Category Archives: Planning Tools

Printable templates and planning tools for managers to help generate institutional plans for the integration of technology for teaching and learning and the development of learners digital competence.

Presenting my contributions to TACCLE4 CPD project – Part Six: The complete set of reports is available on ResearchGate

During the last few weeks I have worked hard to finalise my deliverables for the EU-funded project TACCLE4 CPD. The project develops models for continuing professional development (CPD) to promote digital competences of teachers and trainers. The acronym TACCLE stands for “Teachers’ aids on creating contents for learning environments”. The current project is already the fourth one in the series of TACCLE projects. The earlier ones have focused on classroom teachers and on organising training for interested teachers. The current project has shifted the emphasis to organisational level and to different educational sectors – including adult education (AE) and vocational education and training (VET).

My contributions (on behalf of our institute ITB have focused on the field of VET and made transparent challenges and boundary conditions for promoting digital competences as contribution to vocational learning. In my previous blogs I have discussed this with reference to the particular reports once I have got them completed. Now that I have the full set of  reports ready and uploaded on ResearchGate I want to present an overview, what all has been produced to support CPD initiatives and to draw attention to promotion of digital competences in the field of VET.

Overview of the VET-related reports for TACCLE4 CPD project

Below I just present the titles of the reports and the links to ResearchGate. For further information I refer to the previous blogs and to the abstracts on ResearchGate:

Report One: Policy analyses as background for continuing professional development of teachers and trainers in the field of vocational education and training (VET). DOI:10.13140/RG.2.2.24915.73762

Report Two: Finding new approaches to promote digital competences – Legacy of past projects and new inputs from R&D projects in vocational education and training (VET).  DOI: 10.13140/RG.2.2.13171.68649

Report Three: Role of Open Educational Resources (OER) in the field of Vocational education and Training (VET) – Insights into uses of OER in vocational teaching/learning arrangements.  DOI:10.13140/RG.2.2.23552.58880 (co-authored with Jan Naumann)

Annex to Report Three: Using Open Resources (OR) and Open Educational Resources (OER) in Vocational Education and Training (VET). Two examples of teaching/learning designs. DOI: 10.13140/RG.2.2.10969.67684 (co-authored with Jan Naumann)

Report Four a: Strategies and Training Models for promoting Digital Competences in the field of Vocational Education and Training – Reflections on Policies, Conceptual Frameworks and Innovation projects. (Co-authored with Angela Gerrard and Werner Müller)

Report Four b: The Theme Room Training 2020 framework – Promoting digital competences of vocational teachers and trainers Report 4b for the TACCLE4 CPD project.  DOI: 10.13140/RG.2.2.16783.33447

Annexes to The Theme Room Training 2020 framework (Report 4b for the TACCLE4 CPD project) 

As I see it, I have completed a coherent work program starting from policy analyses, continuing with explorations on R&D projects and use cases on introducing OER and then landing to a synthesis report and to framework for shaping CPD measures. I hope that this has been useful.

Presenting my contributions to TACCLE4 CPD project – Part Five: Working with the annexes to the Theme Room Training 2020 framework

Last week I was happy to announce that I had completed the text to my final deliverable for the TACCLE 4 CPD project – the Theme Room Training 2020 framework for promoting digital competences of vocational teachers and trainers. At the same time I made the point that the mere drafting of such a framework on the basis of the given thematic blocks is not enough. I made it clear to myself and to the readers that I still have to prepare Annexes to the framework – as coordinates, how to work with it. Now I have prepared a set of Annexes and I think that I have done my job to answer the question “so what“. Below I try to give a picture, what the annexes are and what they stand for.

Annexes to the Framework text – what do they stand for?

The first annex that I have prepared is an annotated list of reference materials  to the Theme Room Training 2020 framework. As it is the case, not all thematic blocks have been based on publications. To some extent there are publications that can be referred to. But equally, there are field interviews and working documents and emerging educational resources. I have tried to do justice to all these as relevant reference materials to the framework.

The second annex provides an overview, how the German framework study has interpreted the concepts ‘digitization’ (in education and training) and ‘digital transformation’ (in working life) – and what implications they have on vocational education and training (VET). In addition, the annex presents a selection of thought-provoking theses, with which the research team challenged practitioners and stakeholders to reflect the ongoing and future changes.

The third annex is a seemingly simple interview guideline to discuss the readiness of older and younger learners to take up the use of digital media and toolsets in the context of vocational learning. However, these questions were not the ones that I originally posed in the beginning of my field interviews with vocational trainers. Instead, they were the ones that I identified on the basis of our discussions – I had posed narrower questions, the trainers broadened and deepened the scope.

