allow
e-Coordinators to be released from learning providers to share their
expertise and capture material to be uploaded and shared. Bursaries
could be for blocks of time, e.g. a term or a day or two-day release.
Such a scheme should be dynamic and allow for continuous change
in personnel to maintain a freshness and contemporary element to
the arrangement.
Use should be made of a revised ICT Self Review Framework and
the UNESCO ICT Competency Framework for Teachers. The success
criteria for institutions should consist of positive engagement with
the hub with long-term sharing of high-quality resources through the
digital collection.
To encourage open discussion and professional dialogue on what
constitutes good learning and teaching, existing events and social
network sites should be used, or new networks established, and the
Hwb portal itself should host a networking facility.
An area within the Hwb portal will be reserved to show and share
best practice cases in a way that conforms with Estyn inspectors’
expectations. Estyn and others could also signpost such practice as
part of their continuous monitoring and evaluation role.
An ‘educational hub’ model of training should be developed, where
learning providers offer themselves as beacons of good practice and
engage with other institutions to develop training and showcase
good examples. These hubs could then feed into the Hwb portal or
provide the training on a regional basis. Partnerships and creative
collaborations should be formed to commission new content, but
within a single nationally led programme that responds to the
standards agenda set by the Minister.
Learners too should be encouraged to share ideas and digital
resources. An element of the portal site should be established
specifically for them and should be aligned with learner voice. At
secondary school, for instance, the Welsh Baccalaureate could be
used to encourage peer-led support and guidance.

Learners could develop their own self-help study and learning
guides and upload them on platforms such as video-sharing sites,
as practised by the Khan Academy. Learner conferences run by
learners for learners could be held to showcase the best of the
uploaded resources – regional and national – as part of the learner
voice engagement in learning. Learners could also mark or assess the
resources, award prizes and celebrate good and effective work.
Recommendations
• Establish a system whereby teachers may expose their own
resources to peer review, and if successful see them adopted
and published by Hwb in the digital collection.
• Arrange for digital tools and resources created as a product of
teachers’ education, training, professional development, INSET
days and performance management to be uploaded.
• Fund e-Coordinators to be released from learning providers to
share their expertise with colleagues and capture material to
be uploaded and shared.
• Highlight and share best practice through reference to Estyn,
events and networking services, and partnerships.
• Establish a space for learners on the Hwb portal so that
they can share their own digital resources, and encourage
them to promote best practice through assessment, awards
and other means.

Theme 2: A national digital collection
Our vision is to create a national collection of digital resources for
learning and teaching in all Welsh learning providers.
The collection will reflect whole new ways of learning and teaching.
Rather than being simple didactic carriers of information, many
resources will be interactive and participative: many of them will
be interactive in themselves (and therefore useful for the skills they
demand), and most, whether static or interactive, will welcome online
sharing, reaction, feedback, rating and tagging, by teachers and
learners.
There will be many different kinds of producers: commercial
publishers, public bodies and, crucially, teachers and learners
themselves.
Resources will reach the collection by different routes: purchasing,
commissioning, licensing and voluntary, peer-to-peer sharing.
The kinds of resource in the collection will vary greatly. They will
include e-books, teaching packages, moving image and sound
resources, software tools and apps (preferably using open-source),
learning materials including primary sources, and professional help for
teachers including e-periodicals and research material.
In effect the collection will bring into being for the first time in Wales:
• a huge national online library of learning resources
• a central bank of tools, software and apps available to everyone
• a service offering training, support and advice in creating and
using digital resources for learning and teaching.
The collection will contribute to better educational outcomes by:
• spreading good practice in digital-based learning (‘Find it, make
it, use it, share it’), and supporting new ways of learning and
teaching
• increasing substantially the number and range of learning
resources available
• making more efficient use of the funds available in Wales for
learning resources
• encouraging media and methods that suit the learning
preferences of contemporary learners
• promoting interactivity and reflexivity in learning in place of ‘chalk
and talk’
• ensuring high quality and reliability in resources, and legality in
their use.

