Vision & Planning
A. Clarity of vision for development of e-learning within the organisation
Example 1- London Borough of Harrow
The London Borough of Harrow contracts out much of its adult learning provision. The Service’s website provides information about adult learning opportunities offered by all its contracted providers. The website does not just provide information for learners; it has a section for tutors that include discussion forums, professional development information and a comprehensive resource library. The resource library contains electronic versions of forms that tutors need (e.g. induction checklist and lesson plan template) as well as a wide range of documents relating to policy, procedures and quality.
How you might use this
Providing an online source of information for tutors across a range of contracted out providers can be an effective way for a local authority adult learning team to use technology to communicate with all tutors and add value to its strategic and quality assurance roles.
Further Information
London Borough of Harrow website
Developing an accessible website
Example 2 - Leicestershire County Council
Listen to Phil Hardcastle, ICT/ILT Strategy Manager from Leicestershire County Council talk about how the Service developed their ILT strategy which is "the glue that holds the service together".
Further Information
Example 3 - Medway Adult and Community Learning Service
Listen to Julie Fullman, from Medway Adult and Community Learning Service, as she describes how their regular e-learning Senior Management Groups are important to ensure statements taken from the eLPS matrix can be put into action. She also describes how the ILT Newsletter provides vital information to staff about projects, training and other quality related matters.
Further Information
Example 4 - Stoke on Trent City Council College in the Community
The E-Guides training programme has made a beneficial change within Stoke on Trent City Council College in the Community. The training has helped to focus attention on the need to train staff and, when the Service Open Days provide an opportunity to show tutors the kinds of available e-learning equipment, it also offers the chance to discover what training needs the tutors might have.
The Service has a clear vision to ensure technology is used, especially for Recognising and Recording Progression and Achievement (RARPA) purposes. The NIACE training and funding has clearly helped them to purchase equipment as well as to provide hands-on sessions for tutors to become familiar with kit such as interactive whiteboards, digital cameras, and with webquests and general web searching.
Factors that have been crucial to the organisation are:
- The awareness of e-learning amongst senior management team. The organisation's E-Guides tend to be from middle management level and the organisation would like to have E-Guides involved in meetings with senior management.
- Funding is required in order to cascade the E-Guides programme to more people within the organisation.
- E-Guides need to be credited in the organisational strategy.
How you might use this
Taking advantage of the E-Guides staff development programme is an excellent way to train and motivate staff to engage with e-learning and to have an opportunity to handle equipment and discover new e-learning applications. Regular E-Guide Plus training events are available for existing E-Guides and these can excite and re-motivate staff who will bring back fresh ideas to the organisation.
Further Information
NIACE E-Guides Staff Development Training Programme
Staff Development E-Learning Centre (SDELC)
Example 5 - Westminster Adult Education Service
Listen to Scott Hallman, ILT/E-learning Co-ordinator in Westminster Adult Education Service, who talks about the ILT Strategy, the use of the Transformation Tool and their use of enthusiastic full-time staff.
The Becta Demonstrating Transformation Tool forms part of the interactive version of the National Learning Network (NLN) Self-assessment Tool in Demonstrating Transformation. It can help to determine the current level and type of e-learning in any curriculum area or across your organisation as a whole. Also use this in conjunction with the interactive version of the NLN Self-assessment Tool in Demonstrating Transformation to plan for future use of e-learning.
Further Information
NIACE E-Guides Staff Development Training Programme
Example 6 -Cheshire County Council
Paul Kelly, Lifelong Development Office for Cheshire County Council, gives his comments about how they planned for their ILT Strategy and how they disseminate the vision across the organisation.