The fourth annex presents the use of Learning Toolbox (LTB) for preparing ePosters to promote knowledge sharing and transfer of innovation. So far I had promoted the use of ePosters in research conferences and prepared my own ones on the basis of my research papers for the European Conference on Educational Research (ECER). This week I had the pleasure to work with my colleague Jan Naumann to prepare an ePoster on the theme “Use of Open Educational Resources in Vocational Education and Training (VET)”. We were happy to complete our work and to insert the related mini-poster to the annex document. The ePoster can be accessed via the following link.

The fifth annex presents the TACCLE 4 CPD Routemap as a tool for planning the use of ICT resources in education and training and for developing training (or CPD) initiatives for teachers and trainers. I hope that the selection of power point slides gives a picture, what all can be achieved when working with the Routemap.

Altogether, I think that the annexes have given an appropriate push to work further with the themes that were raised in the Theme Room Training 2020 framework. After all, we didn’t aim to provide cookboks with ready-made recipes. Instead, we have tried to raise key themes and give impulses, how to work as innovation leaders and change agents.

Mindmap of policies and resources

The TaccleCPD Mindmap attempts to organise the policies, tools and resources for CPD in teacher training in ICT. This is still a work in progress as we are continually adding new resources as we find them. This page will be updated in the new year and will eventually be replaced with an interactive html version with clickable links.

Download the pdf here TACCLE 4 CPD mindmap pdf

 

Planning Template

This template is designed for schools and other educational organisations to plan the development and use of Information and Communication Technologies. You can e for your own use here: e-learning_plan_template

 

 

 

Name of School:

Click to
enter school name here

Date of completion:

Click to
enter date

Timeframe for e-Learning Plan:

Click to
enter timeframe (eg, 2009-2012)

 

 

Contents

 

Section 1

 

Introduction
(background
information)

 

Section 2

 

Overview
(priorities,
targets, tasks)

Action
plans
(detailed
target and task breakdown)

 

Section 3

 

Conclusion


E-Learning
budget


ICT
policy checklist


Sign
off and date

 

Overall vision and mission statement of school (from whole
school plan)

Enter
text here

 

 

e-Learning vision statement

Enter
text here

 

 

 

Overview of existing school resources

Completed
e-Learning audit
Completed
e-Learning Roadmap

Enter
text here

 

 

 

Overview of planning process

Who
is involved (e-Learning team)?

Enter
text here

 

Timeframe
within which e-Learning Plan was drawn up

Enter
text here

 

PRIORITIES

TARGETS

TASKS

TIMEFRAME

Leadership
and Planning

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter
text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter
text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

ICT
in the curriculum

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Professional
Development

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

e-Learning
Culture

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

ICT
Infrastructure

Enter priorities
here:

 

Target 1:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

Target 2:

Enter
text here

Task 1: Enter text here

Enter
dates here

Task 2: Enter text here

Enter
dates here

 

Note:
There is no set number of required priorities, targets and tasks.

Provide
a detailed breakdown of targets and tasks.

 

Leadership
and Planning

PRIORITIES: Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

 

ICT
in the curriculum

PRIORITIES:
Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

 

Professional
development

PRIORITIES:
Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

e-Learning
culture

PRIORITIES:
Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

 

 

ICT
infrastructure

PRIORITIES:
Enter
priorities here

 

 

Target (What do we want to achieve?): Enter
text here

 

 

Task

(What
needs to be done?)

Timeframe

(When is
it to be done by?)

Remits

(Who is
to do it?)

Resources

(What
resources are needed?)

Success
Criteria

(What
are the desired outcomes?)

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Enter
text here

Agreed Monitoring Procedures: Enter
text here

 

Agreed Evaluation Procedures: Enter
text here

 

 

 

e-Learning Budget

List
the digital technologies to be procured with costings – to assist you the
NCTE has provided a list of ICT equipment suitable for schools and with
associated indicative pricing. This is available from
www.ncte.ie/elearningplan

Click
here to enter text

 

ICT Policy Checklist

Internet
Safety

Acceptable
Use Policy

Health
and Safety

Other
ICT related policies and procedures including:

homework policy behaviour policy anti-bullying policy

 

 

This e-Learning Plan has been written for <insert name of
school>

and has been presented to and approved by the Board of Management.