The collection will have the following features.
• It will include material derived from four different kinds of source.
• All teachers and learners will enjoy free online access to it, in
school and at home, using a variety of technical platforms.
• Its contents will be continually validated as authoritative and of
high quality.
• Resources will be bilingual, as far as is practicable.
• They will have been cleared for intellectual property rights.
• They will also have been catalogued, stored and made available in
the most effective way.
• They will need to be maintained and updated so that they
continue to be relevant.
Each of these features is explained in turn below.
What will be included in the collection?
The collection will contain – or rather, in most cases, point to –
resources originating from four different sources:
• resources created or commissioned by the Welsh Government and
its agencies
• resources licensed or bought by the Welsh Government for use by
teachers and learners in Wales
• resources made available by ‘trusted sources’
• resources created by teachers and learners themselves.
Resources created or commissioned by the Welsh Government
and its agencies
These will be bilingual resources created or commissioned at the
request of Hwb with the intention of ensuring the availability of
learning and teaching materials that are unlikely to be provided by
the commercial market, and to move away from the heavy emphasis
on print publication in favour of digital publication.

Hwb will review other resource commissioning schemes for learning
providers and if possible amalgamate them with the new system. It
will also review and update as necessary the commissioned resources
held in NGfL Cymru’s existing collection.
In time Hwb will become a significant commissioner of educational
resources, joining with co-commissioners and encouraging
partnerships between bodies, especially in the public and third
sectors, that are looking for a place to publish their digital content.
Hwb will ensure that all commissioned resources are subject to the
same open educational licences, so that teachers know that they
can use and adapt material for their own pedagogic purposes. It will
also be responsible for curating this category of resources, preserving
them so that they can be updated and re-used in future.
Resources licensed or bought by the Welsh Government for
use in Wales
These will be largely commercial educational digital resources:
learning and teaching packages, e-books, software packages
and learning materials. Hwb will use Wales’ purchasing power
to negotiate national licences so that teachers and learners in all
learning providers in Wales have free access to them. This might
include a national Educational Recording Agency (ERA) licence or a
system incorporating ERA+ to enable learning providers to locate and
use broadcast material legally and free of charge. Where appropriate,
Hwb will buy material outright on behalf of all Welsh learning
providers. Teachers should have a substantial voice in the selection of
resources to be acquired in this way.
Recommendations
• Review the current commissioning by the Welsh Government
of Welsh-language teaching material (and of any other similar
commissioning of educational resources by other agencies),
and reform the current system, ensuring a radical shift from
analogue to digital medium.
• Prepare a set of standard Creative Commons-type licences to
be applied to these resources, thereby encouraging their use
and reuse for educational purposes.
• Store and retain these resources in a trusted digital repository.

Thanks to JISC, Eduserv and other bodies, national licensing and
purchasing of learning resources has been a common and successful
practice in higher and further education for many years, at a UK and
a Wales level. A similar, unified national purchasing and licensing
system will be introduced for Welsh learning providers, with a
substantial fund available to Hwb to acquire resources.
The fund could be built in part by pooling funds currently spent
locally or regionally within Wales, and from reducing expensive
dependence on print resources currently purchased by many different
authorities and learning providers.
Resources made available by ‘trusted sources’
Many public and third sector bodies in Wales and beyond produce
learning (and also some teaching) resources, usually available as
‘open resources’ free on the web. These resources are entirely
suitable for use by teachers and learners.
Examples of these bodies include the BBC, the National Library of
Wales, the People’s Collection Wales and National Museum Wales.
Hwb should officially validate, ‘badge’ and point to them as ‘trusted
sources’, so that teachers and learners are aware of them as valuable
and reliable sources of information. It should also work with them,
using additional funds if needed, to open up their resources to
effective educational exploitation.
This category of material will include a large amount of relevant
digitised (as opposed to born-digital) material, and much will be
in the Welsh language (including the substantial Welsh-language
content of the BBC’s ‘Jam’ digital curriculum and the product of the
National Library’s mass digitisation programme).
Recommendations
• Introduce a national licensing and purchasing scheme for
learning providers whereby free access to commercial resources
can be negotiated at preferential rates.
• Redirect funding from local sources and from print-buying
towards all-Wales licensing and purchase of digital resources.
Recommendations
• Hwb should identify suitable digital resource providers and
recognise their resources as eligible for inclusion, working with
them to ensure educational benefit.