Listen as Paul describes the following 6 key priorities within the ILT Strategy
- Staff Development
- Learning Platform Development
- Take advantage of Blended and distance learning opportunities
- Senior Management support
- Infrastructure and equipment
- Raise the profile of ILT
Further Information
B. Communicating the vision across the organisation
Example 1 -East Riding of Yorkshire Adult Education Service
The East Riding of Yorkshire Council Adult Education Service has an Information and Technology (ICT) sub-group consisting of a variety of staff from across the service representing senior managers, teaching staff, Management Information Systems (MIS) officer, and clerical staff. This group provides reports to the senior management team and these also feed into the Learning and Skills Council (LSC) planning cycle, service planning, etc. This provides a ‘bottom up – top down’ approach as Information and Learning Technology (ILT) is seen as a whole service issue. This eventually feeds into the Council’s corporate ICT Group, and so provides access to additional funds, as well as helping to progress projects such as an extranet for tutors, email addresses for all students, on-line booking, etc. Staff development is regarded as a key issue, and a clear programme has been developed based on an audit of staff skills. Information Technology (IT) skills of staff and the embedding of ILT have been identified as one of the major areas for development in the service. Staff members are paid to attend courses, and programmes range across the curriculum areas based at various levels from beginners to advanced.
How you might use this
Having a cross-service group that reports to the senior management team on ICT/ILT/e-learning is an important way of ensuring that vision and strategic planning are shared and embedded in reality. Placing high importance on staff development in ILT/e-learning is probably the best way of ensuring successful uptake across the service.
Example 2 - Bromley Adult Education College
Bromley Adult Education College has reviewed its Information and Learning Technology (ILT)/e-learning strategy as a result of engaging with the E-Shift programme. A key part of the review process was that all Senior Management staff were involved – to agree a shared vision as to how the service will develop e-learning in the future. This active engagement by the Senior Management Team has seen the ‘Vision for e-learning’ communicated across the organisation through the development of ‘Techno Talk’ – a publication that goes to all staff twice a term.
The vision has also been integrated into revised strategic documents and more wider College documents that affect all staff. Specifically, changes have been made to the Recruitment Policy and Procedure to ensure the College’s ICT/e-learning needs are reflected in the recruitment process. Initially tutor recruitment has been the main focus and, as a result of this successful approach, administrative and support assistant roles will encompass e-learning within the recruitment process.
How you might use this
A regular newsletter or publication in order to keep staff informed, updated and enthused about e-learning is a creative way to communicate the vision and the organisation's plans for e-learning in the future. Why not encourage the senior management team to provide regular commentary for the chosen method? Recruitment, enrolment and induction are key procedures to engage with ILT/e-learning. Staff will be aware from the onset that ILT/e-learning will be implemented at all stages of the Learning Journey.
Further Information
Example 3 -Portsmouth City Council
Listen to Steve Glennon, Quality and Curriculum Manager for Portsmouth City Council who talks in detail about how the organisation started developing their Information and Learning Technology (ILT) Strategy and which key staff communicate the vision across the organisation.
Further Information
NIACE E-Guides Staff Development Training Programme
C. ILT/e-learning strategy
Example 1 -Cornwall Adult Education Service
All E-Guides with Cornwall’s Adult Education Service volunteered for the E-Guide training. Being an E-Guide is an ‘honorary’ position and, like many authorities, don’t receive remuneration other than usual pay. Nonetheless, all Cornwall’s E-Guides have a comprehensive kit of equipment. NIACE funding allowed the purchase of equipment such as laptops, data projectors, Portable Digital Assistants (PDA)s, memory sticks, Mimios and digital cameras. With 20 sets of kit for the E-Guides this also means that potentially this kit could be given on loan to tutors.
How you might use this
Having equipment allocated to nominated E-Guides or e-champions means that active use is encouraged. An equipment audit can identify kit held in locked cupboards or unused and this kit could be assigned to teaching staff.
Further Information
The Staff Development E-Learning Centre (SDELC) (Common Tools/Module 3) offers explanations of equipment and technologies.
NIACE E-Guides Staff Development Training Programme
Example 2 -Plymouth City Council
A positive outcome of the E-Guides training at Plymouth City Council has been that it has focused people on e-learning. The E-Guides training was a starting point for the Information and Learning Technology (ILT) Strategy which has now developed.
"A critical factor in the success of E-Guides is to find people who you think would be useful and to be realistic about people's abilities. E-Guides should be approached and not necessarily be self-referring, and should have some technology experience and understanding. And finally, someone with a sense of adventure who can take the technology and can see the potential for teaching and learning."
