Inspection and technology workshop
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The document outlines RAPTA, a tool designed to assess and enhance the impact of technology on teaching, learning, and assessment within educational environments. It details methodologies for evaluating e-learning contributions, tracking learner progress, and fostering independent learning through technology, as well as the importance of effective leadership in implementing these tools. It concludes with recommendations for utilizing RAPTA and resources for further support.
Inspection and technology workshop
- 1. Inspection andTechnology Lynette Lall RSC EM Advisor 09/06/2014
- 2. RAPTA Review And Plan for Technology in Action 09/06/2014 Title of presentation (Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide) 2
- 3. 3 Learning outside classroom through technology Effective use of resources including technology Effective use of technology in assessment Specific references to use of technology Ofsted inspectors handbook
- 4. Session overview What is RAPTA? The process - RAPTA the SAR and QIP The tool How do we measure impact? Activity What next
- 5. What is RAPTA? A tool to identify, evaluate and improve technology's contribution to teaching learning and assessment RAPTA provides a way of evaluating the impact of... • The contribution of e-learning • The relevance of e-learning • What we are doing • How we are doing
- 6. What is RAPTA? 2 sections • Teaching learning and assessment • Leadership and management 28 questions
- 10. A look at the RAPTA tool 2 versions of the tool •Moodle •Word
- 11. How can we measure impact?
- 14. Types of evidence for RAPTA 16 • Using data to demonstrate changes, backing this up with an explanationQuantitative • Identifying and gathering feedback from learners and othersQualitative • Using a ‘double negative statement’ with users, to gain specific insight about what has changed and improved as a result of technology in action intervention RAPTA Recommended
- 15. Activity In groups, using the self assessment sheets provided, discuss a few of the questions and share good practice Feedback
- 16. Questions 10, 12 10. How effectively is technology used to contribute to the process of providing accurate, timely and useful information, advice and guidance 12. How does technology help with the take-up of support and the monitoring of the progress of learners receiving support? June 9, 2014 | slide 18
- 17. How technology can help Initial assessment software helps to identify particular learner need and support Social media such as Facebook is utilised to provide informal self- help groups E-ILPs assist in monitoring the progress of the learners receiving the support so that all staff with a role in every learner’s progression are able to see and contribute Learners are enrolled into specialist support areas on theVLE or similar learning environment June 9, 2014 | slide 19
- 18. How technology can help Both teaching staff and the learner are able to contribute to the ILP by way of comment and target setting Electronic registers help teaching staff to monitor the take-up of support Social media is used to allow an immediate reporting process, in confidence, where help is required to which at least two members of staff have access June 9, 2014 | slide 20
- 19. Question 15 How does technology help with the planning and delivery of English, Maths and Functional Skills in order to meet individual needs June 9, 2014 | slide 21
- 20. Activity :Section B Question 6 When encouraging independent learning • How does technology help to foster independent learning that takes place beyond the learning session? 21
- 21. How technology might foster independent learning Electronic individual learning plans allow the setting and monitoring of targets over time Learners participate in setting and reviewing their targets The use of personal and hand held technology is supported in learning design and activity TheVLE enables teaching and learning outside the learning sessions Use of the internet is built into teaching, learning and assessment 23
- 22. When encouraging independent learning • How effective is theVLE in supporting your learners? | 24 Section B Question 7
- 23. How theVLE might support learning: TheVLE is more than a repository and encourages interaction and population of content, between learners as well as with teaching staff TheVLE is used extensively to provide specific course support for learners including additional materials to stretch and inspire; and catch-up materials to accommodate absences and different pace of learning TheVLE helps to overcome learning difficulties that place learners at a disadvantage in making progress and achievement 25
- 24. How theVLE might support learning TheVLE supports learners who, by agreement, experience extended absence from a course Because of work completed through theVLE, lesson plans are written to show the connection between activity in and beyond learning sessions. TheVLE contains an informal course on how to use a library to support learning TheVLE provides general information about the learning provider, including the full range of support and activities; and access to mandatory elements of induction, for example health and safety 26
- 25. Section E Question 18 When monitoring, assessing and giving feedback •How effective is the use of technology in assessment? 27
- 26. How effective is the use of technology in assessment Technology is used across the organisation to track completed assessments and this information contributes to the monitoring of learners’ progress and achievement at both course and organisation level Assignments are submitted and marked on-line Technology is used to track learner targets that the learner can participate in their review and to assess overall progress and achievement 28
- 27. How effective is the use of technology in assessment? Features include allowing the use of personal and handheld technology, submission of work and assignments using personal spaces (for example, e- portfolios), software and social media Formative assessment on assignments in progress is given to learners The teaching staff provide learners with timely feedback, both formative and summative, via theVLE on assessed assignments, attendance, punctuality and other factors relevant to making progress | 29
- 28. Section H Question 25 Looking at effective leadership and management In providing rigorous performance management, • How does technology contribute to the planning and delivery of professional development to staff, managers and governors? 30