Resources created by teachers and learners themselves
Teachers and learners keen to share their own resources, tools and
apps will be strongly encouraged to do so.
Sharing resources in this way will be a critical and innovative feature
of the collection, reflecting changes in contemporary educational
thinking and practice. The commitment to share echoes the
commitment to teach and learn in a collaborative and open way, and
prepares learners for the experience of contemporary employment,
which calls for inventiveness, interactivity and collaboration in an
increasingly digital environment.
Hwb will make it easy to upload and share resources, and help
teachers and learners who are newcomers to the process. It will
make sure that the technological means of uploading are simple,
and that any moderation procedure is as light as possible. It will
itself become a centre of expertise in creating apps, software and
other tools, often open source, generic ones, like timelines or search
engines, that can be used and reused in different subjects and with
different materials.
Hwb will also promote technical skills and knowledge among
teachers and learners, perhaps through staging competitions or
offering bursaries for the development of ideas into products.
Note: A vast number of freely available digital resources exist that
are of great actual or potential educational value across the whole
curriculum – so vast that it will never be practical either to ‘badge’
them as recommendable material or even to refer to them from
within the collection. (However, it should be possible to incorporate
a system whereby teachers can alert their peers and learners about
relevant sites.)
• Hwb should encourage these resource providers to make their
resources available to learning providers using its standard
licences.
Recommendations
• Hwb should encourage teachers and learners to share their
own digital resources and tools with others in Wales by
uploading them to the collection.
• Hwb should promote the creation of all kinds of digital
resources and tools, and the skills needed to produce them.

Instead, teachers and learners alike need to be equipped with the
information literacy skills needed to locate these resources, and
to determine their value: how to evaluate information resources
and their sources, and how to discriminate between reliable and
unreliable information (see page 7, Supporting teachers).
Who will have access, and how?
The collection will be freely available to all teachers and learners
in all Welsh learning providers. Access will be through the use of a
standard national personal authentication procedure. For the learner
this will be a simple, single ‘log on’, giving access to a world of
online resources (unless licensing conditions forbid).
Easy access of this kind may have implications for site-blocking rules
currently in operation in learning providers.
It also assumes adequate broadband access – sufficient to deliver,
for example, sound and moving image and other bandwidth-hungry
media and applications. It will be important that, as far as possible,
resources are platform-independent, so that learners may access
them from a variety of hardware and software environments.
It will be important that the collection is also available outside the
learning provider, and in particular from home. Access outside the
learning provider will assume that learners have available to them
(a) electronic devices appropriate to their purposes and (b) a reliable
and adequate internet connection. It cannot be assumed that all
of them do have such access. See page 23, External conditions for
success, for more details.
Implementation of these recommendations will therefore need to go
hand in hand with steps to improve access, at network and device
level, in and out of the classroom, throughout Wales.
Many of the resources in the collection will not be restricted to use
by teachers and learners belonging to Welsh learning providers;
unless, for example, licences disallow it, they will be openly available
to anyone wishing to learn, either in a formal setting, such as a
college, or less formally. Thus the collection will act as a large public
library of resources and tools that anyone interested in learning,
whatever their age, background or motivation, will have at their
disposal.

Quality validation
Users of the collection, and especially teachers, will need to be
assured that the materials it contains come from authoritative
sources, are of real quality, that they have been well tested, that they
are free of copyright problems and content of a dubious or unsafe
nature. Put simply, each suitable resource needs to have a ‘kite mark’
and a standard set of ‘labels’ attached to it, so that teachers are able
to assess its status quickly and easily.
Another need will be to ensure that resources are as far as possible
platform- and device-independent, and that they meet accessibility
standards.
This will place a considerable onus on the evaluation methods
employed by Hwb, and its ability to keep resources under review.
Moderators, skilled in grading and assessing resources from several
points of view, will be needed to evaluate them as they arrive at the
collection.
However, there is today another powerful, though less formal, means
of assessing and reviewing online resources: reaction from users
themselves. Amazon, Wikipedia and many other online services rely
on this means of attributing quality. The collection will therefore
be hospitable to online tagging, peer review and comment, so that
teachers and learners can register their views and comments on the
quality and utility of individual resources. Experienced and trusted
teachers and learners could themselves become moderators.
Bilingual provision
Policies will be needed to determine the basis on which material will
be made available in both English and Welsh so that equity in the
availability of core material in both languages is established and is
accepted as key to the success of Hwb. There will be a continued
need for a strong Hwb to stimulate the production of suitable
material in the Welsh language, in the absence of commercial supply,
taking full advantage of opportunities for co-commissioning. The
system’s feedback facility will allow teachers to nominate
English-language resources they feel most require Welsh translation.