Tracy Hewett, the Senior Adult Education Officer
Further Information
NIACE E-Guides Staff Development Training Programme
D. Relationship of ILT/e-learning strategy to other strategic plans
Example 1 - East Riding of Yorkshire Adult Education Service
The East Riding of Yorkshire Council Adult Education Service has an Information and Technology (ICT) sub-group consisting of a variety of staff from across the service representing senior managers, teaching staff, Management Information Systems (MIS) officer, and clerical staff. This group provides reports to the senior management team and these also feed into the Learning and Skills Council (LSC) planning cycle, service planning, etc. This provides a ‘bottom up – top down’ approach as Information and Learning Technology (ILT) is seen as a whole service issue. This eventually feeds into the Council’s corporate ICT Group, and so provides access to additional funds, as well as helping to progress projects such as an extranet for tutors, email addresses for all students, on-line booking, etc. Staff development is regarded as a key issue, and a clear programme has been developed based on an audit of staff skills. Information Technology (IT) skills of staff and the embedding of ILT have been identified as one of the major areas for development in the service. Staff members are paid to attend courses, and programmes range across the curriculum areas based at various levels from beginners to advanced.
How you might use this
Having a cross-service group that reports to the senior management team on ICT/ILT/e-learning is an important way of ensuring that vision and strategic planning are shared and embedded in reality. Placing high importance on staff development in ILT/e-learning is probably the best way of ensuring successful uptake across the service.
Example 2 - HMP Full Sutton
Her Majesty's Prison (HMP) Full Sutton is at the early stages of considering the use of Information and Learning Technology (ILT) within the organisation referring closely to the Offender Learning Journey document. This document indicates the requirements and expectations that the Offenders’ Learning and Skills Unit of the Department for Education and Skills, the Learning and Skills Council, the Prison Service and the Probation Service have of learning and skills provision for offenders.
Full Sutton has started to deliver elements of the prisoner induction programme by using the computer. The organisation intends to introduce offenders to the use of Information Technology (IT) from the initial reception into the prison. It is hoped that this delivery will complement the existing induction programme and engage the potential learners from the onset.
The Education Department manages the induction process and delivers computer assessments on language, literacy, numeracy and dyslexia as well as introduces staff and offenders to the Offender Learning Journey. HMP Full Sutton’s aim is to “raise the profile of alternative computer based learning across the prison”.
Image taken from www.hmprisonservice.gov.uk.© Crown copyright 2004.
How you might use this
Starting with a simple introduction of computer-based activities such as self-assessment, diagnostic testing or induction programmes can gently introduce staff to the benefits of ILT.
Further Information
Offender Learning Journey Case studies
Example 3 - Bromley Adult Education College
Bromley Adult Education College reviewed its Information and Learning Technology (ILT)/e-learning strategy as a result of engaging with the E-Shift programme. A key part of the review process was that all Senior Management staff were involved – to agree a shared and detailed vision as to how the service will develop e-learning in the future. This active engagement by the SMT has seen the ‘Vision for e-learning’ communicated across the organisation through the development of ‘Techno Talk’ – a publication that goes to all staff twice a term.
The vision has also been integrated into revised strategic documents and more wider College documents that affect all staff. Specifically, changes have been made to the Recruitment Policy and Procedure to ensure the College’s Information and Communication Technology (ICT)/e-learning needs are reflected in the recruitment process. Initially tutor recruitment has been the main focus and, as a result of this successful approach, administrative and support assistant roles will encompass e-learning within the recruitment process.
How you might use this
A regular newsletter or publication in order to keep staff informed, updated and enthused about e-learning is a creative way to communicate the vision and the organisation's plans for e-learning in the future. Why not encourage the senior management team to provide regular commentary for the chosen method? Recruitment, enrolment and induction are key procedures to engage with ILT/e-learning. Staff will be aware from the onset that ILT/e-learning will be implemented at all stages of the Learning Journey.