- 29. Technology to plan and deliver professional development Where appropriate, general and specialist training for staff is provided through theVLE, which has several courses and communities which staff can join Teaching staff complete CPD activity and take part in critical friendship and co- mentoring within and beyond their employment as a means of developing reflective thinking, using e-portfolios or other technology Leaders, managers and governors use the same technologies (such as aVLE) as learners in completing internal training. 31
- 30. Deployment of RAPTA How will RAPTA be managed? How will the narrative and evidence provided be collated and analysed? Have you a common understanding of what impact and evidence mean in the context of RAPTA? Who should be involved? 32
- 31. Possible deployment solutions Allocating an area in an alternativeVLE Setting up RAPTA in SharePoint or your Intranet Setting RAPTA up in, or posting responses to, a cloud application like Google Drive, Skydrive, Box.net, iCloud and Dropbox Posting responses to a central Mahara or portfolio page Posting responses to a wiki, like PBWorks or similar 33
- 32. How will RAPTA be managed? – some tips Need ‘buy-in’ from senior leaders. There must be dedicated leads from Quality Improvement and Technology (not IT services) to work on RAPTA together Agree a lead reviewer or review team with clear responsibility for co-ordination of RAPTA and analysis of the information it collects Aim for consistent communication of RAPTA guidance and interpretation 34
- 33. Indicators of RAPTA implementation 35 Few ideas Lots of ideas Lots of evidence Little evidence Unstructured approach Poor insight into activity Lack of a mechanism to capture the evidence Weak understanding of the value of technology in learning Good progression as indicated in the quality of the statements Under-developed provision Covert use of technology outside the reach and knowledge of the organisation Unfinished work Poor mechanisms to capture the unique technology contribution to learning Gap between aspirations in statements and actuality
- 34. How could you use RAPTA? June 9, 2014 | slide 36
- 35. Compass ProSAR Curriculum SAR tool Carry out Self Assessment based on Ofsted Inspection Judgement Areas Complete your SAR online from centrally validated and agreed data Link data from Compass systems and other college sources Create an Action Plan based on your data and Judgement Grades Manage SAR completion and your Quality Improvement Cycle centrally Flexible Configuration 09/06/2014 Title of presentation (Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide) 37
- 36. What next? Request RSC support for an e-progress review Download the RAPTA tool from RSC EM Moodle and try it in your organisation http://tinyurl.com/RSCEMRAPTA
- 37. June 9, 2014 | slide 39 Insight 2014 Will be constantly updated over the next week Web address - bit.ly/insight-resources All the resources from the Insight webinars and workshops: Hosted on the RSC East Midlands Moodle platform
- 38. Find out more… 09/06/2014 Title of presentation (Go to ‘View’ menu > ‘Header and Footer…’ to edit the footers on this slide) 40 Lyn Lall Lynette.lall@rsc-em.ac.uk Except where otherwise noted, this work is licensed under CC-BY-NC-ND Workshop evaluation
- 39. Ofsted Reviews Title of presentation 00/00/2013 41 Analysis ILP and monitoring “A few important aspects are not monitored rigorously enough” “Does not yet capture progress well” ILP and target setting “Improve target setting for learners” “Set frequent, precise and challenging targets for learners “Stretch and challenge “Able learners are insufficiently challenged “ “Improve the underperforming “Equality and diversity “Plan for learners to embrace cultural differences “ “The promotion of E&D at reviews of learners’ progress and
- 40. Ofsted Reviews Title of presentation 00/00/2013 42 Analysis Lesson plans “Need to plan sessions to meet the needs of learners” “Ensure all lessons are planned”English and maths “Opportunities to develop learners’ literacy and numeracy skills are occasionally missed”Teaching and learning staff “The quality and effectiveness of theory teaching are inconsistent” “Varied quality of learning” Assessment management “The quality of assessment is not consistently good” “Poor assessment of learning”
Editor's Notes
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- #38: ProSar is an online self assessment reporting process and has been developed in partnership with Newcastle-Under-Lyme College. The Rationale is to improve the experience of the SAR reporting process As an online system, many of the issues associated with the traditional approach to SAR writing are removed - Staff creating multiple versions of the same reports and data being kept on on flash drives etc. Therefore it should be possible to achieve more consistent reporting. key advantages: The SAR data is kept in one place, changes or editing can be audited and tracked. Online access allows staff anytime,anywhere access. Uses centrally validate and agreed data, I.e. Data is imported from other systems. Data from from other Compass products can be imported. The software uses Ofsted Inspection judgement areas to generate questions about courses success and quality outputs and outcomes. The software can generate online action plans that can viewed and actioned. ProSAR allows the provider to group courses or programmes and managers can track the development of the report. The systems allows a wide degree of customisation, e.g. SAR reporting structure. A Red, Amber Green (RAG) alert system. ProSAR can linked to other Compass systems such as ProMonitor or ProAchieve or it can be used as a stand alone product. ProSAR product Manager is Simon Howlett The ProSAR support page is - http://www.compasscc.com/Products/ProSAR.aspx#LiveTabsContent1050165- It is possible to have a free trial - see the web page and according to the presentation I attend on Friday 16th May there is a 20% discount of licence price for order placed before the end of June 2014. If you would like to know more about the product from the user perspective, please contact Martin Lawrie - Head of Learning and Quality Systems. Newcastle-Under-Lyme College. martin.lawrie@nulc.ac.uk I understand ProSAR will be available from June 2014
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