Intellectual property rights
Teachers need to be assured that they and learners can use the
materials in the collection in the knowledge that they will not be
infringing copyright or related law, and, more positively, they should
be encouraged to reuse and repurpose material when licences allow.
All materials in the collection will therefore be labelled, in as simple
and comprehensible a way as possible, on the basis of standard
licences agreed for each class of material. Creative Commons-type
licences should be used for commissioned resources and those
contributed by teachers and learners.
Content and tools created for the collection could be licensed to
others outside the education sector in Wales – to private schools,
to learning providers outside Wales, or more openly – to generate
income for reinvestment. Hwb itself could gain from this activity,
reinvesting its income, or alternatively the originators could retain
intellectual property rights and benefit themselves.
Cataloguing, storage and distribution
All material in the collection will need to be easily found by teachers
and learners. Two key requirements, therefore, are excellent
metadata to ensure effective retrieval of resources, and a simple but
sophisticated user interface.
Each commissioned and community-contributed item will be labelled
with metadata describing its subject, educational level, format,
etc. To yield systematic results this needs to be controlled centrally.
However, teachers and others should have the facility to tag material
themselves and so usefully enrich ‘official’ metadata. Hwb will offer
a simple and intuitive search interface, so that teachers and learners
can locate material of relevance to them with the minimum effort.
The contents of the collection over which Hwb has control will be
stored securely on behalf of all Welsh learning providers, in what
is often termed a ‘trusted digital repository’ (TDR). This could be
managed by Hwb itself, or commissioned from private suppliers or
from a public body (in Wales).
It is important to understand that in most respects this will be
a virtual rather than a real digital collection. Items will reside in
different locations, e.g. in the case of licensed learning resources
they will be held on the servers of commercial publishers. The
collection will function mainly as a simple pointer to those resources
it recommends. The teacher may access the resources themselves in
a variety of ways: for example, on YouTube, on iTunes U, on Flickr, or
on a public body’s website. The dissemination choice will usually be

made by the originator of the resource: Hwb will not itself be
expected to provide a new, comprehensive platform for all materials
in the collection, only for those it has direct responsibility for
(commissioned materials). It makes sense to use tried and tested
technologies wherever possible, instead of devising new platforms
and channels.
Maintenance and updating
It is essential that Hwb is able to keep the resources in the digital
collection under constant review so that they remain relevant to the
educational needs of teachers and learners and that they retain their
high quality.
The Hwb portal will sit on servers that will also have to be managed,
as will software updates, back-ups, security updates and possibly
a service level agreement if storage is outsourced. The team will
need to take particular care in the case of resources for which it has
primary responsibility, including commissioned material.
Twenty-four-hour web access will need to be assured, so that all
users can get access to resources or upload their own resources or
messages at any time, from any device, from anywhere. This will be
particularly essential for learning that takes place in a non-traditional
learning environment. The team will also need to plan for the future
and keep up to date with new platforms and devices, and make
these available for the users when they arrive.
The system will scan through the digital collection regularly in order
to highlight the latest, highest rated and most appropriate resources
to users, and the team will make sure that the site does not stagnate
and that it is updated regularly in content, layout and associated
technologies. The system must be flexible, dynamic, interoperable
with other existing systems, and standards compliant.
The team will need to provide user support to its users in a
number of media, e.g. telephone, e-mail, video tutorials, live video
conferencing, troubleshooting guides and FAQ. There should also be
a formal helpdesk and technical support team, with technical and
pedagogical advice available.
It would also be useful to provide notification of new content
through means such as Twitter, Facebook, blogs and apps, to help
keep users informed and involved.

Recommendation
• Hwb should develop the collection (and robust systems to
support it), ensuring its continuing relevance to teachers and
learners.