Further Information
E. Strategic management of ILT/e-learning
Example 1 - Warwickshire Adult and Community Learning Service
As a result of being involved with the E-Shift project, Warwickshire Adult and Community Learning Service has re-visited the organisation’s E-Learning strategy with a desire to “develop a pan-Service appreciation of the value of e-learning”. One of the key objectives was to carry out an audit of staff confidence, competence and current practice in relation to e-learning, including managers and administrative staff. What emerged was the identification of a core group of e-enthusiasts. Warwickshire strongly recommends the need to ‘find the enthusiasts’ and work initially with these staff to develop the core of activity, enthusiasm and momentum. 
A second objective was to create an online content repository to be accessible for staff and learners. This objective led to the opportunity to share with nearby schools’ VLE and therefore saved on resource costs.
Warwickshire’s project co-ordinator felt that the E-Shift project contributed to the ‘rebalancing of the three legged stool’ – a reference to an e-mature organisation’s need to balance infrastructure, staff development and content. Funding helps to reduce the pressures that can impede development.
How you might use this
Enthusiasts will be able to see and share the organisation's vision and provide motivation and keenness to take e-learning into the classroom. Identify your enthusiasts who will infect and encourage others who are less motivated by providing real examples of the use and impact of e-learning with learners. Adequate resources allow the vision to be achieved. Action planning is a continuous thread across all phases - it is change process. Although presented as the final component of the change framework, it should be viewed as the foundation of the systems change process. Consider the diagram below that shows how vision, skills, incentives, resources and a keen action plan allow for change to happen within an organisation. If any of the steps are missing, something will go wrong:
Building on this model, Phillip Butler and Simon Crowe’s of JISC Regional Support Centre, London produced a document 'Managing organisational change ‘Snakes and Ladders’: e-Learning Development for ACL Providers' which explores these elements further and looks at the opportunities, pitfalls and winning posts and offers suggestions and ideas.
Further Information
Example 2 - York Adult and Community Learning
A key driver and principle aim for York Adult and Community Learning is to extend the Moodle training to the entire service including the York Library Service. There is now a minimum requirement for all staff to be able to access essential service information in the Moodle 'Service Information' area. The desire to work closely with York Library Service was to be able to provide Internet access to tutors who did not have private access to broadband services. It was also felt that by training York Library staff they could provide support to learners and staff accessing the Moodle virtual learning environment (VLE) in all study centres.
How you might use this
Identify the key driver/s to ensure organisational change. Working with others might possibly provide access to speedier and more reliable Internet access, or a supply of readily available equipment or a greater number of trainer staff to support colleagues, tutors and learners.
Further Information
Example 3 - Essex Adult and Community Learning
Essex Adult and Community Learning engaged with an E-Shift project to develop, pilot and evaluate blended learning programmes. The overall aim was to gradually re-engineer their provision during 2007/2008.
Not only have they trained subject specific tutors but they have also trained some staff as virtual learning environment (VLE) creators to help develop the online area for staff and learning programmes.
A whole organisational approach ensured the senior management team received reports of the project development. In addition, the Interim Steering Group provided training opportunities and support for the project participants. Essex has found that, as people become increasingly aware of what a VLE can do, they begin to make more creative suggestions about its potential use. One example is that it is used for staff induction and for Equality and Diversity training. (See Infrastructure, C). A CD-ROM based training tool has been created on 'dealing with disclosure' which has been uploaded the the VLE and is being regularly used by staff.
At a strategic level, the senior management team appears to be committed to the embedding of Information and Learning Technology (ILT)/e-learning within and across the Service provision and E-Guides and the VLE Creators are championing the agenda at operational level.
How you might use this
A range of dedicated and inspiring staff can help spread the vision and e-learning agenda very effectively across an organisation, especially if the message includes the potential ways to use the tools available. During training sessions, or at management meetings, you could use tools such as De Bono's thinking hats to encourage people to think creatively.
