The Harnessing Technology strategy and now Next Generation Learning together with the Harnessing Technology Grant provide an unprecedented opportunity to meet the challenge of 21st century learning. The strategies provide a context for developing both infrastructure and new pedagogies to support our learners.
The strategies are complex and linked together to enhance learning opportunities for all learners and particularly young people in our schools and colleges.
The challenge is to weave aspects of the strategies together and that will involve leaders, forward-thinking teachers and e-learning activists within our schools.
Leaders in today’s schools have many issues to address not least of which preparing their school for 21st century learning. The Harnessing Technology and, latterly, Next Generation Learning e-strategies add to those challenging issues.
The strategies are detailed and their interpretation can be complex for people with other pressures on their time. I understand those strategies and the context they seek to achieve. The e-learning 4 schools blog and time for e-learning 4 schools provide clear explanation and advice through short articles, clear presentations and examples.
e-learning 4 schools offers:
- Strategic advice and support for leadership teams, e.g. ICT Mark, Harnessing Technology, Next Generation Learning, learning platforms, etc.
- Clear guidance in approach and development of strategies in your context
The Harnessing Technology e-strategy forms the basis of your school’s journey to e-maturity and engaging your learners in their learning in the 21st century.
Next Generation Learning focuses on embedding IT throughout learning and its supporting systems.
What does this mean in the classroom?
Change – change in pedagogy – extending the learning opportunity beyond the classroom and the lesson – developmental work will clearly identify the need to understand the use of learning platforms and other online ‘tools’ such as e-Portfolios and learning networks.
Online learning and using a learning platform, particularly initially, requires guidance if learning is to be effective. All too often schools and colleges introduce a learning platform and expect teachers to instinctively know how a learning platform is used to create interactive and effective learning objects.
The approach of ‘training’ teachers how to use the functions of a particular learning platform is misguided and often creates more issues than a learning platform can solve with the result that the platform is not used effectively and learning suffers – in some cases the whole project can just ‘wither on the vine’.
e-learning 4 schools identifies clear strategic ‘Pathways’ to accessing new pedagogies to support online learning and using Moodle, e.g. online group dynamics, blended learning, the extended learning opportunity, learning spaces, learning networks, etc. In my experience, the initial training and orientation is vital to the success of online learning. The e-learning 4 schools online courses and Continuing Professional Development programs are rooted in several years experience using Moodle developing and evaluating strategies with secondary age learners in a large Community Technology College described by OfSTED as Outstanding.
With an appropriate infrastructure in place, the vigorous support of leaders and the orientation of forward-thinking teachers – all that remains to be in place for a very successful shift to 21st century learning is a team of enthusiastic, dedicated and energetic e-Learning activists.
Activists are the guides on what for some can be a very exciting and invigorating journey but for others the journey can be fraught with anxiety and concern. Activists are vital to support and mentor teachers, to discuss changes in pedagogy, effective use of the learning platform, sharing good practice and offering ’surgeries’ so that the experience for all teachers becomes a positive experience.
I have seen learners engage in and continue their own learning in the context of their formal education. I have seen teachers excited and invigorated by engaging directly with their learners at ‘the point of learning’ and revel in the subsequent rewards.
It’s an exciting and challenging journey!