External conditions for success
We believe our proposals are essential to achieve a digital
transformation in learning providers.
They are essential, but they are not sufficient because they presume
the presence of a number of external conditions. The most significant
of these are the quality of technical infrastructures and the ability of
people to use digital resources outside the classroom.
Universal take-up of digital opportunities assumes that:
• all learning providers, and indeed all classrooms, can connect
to the internet at sufficient speeds to enable efficient use of
digital resources
• interface equipment – whiteboards, PCs, tablets, mobile devices,
etc. – are available widely enough within learning providers to
give quick and easy access to resources. ‘Bring your own device’
solutions may be appropriate here
• learners and teachers are not prevented from using resources by
general restrictions imposed by local authorities or learning
providers on certain types of hardware (e.g. smart phones),
software (e.g. ‘apps’) or web resources (e.g. Facebook, YouTube
or Twitter)
• learners and their parents/carers have adequate access at
home (and increasingly on mobile devices) to ensure that
technology-enhanced learning in the classroom can be replicated
and deepened outside the learning provider.
It will be necessary, therefore, for Hwb to work closely with the
Welsh Government and bodies that are centrally concerned with
these issues.
Recommendation
• Hwb should cooperate with the Welsh Government and
other relevant bodies to ensure the best possible access to
digital learning resources, inside and outside the classroom.

The functions of Hwb and the
responsibilities of teachers and learners
We recommend that a new and powerful public body, provisionally
entitled Hwb, is given responsibility by the Welsh Government for
organising all-Wales activities.
Its main functions will be:
• constructing and maintaining a personalised ‘dashboard’ for all
Welsh teachers and learners seeking any kind of digital learning
resource. It will act either as the primary gateway or integrate into
existing online learning platforms. Through this dashboard
learners will be able to access all the learning resources
• embedding interactivity into the service so that teachers and
learners feel welcome to treat it as their own resource rather than
one imposed on them
• validating and authenticating individual resources to be included
in the collection, in part through harvesting online responses from
teachers and learners
• ensuring easy retrieval of relevant resources through systematic
classification and metadata, and incorporating informal tagging
by online users
• commissioning new Welsh resources in areas of market failure
• licensing and purchasing commercially available resources
• applying and negotiating standard licences so that teachers are
certain of their intellectual property rights
• providing for the storage, and review and updating, of directly
commissioned resources, and other material over which Hwb has
care
• training users and drawing attention to examples of good
practice, using all available methods
• promoting use of the collection, and in general of digitally
mediated means of learning and teaching.
Hwb will inherit the existing resources and some of the activities of
NGfL Cymru. It will need to decide which of the teaching resources
currently provided by NGfL Cymru should be retained, updated or
deleted.
Whereas NGfL Cymru’s learning materials remit was restricted to
commissioning, Hwb’s responsibilities will be far wider, as described
on page 18, Who will have access, and how? Likewise Hwb’s work in
supporting teachers (page 7) will exceed what NGfL Cymru currently

does and will broadly parallel the functions performed for further
education and adult, community and work-based learning by RSC
Wales.
For the user, the most visible aspect of Hwb will be its online portal
or ‘dashboard’, containing the digital collection of learning tools and
resources. The teacher or learner will access the dashboard through a
unique logon.
For the dashboard content to remain contemporary and
age-appropriate, learner information will need to be maintained
centrally and updated as the learner progresses through 3–19 years
in education and moves to different educational institutions.
All content will be dynamically created and so will change to reflect
both day-to-day progression and longer-term changes. Sources of
user information created ‘behind the scenes’ as technology advances
can be altered in a manner transparent to the user.
The dashboard will be a blend of standard national and local
(learning provider) content and bespoke content as determined by
the user.
It is essential that Hwb is resourced to the level needed to perform its
functions, but since sharing and interactivity are critical to the success
of the system we propose, teachers and learners will also have
important responsibilities:
• sharing their own digital resources with others via the collection,
and recommending new resources
• responding online to existing resources, for example by rating
their quality and utility, and by uploading their own tagging
• joining and contributing from their experience to online
communities of practice
• using the collection and its methods as a sympathetic part of a
new, interactive and reflexive approach to learning and teaching.
Recommendations
• Hwb should have a wide range of functions relating to support
of teachers and learners and to the dashboard and digital
collection.
• The dashboard should feature both standard and customisable
information.

