eProgress Review – the RSC Northwest

Experience

Andrew Quarmby
Manager RSC Northwest

Go to View > Header & Footer to edit July 10, 2008 | slide 1
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Learning Provider Readiness

 Openness
 Reflection
 Senior Management decision or support
 Ownership
 Commitment to future action
 Willingness to engage
 Relate to own planning and review processes

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The eContext

 Rising learner expectation

 Widening Participation
 Changing technologies
 Flexible access
 Communication and support
 Learning Space design – new build
 MIS integration and data access

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Picture 13

Joined up thinking?

 Not a core part of Subject Learning Coach

programme
 No current common expectation of eStrategy
across the sector
 Not a PI in the Framework for Excellence
 No apparent consistency of approach in Ofsted
 Nevertheless a strategic priority!

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Picture 13

Joined up thinking?

 Strategic Plan
 ILT, Teaching and Learning, e-Strategy
 (Probably not just an IT Strategy)
 Communications
 Learner Data
 Internal Inspection
 SAR

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The key elements

 Vision and Strategy

 Management Implementation
 Teaching and Learning
 Staff Development
 Infrastructure and Equipment

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Working together

 What would be your ideal group of staff to plan

and implement an eStrategy?
 Is there a correlation between excellence of
provision and effective eStrategy?
 What are the key features of ePedagogy?
 What are the benefits of single sign-on and
authentication?

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Picture 13

The RSC Experience so far

 Vertical Management Structures often impede

eProgress
 Even Beacon Learning Providers recognise the
need for progress
 There is sometimes a technical conservatism /
risk aversion
 Building a strategy around the student
experience/entitlement seems obvious – but it is
rarely found

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Picture 13

Futures

 BECTA eMaturity model

 Self-evaluation models
 Peer-evaluation
 Consistency of emphasis across national
initiatives ???
 Recognition amongst reporting PIs???

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eProgress

 Best fit varies according to organisational culture

 The key drivers are often individuals rather than
systems
 The seat of influence may vary from the formal
roles
 The accountabilites up to a senior level can work
in a variety of different ways – but there always
needs to be clarity

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