 

 

Signed:

 

 

Date:

 

 

Chairperson of Board of Management

 

 

 

 

 

 

 

 

Signed:

 

 

Date:

 

 

Principal

 

 

 

 

 

 

Promoting Effective Digital-Age Learning – A European Framework for Digitally-Competent Educational Organisations

Kampylis, P., Punie, Y. & Devine, J. (2015); Promoting Effective Digital-Age Learning – A European Framework for Digitally-Competent Educational Organisations

Digital technologies are being incorporated in exciting and promising ways at all levels of education. To consolidate progress and to ensure scale and sustainability education institutions need to review their organisational strategies in order to enhance their capacity for innovation and to exploit the full potential of digital technologies and content. This report presents the European Framework for Digitally-Competent Educational Organisations (DigCompOrg). This framework can facilitate transparency and comparability between related initiatives throughout Europe and play a role in addressing fragmentation and uneven development across the Member States. The primary purposes of DigCompOrg framework are (i) to encourage self-reflection and self-assessment within educational organisations as they progressively deepen their engagement with digital learning and pedagogies (ii) to enable policy makers to design, implement and evaluate policy interventions for the integration and effective use of digital learning technologies

.jrc98209_r_digcomporg_final(1)

Taccle CPD Roadmap Draft: Culture

 

Initial

e-Enabled

e-Confident

e-Mature

e-learning culture

Access

Evidence of use

Web site / on-line presence

Projects

Organisation and communication

 

 

Taccle CPD Roadmap Draft: Continuing Professional Development







Road Map 3

 

Initial

e-Enabled

e-Confident

e-Mature

Professional Development

Teacher Awareness and Participation

Some teachers
have undertaken CPD in ICT

All teachers
are aware of the CPD opportunities on offer.
Many teachers have participated in CPD training

The majority
of staff have undertaken individual or whole school CPD in ICT

Teachers meet
their professional development needs through active participation in
communities of practice, peer-to-peer networks and accredited practice-based
research

Planning

Interested
individuals identify their own CPD needs

An individual
teacher or the e-learning team identify the whole staff CPD needs in relation
to ICT integration

The ICT
co-ordinating teacher or the e-learning team facilitates the identification
of overall learning needs of staff. CPD programme developed

Teachers
engage in ongoing self evaluation and reflective practice in progressing the
CPD programme

Focus

CPD focussed
on acquiring basic ICT skills

Some staff are
participating in CPD which focuses on the integration of ICT in the
curriculum

Most staff
have engaged in CPD focussed on e-learning across the curriculum

Schools
identify and design whole school professional development programmes based on
their specific needs, delivered in their own school with support from
external agencies when needed.

Teacher confidence

Teachers have
basic IT skills but lack the confidence to apply these in the classroom

There is
growing confidence among staff in the integration of ICT in the curriculum

The majority
of teachers is confident in the
integration of ICT in their daily teaching

Teachers share
their expertise and innovative practices confidently within their own school
and with other schools.

SEN

Some staff
have attended CPD programmes for ICT with SEN

All teachers
in learning support and SEN have undertaken CPD in ICT and SEN

Teachers have
acquired the skills to use some assistive technologies and other technologies
to support pupils with SEN and are adapting their teaching methodologies to
use ICT in SEN. Teachers have attended CPD training in specific areas e.g
autism

Teachers are
confident and have acquired the skills to use a wide range of technologies to
facilitate the inclusion of pupils with special educational needs

Informal learning

There is
little sharing of e-learning ideas and good practice among staff

Sharing
e-learning ideas and good practice among staff takes place in an informal
manner

Teachers
regularly share new e-learning practice with each other via staff meetings or
e-mail

School
supports and facilitates peer-to-peer learning in ICT using a variety of
formal (e.g VLE) and informal approaches

 

Taccle CPD Roadmap Draft: Curriculum

 

 

 

Initial

 

e-Enabled

e-Confident

e-Mature

ICT in the Curriculum

Teacher
Understanding

Teachers have
a general understanding of how
e-learning can improve teaching and learning

A number of
teachers understand creative ways of integrating ICT into the curriculum

Most teachers
understand how e-learning can be used in the curriculum to improve student
learning

 

Teachers have
determined their own methodologies for integrating ICT into the curriculum

Planning

The is little
planning for ICT integration with ICT activities focused on learners
acquisition of basic IT skills e.g word processing

There is some
planning for ICT integration with the focus mainly on teacher preparation,
whole class teaching, group and individual work

 

Teachers plan
in a structured way for ICT integration in their lessons and classroom
activities

The school
devotes time to exploring new approaches to using e-learning to improve pupil
learning.