Appendix 1: Group members
Janet Hayward Headteacher, Cadoxton Primary School (Chair)
Stuart Ball Programme Manager, Microsoft Partners in
Learning
Sangeet Bhullar Executive Director, WISE KIDS
Ty Golding Headteacher, Barry Island Primary School
Andrew Green Librarian, National Library of Wales
Dylan Jones Headteacher, Ysgol Gyfun Bro Morgannwg,
Barry
Hannah Mathias ILT Development Manager, St David’s Catholic
College, Cardiff
Alan Morgans Director, Tinopolis
Sioned Wyn Roberts Independent television producer
Bruce Steele Managing Director, Hyperspace Ltd
Advisory members
Gareth Morgan ICT Curriculum Improvement Advisor,
Newport LA
Damian Donnelly ICT Strategy Officer, Carmarthenshire LA

Appendix 2: Presenters and respondents
Presenters
ClickView
Joint Information Systems Committee (JISC)
NGfL Cymru
Apple
Microsoft
RM Education
2Simple Software
Respondents
Association of Directors of Education in Wales (ADEW) ICT Group
Alexandra Community Primary School, Wrexham
Argoed High School, Flintshire
Caerphilly Local Authority
Cardiff Local Authority
Cardiff Schools – Advisory Service
Carmarthenshire Local Authority
ColegauCymru/CollegesWales
Cynnal
Deeside College
Denbighshire Local Authority
Eirias High School, Conwy
ESIS
Flintshire Local Authority
Help From Home
Holywell High School, Flintshire
Llandrillo College
Merthyr Tydfil Local Authority
Morriston Comprehensive School, Swansea

NGfL Cymru
Olchfa Comprehensive School, Swansea
Penygarn Primary School, Torfaen
ProMo-Cymru
Royal Commission on the Ancient and Historical Monuments of Wales
Swansea Local Authority
The College Ystrad Mynach
The National Library of Wales
Torfaen Local Authority
Twynyrodyn Community School, Merthyr Tydfil
University of Glamorgan
Willows High School, Cardiff
Wrexham Local Authority
Ysgol Emrys ap Iwan, Conwy
Ysgol Gyfun Bro Morgannwg, Swansea
Ysgol Gyfun Gymraeg Bro Myrddin, Carmarthenshire
Ysgol Gyfun Gymraeg Llangynwyd, Bridgend
Ysgol Gymraeg Treganna, Cardiff
Ysgol Sant Elfod, Conwy
Ysgol Gyfun Gwˆ yr, Swansea
Ysgol y Moelwyn, Gwynedd

Appendix 3: List of recommendations
Headline recommendations
1. Establish a powerful organisation (working title ‘Hwb’) to
manage, oversee and develop these recommendations. Its
remit will be to lead, promote and support the use of digital
resources and technologies by learners and teachers, and
create and develop a national digital collection for learning and
teaching in English and Welsh.
2. Establish a group, including representations from existing
practitioners, as well as other bodies both public and private,
to govern the implementation of these recommendations.
3. Ensure that a substantial difference is made to educators’
digital competencies and skills, and how they apply them to
learning and teaching, by prioritising training and sharing good
practice.
4. A national digital collection should be created by acquiring
English- and Welsh-language resources through commissioning,
purchasing, obtaining licenses, and also through actively
encouraging contributions from learners and teachers.
5. Give all users their own individual logon ID, potentially for a
lifetime of learning. This will take them into their personalised
user experience and will be accessed from anywhere.
6. Ensure that learners and teachers have the freedom to access
rich learning and teaching resources from anywhere, at any
time and from any device.
7. Manage intellectual property rights in learning and teaching
resources to ensure maximum access by learners and teachers
and create income from external licensing.
8. Commission new resources in English and Welsh and procure
national licences for existing materials and tools, to ensure
economies of scale when building the national digital
collection.
9. Use existing tried and tested web-based products and services
to disseminate existing and new content.
10. Ensure that a culture of digital citizenship is encouraged and
developed by learners and teachers. In addition to key digital
skills, this will help learners develop the competencies and
values to use digital technologies responsibly, ethically and
safely, with an understanding of the security and legal issues
surrounding the ‘digital space’.

Supporting teachers
• Define a set of standard digital competencies needed by
teachers to participate fully in the hub, and a range of digital
technology applications to enhance learning.
• Include the teaching of these digital competencies and
applications in initial teacher training, postgraduate and other
programmes, and in continuing professional development.
• Encourage teachers to become members of Naace or ALT.
• Establish e-Coordinators in each learning provider, and a
network of local Hwb officers to coordinate activities at a
consortium level.
• Use a variety of means to encourage teachers to support one
another and share good practice, including an annual Welsh
Digital Learning and Teaching Conference.
Sharing skills and resources
• Establish a system whereby teachers may expose their own
resources to peer review, and if successful see them adopted
and published by Hwb in the digital collection.
• Arrange for digital tools and resources created as a product of
teachers’ education, training, professional development, INSET
days and performance management to be uploaded.
• Fund e-Coordinators to be released from learning providers to
share their expertise with colleagues and capture material to
be uploaded and shared.
• Highlight and share best practice through reference to Estyn,
events and networking services, and partnerships.
• Establish a space for learners on the Hwb portal so that they
can share their own digital resources, and encourage them to
promote best practice through assessment, awards and other
means.