Further Information
Learning Platforms Project report
Essex 'potential to e-transform'
F. Coherence with local, regional and national strategic priorities
Example 1 - RSC East Midlands E-Learning Community
The Regional Support Centre (RSC) East Midlands Adult and Community Learning (ACL)E-learning 
Community consists of local authority adult learning staff who have an e-learning remit. The group meets on a regular basis to share good practice and explore issues in Information and Learning Technology (ILT)/e-learning. The group has recently submitted a successful European bid to support the ongoing development of e-learning.
How you might use this
Not only can such regional groups help with the funding of e-learning through successful partnership bids; they can also help to sustain e-learning by providing mutual support across organisation for managers and curriculum leaders. And they can also provide an opportunity for exploring and responding to regional strategic priorities. Ben Williams is the e-learning advisor for the RSC East Midlands - contact your local Regional Support Centre to identify your e-learning advisor.
Further Information
Example 2 - Teesside Adult Learning
In May 2007, during Adult Learners week, Teesside was the setting for a small action research project into the use of peer-to-peer interviews to support self assessment in informal learning. The project entitled 'Adventures in Media Literacy' was undertaken by NIACE working in collaboration with Hope Foundation in Middlesbrough, residents of the village of Margrove Park and Destinations UK online centre in Saltburn. The project was based on three 'Internet radio' workshops where the participants were developing skills of media creation becoming 'citizen publishers'/'citizen broadcasters'. The project was part funded as part of NIACE’s media literacy promotion work supported by Ofcom.
Further Information
Example 3 - Hull Adult and Community Learning
Hull Adult and Community Learning (ACL) ,as part of the City Council, is a medium-sized provider of adult education with programmes for families and adults of all ages serving around 9,500 learners each year. The key priorities for Hull ACL are to align resources to impact on the renewal and development of the City.
The aim of their E-Shift project was to create a virtual learning environment and to produce resources to provide opportunities for blending learning, building on the partnership/project work already done in the area.
A media-streaming company called STREAM and the Joint Information Systems Committee (JISC) collaborated in an advisory capacity with the UK's educational network JANET hosting the VLE. Write Skills produced resources that will be incorporated in the resource bank. A Steering Group was set up with a remit to support and advise on the development of Information and Learning Technology (ILT)/E-Learning. The group was comprised of representatives from teams within community learning Personal and Community Development Learning (PCDL), STREAM, JISC, Skills for Life, Libraries, Youth, Skills Initiative, Information and Communication Technology (ICT) & E-Government.
The project did meet some difficulties throughout the short period such as difficulties with Hull City Council policies and Information Technology (IT) services. Some difficulties and milestone slippage was experienced with a few communication difficulties especially with part time staff. They found that not all staff work from main centres and not all were contactable through e-mail.
On-going training programmes will support staff development in the first instance -in the first year of the project it is intended to use the learning platform mainly as a communication tool for staff to encourage them to use it and feel comfortable doing so. This will also be extended to partners within the organisation, Skills Initiative, Libraries and Youth service.
How might you use this
Collaborative projects can be more effective if partners are involved to offer support and advice as well as services, however it is wise to consider that communication is key to a successful project.
Further Information
Example 4 - HMP Lewes
Her Majesty's Prison (HMP) Lewes is one of the prisons in the South that take a higher than average intake of foreign nationals. This causes issues on the Induction Wing in relaying information about prison rules. To counter this the Leading Foreign National Liaison Officer, Darren Greenfield, developed a printed newsletter called 'HMP Lewes International News'. Darren is also translating notices to prisoners into a variety of languages so that dissemination of information is improved.
Prisons ICT Academy (PICTA) is an HMP Regime Service that manages and funds projects that aim to promote Information Technology (IT) training within Prisons. They can advise on specific IT-related courses and provide expert help when required. Using PICTA's e-learning provision HMP Lewes runs a 6-week course that offers work-based experience in Desktop Publishing using Quark Express, PageMaker or Publisher. It aims to develop a Prison magazine that will involve other educational activities such as Creative Writing and Art departments.
How you might use this
HMP Lewes' way of engaging foreign nationals can be replicated in other organisations who need to support learners who have English as their second language. Translation services might be expensive and it's worth considering using the strengths and competence of many learners who might be able to help produce material in various languages.