Teacher Use

Teachers use
computers primarily in isolation from regular classroom learning activity

Teachers use
ICT for lesson planning and as a teaching tool

Teachers use
ICT to provide learning opportunities that support cross-curricular, subject
based and interactive learning approaches

Teachers have
embedded ICT into their practice to facilitate pupil-directed learning. There
is consistent evidence of collaborative, discovery based and authentic
e-learning activities throughout the school

 

Student
Experience

Students
occasionally use ICT as part of the learning process

Pupils
experience e-learning activities regularly

Pupils
experience e-learning activities regularly and use ICT to collaborate on
curriculum activities both within school and with other schools

 

Pupils are
facilitated to use ICT to support and assess their learning e.g creating
digital content, e-portfolios

SEN

Teachers are
aware that ICT can enhance the learning opportunities of pupils with special
educational needs

Teachers’ use
of ICT focuses on the development of literacy and numeracy for pupils with special
educational needs

Teachers use
ICT diagnostic tools,. assistive technologies and ICT resources to address
curriculum objectives with pupils with SEN

ICT is
integral to all aspects of SEN teaching and learning as well as in the
development of IAP. ICT resources and assistive technologies are incorporated
into all levels of school planning

 

 

 

 

 

Taccle CPD: Roadmap Draft – Leadership and Planning

As part of the Taccle CPD project, we are producing a Roadmap with criteria and rubrics that will enable institutional managers and other agencies to measure institutional progress.

The draft of the Roadmap has five sections:

  1. Leadership and planning
  2. Curriculum
  3. Continuing Professional Development (CPD)
  4. Infrastructure
  5. Culture

This post contains the draft for Leadership and planning – subsequent posts will contain the others sections

The Roadmap is designed for self assessment against four stages in institutional development:

  • Initial
  • e-enabled
  • e-confident
  • e-mature

It is designed to allow institution to development evaluate and monitor their progress towards e-maturity

The draft Roadmap is published here as part of the consultation exercise we are presently undertaking. We welcome feedback on how useful you feel such a tool should be or any modifications or additions you think would be useful.

R. Map 1

Initial

e-enabled

e-confident

e-mature

Leadership and planning

Vision

Vision focuses mainly on ICT equipment.

le-Learning vision is developed by e-Learning Team

le-Learning vision is fully integrated into the whole school vision.

e-Learning vision is wide ranging and
shared by all stakeholders. It is actively tested through the pupil learning
experience.

l

Plan

Basic ICT Plan is in place.

e-Learning Plan has been developed by
e-Learning team

One teacher or a group of teachers has
assumed leadership for ICT planning in the school

Comprehensive e-Learning Plan is
integral to the whole school plan.

The development of the plan is led by
Head / ICT co-ordinating teacher / e-Learning Team,
with all staff contributing and whole school acceptance. Designated ICT co-ordinating teacher with clearly defined duties and
responsibilities.

Teachers implement the e-Learning Plan
in their daily work. Staff & students are actively engaged in innovative
and exemplary practice.

 

Integration

Focus is mainly on ICT equipment and the
acquisition of basic ICT skills

Focus is mainly on supporting the integration
of ICT usage throughout the school.
l

 

Focus is mainly on supporting more comprehensive
integration of ICT and the exploration of new and more effective approaches
to ICT integration

Focus is mainly on supporting and
facilitating personalised and self-directed
learning.
l

Acceptable

 

Acceptable Use policy

School has developed an Acceptable Use

Policy for the Internet or has signed up
to LEA policy

School has developed its own AUP
following consultation with staff, pupils, parents, governors

School has developed and ratified an AUP
for Internet and ICT use following consultations with staff, students, and
parents. All stakeholders are familiar with its contents and the plan is
fully implemented.

The AUP accommodates innovative use of
new technologies, and facilitates the development of an ethical and
responsible approach to the use of these technologies.

l

SEN

Support of ICT as a tool for learning in
special educational needs exists but is uncoordinated

Use of ICT is focused on the areas of
learning support and resource teaching.

School supports and encourages the use
of a wide range of ICT resources and assistive technologies throughout the
school to facilitate the inclusion of students with special educational needs

 

School includes use of ICTand assistive technologies in all Individual Educational
Plans (IEP) for students with special educational needs and uses ICT in all
aspects of SEN

Integration

. l

.

l Use
Policy

l

l

l

l

Special

Educational

Needs

. l

l

l