A national digital collection
• Review the current commissioning by the Welsh Government
of Welsh-language teaching material (and of any other similar
commissioning of educational resources by other agencies),
and reform the current system, ensuring a radical shift from
analogue to digital medium.
• Prepare a set of standard Creative Commons-type licences to
be applied to these resources, thereby encouraging their use
and reuse for educational purposes.
• Store and retain these resources in a trusted digital repository.
• Introduce a national licensing and purchasing scheme for
learning providers whereby free access to commercial resources
can be negotiated at preferential rates.
• Redirect funding from local sources and from print-buying
towards all-Wales licensing and purchase of digital resources.
• Hwb should identify suitable digital resource providers and
recognise their resources as eligible for inclusion, working with
them to ensure educational benefit.
• Hwb should encourage these resource providers to make their
resources available to learning providers using its standard
licences.
• Hwb should encourage teachers and learners to share their
own digital resources and tools with others in Wales by
uploading them to the collection.
• Hwb should promote the creation of all kinds of digital
resources and tools, and the skills needed to produce them.
• Hwb should develop the collection (and robust systems to
support it), ensuring its continuing relevance to teachers and
learners.
External conditions for success
• Hwb should cooperate with the Welsh Government and other
relevant bodies to ensure the best possible access to digital
learning resources, inside and outside the classroom.

Hwb
• Hwb should have a wide range of functions relating to support
of teachers and learners and to the dashboard and digital
collection.
• The dashboard should feature both standard and customisable
information.

Appendix 4: How the hub could work

Appendix 5: Access to the hub through
an online learning platform
Above is an example of a dynamic dashboard customised to
the learner, in this example a Year 10 school pupil. Content is
automatically generated from a range of obligatory sources such as
the school online learning platform. Content can also be selected
by the learner from predefined age-appropriate sources, e.g. Really
Simple Syndication (RSS) feeds. Digital resources to support learning
for each subject are accessible via the ‘Hwb’ national digital collection.

Appendix 6: Glossary and list of
abbreviations
ALT
Association for Learning Technology: the UK’s leading membership
organisation in the learning technology field.
www.alt.ac.uk
ColegauCymru/Colleges Wales
The national organisation representing all further education colleges
and institutions in Wales.
www.colegaucymru.ac.uk
Creative Commons
Creative Commons is a not-for-profit organisation that aims to
encourage owners of internet resources to share the copyright in
them widely and legally through the adoption of standard licences.
www.creativecommons.org
digital competencies
Skills, knowledge and understanding in three related areas: digital
technologies, information literacy and digital citizenship. See page 7,
Supporting teachers for details.
Digital Citizenship
Include definitions of the norms of behaviour with regard to
technology use. There are nine general areas of behaviour that make
up digital citizenship: access; commerce; communication; literacy;
etiquette; law; rights and responsibilites; health and wellness; security.
www.digitalcitizenship.net
digital resources
The term digital resources is used to refer to (a) a central multimedia
library of learning resources and (b) a central bank of tools, software
and apps. They will be available free to all teachers and learners
in Wales, usually via the internet. See Theme 2: A national digital
collection.
digital technologies
The term digital technologies is used to refer to digital hardware
(e.g. example, personal computers, tablets, mobile devices) and
software and applications that may or may not be internet-based.
Digital Wales
The Welsh Government’s strategic framework for the adoption,
development and promotion of digital technologies in Wales.
www.wales.gov.uk/topics/businessandeconomy/digitalwales/?lang=en

e-Coordinators
Teachers or other educationalists designated within their institutions to
act as the primary hub link with Hwb and other partners. Their main
functions will be to arrange training, liaise with Hwb officers, create
and maintain links with partners, and act as internal champions and
mentors. The role is distinct from that of an ICT Manager.
Eduserv
Eduserv delivers technology solutions demonstrating savings within the
public sector, secures preferential terms and conditions on licences for
software and online resources for education, research communities in
the UK and Ireland, UK charities and other not-for-profit organisations.
The agreements are known as Chest Agreements.
www.eduserv.org.uk
ERA licences
The Educational Recording Agency offers licences to educational
institutions allowing them to record broadcast output.
www.era.org.uk
Estyn
The office of Her Majesty’s Inspectorate for Education and Training
in Wales. Independent of, but funded by, the National Assembly for
Wales. Its purpose is to inspect quality and standards in education and
training in Wales.
www.estyn.gov.uk
hub
Used in this report to refer to the entire proposed system of using
digital resources and supporting teachers and learners in applying
them so as to improve learning and school performance.
Hwb
The national public body we propose that will be responsible for the
organisational aspects of developing and maintaining the hub. See
page 24 for a description of its proposed functions.
ICT Self Review Framework
The framework, free to use via an online tool, offers a route for
assessing and improving a school’s use of ICT.
www.ngfl-cymru.org.uk/vtc/srf-site
information literacy
Information literacy is knowing when and why you need information,
where to find it, and how to evaluate, use and communicate it in an
ethical manner.

iTunes U
A proprietary Apple product intended as a means of publishing
online video and other educational material.
www.apple.com/uk/education/itunes-u
JISC
Joint Information Systems Committee: its mission is ‘to provide
world-class leadership in the innovative use of information and
communications technology to support education, research and
institutional effectiveness’. It operates across the UK, mainly in the
field of higher education.
www.jisc.ac.uk
learner voice
Learner voice is the involvement of learners and potential learners
in shaping the learning opportunities that are available to them. It
is a key source of evidence of learners’ achievement, attitudes and
well-being, and is also likely to be useful in evaluating the quality of
teaching and assessment.
learning providers
Schools, colleges and other institutions and settings where those
aged 3–19 learn.
Naace
Naace is an association for educators, technologists and policy
makers who share a vision for the role of technology in advancing
education. Members include teachers, school leaders, advisors and
consultants working in all areas of UK education.
www.naace.co.uk
NGfL Cymru
National Grid for Learning in Wales, managed by WJEC (see WJEC,
page 38) on behalf of the Welsh Government. NGfL Cymru
maintains a library of interactive resources for teachers and learners
at all levels, consisting of nearly 3,000 downloadable educational
resources which support all key stages of the curriculum, from the
Foundation Phase to Post-16.
www.ngfl-cymru.org.uk
online learning platform
A collection of integrated tools enabling the management of
online learning, providing a delivery mechanism, student tracking,
assessment and access to resources. These integrated tools may
be one product (e.g. BlackBoard, WebCT) or an integrated set of
individual, perhaps open-source, tools.

PLCs
Professional learning communities: a group of practitioners working
together using a structured process of enquiry to focus on a specific
area of their teaching to improve learner outcomes and so raise
school standards.
RSC
JISC Regional Support Centre Wales: its function is to support the
development of e-learning and information learning technology in
FE, sixth form, adult and community learning, work-based learning
and aspects of higher education.
www.jiscrsc.ac.uk/wales
Socitm
The association for ICT and related professionals in the public and
third sectors, mainly in local government.
www.socitm.gov.uk
SOLACE
Society of Local Authority Chief Executives and Senior Managers:
the representative body for senior strategic managers working in the
public sector, mainly local government.
www.solace.org.uk
UNESCO ICT Competency Framework for Teachers (ICT-CFT)
ICT-CFT aims to provide guidelines for planning teacher education
programmes and training offerings that will prepare pre-service
teachers or facilitate in-service teachers’ professional development on
effective ICT-pedagogy integration.
www.unesco.org/new/en/unesco/themes/icts/teacher-education/
unesco-ict-competency-framework-for-teachers
Welsh Information Literacy Project
A Welsh Government-funded project that aims to promote the
understanding and development of information literacy in education,
the workplace, and the wider community in Wales. It has developed
a pioneering Information Literacy Framework for Wales.
www.library.wales.org
WJEC
Welsh Joint Education Committee: an awarding body providing
examinations throughout England and Wales and providing
assessment, professional development, educational resources and
support for adults who wish to learn Welsh.
www.wjec.co.uk

WLGA
The Welsh Local Government Association represents the interests of
local government and promotes local democracy in Wales.
www.wlga.gov.uk

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