Overview of Day 2 training

Timing Session title Handouts/resources

10.00 Session 1 Handout 1: Agenda
Welcome and exchanging practice Handout 2: Reflective log
Handout 3: Overview of eCPD
showcase projects
Handout 4: North
Hertfordshire College
case study
Handout 5: Local case study
( To be sourced regionally)

11.00 Session 2 Facilitator notes

Influencing and sustaining change
Handout 2: Reflective log
Activity: Developing your capacity for change Handout 6: Factors that support
change
Handout 7: Kotter’s eight stage
change model

12.00 Coffee

12.15 Session 3 Facilitator notes

Using solution focused discussion to move forward
Activity: Increasing your capacity to move forward.
Handout 2: Reflective log
Handout 8: Using the GROW model
of coaching
Handout 9: The 5 Whys
Handout 10: Fishbone analysis
Handout 11: Forcefield analysis

1.15 Lunch

2.00 Session 4 Handout 12: PDA activity sheet:

Pedagogy, technology and enhanced learning
(includes working tea break)
Talking pedagogy and technology
Handout 13: Ideas for using talking
pedagogy and technology cards
Handout 14: Using technology to
enhance and enable learning
Handout 15: 5 technologies to
engage and excite

Resource 1:Pedagogy cards

Resource 2:Technology cards
Resource 3: Gadgets cards (one set
per gadget bag)
Resource 4: Gadgets in a bag
Resource 5: JISC TechDisc
materials on CD-ROM

3.45 Session 5 –Where next? Maximising your impact Handout 16: case study template
Handout 17: sample case study
(To be sourced regionally)
4.30 Close

1
2
PDAs eCPD programme
21st Century Skills

Professional Development Adviser (PDAs) training day two

Agenda

09.30 Registration and coffee

10.00 Session 1: Exchanging practice

Activity: Making a difference

11.00 Session 2: Influencing and sustaining change

Activity: Developing your capacity for change

12.00 Coffee

12.15 Session 3: Using solution-focused discussion to move forward

Activity: Increasing your capacity to move forward

1.15 Lunch

2.00 Session 4: Pedagogy, technology and enhanced learning

Activity:

(Includes working tea break)

3.45 Session 5: Where next? Maximising your impact

4.30 Close

The eCPD Programme is delivered on behalf of LSIS by BDP Learning in partnership with further
education representatives and the Association for Learning Technology.

3
Professional Development Adviser training day two

Session 1: Exchanging practice

10.00 to 11.00

Objectives

For Professional Development Advisers (PDAs) to:

• celebrate success;
• gain an understanding of how other centres are addressing and
implementing a whole organisation approach to using technology; and
• reflect on key learning points that will inform their future practice.

Resources

• Handout 1: Agenda
• Handout 2: Reflective log
• Handout 3: Overview of Showcase projects
• Handout 4: North Hertfordshire College case study
• (Local case study needs to be added where appropriate)

Facilitator notes
Introduction (15 minutes)
Welcome the PDAs, introduce the team who will be facilitating the day and address
practical issues including fire drill, break times and the silencing of mobile phones.

Use Slide 3 and Handout 1: Agenda to walk participants through the programme
for the day.

Slide 3

4
Use slide 4 to outline the objectives for the day.

Slide 4

Tables should be organised by facilitator groups so that any online ‘buddying’ that is
taking place on the OLS can continue and peer relationships strengthen.

Walk PDAs through the content of the day pack and highlight Handout 2: Reflective
log. Remind individuals how, as with day one of the training, they will use the log to
capture key learning points and items for action as they move through each session.

Emphasise that the focus of the day is very much on exchanging the practice that
has been achieved to date to support PDAs to take their work further to bring about
whole organisation change. With this focus in mind, ask PDAs to introduce
themselves on tables.

PDAs should then spend a few moments on their own visualising what it is they are
hoping to achieve in their work as a PDA, and one step they have taken since day
one of the training that is moving them nearer to achieving that vision. Ask them to
share their thoughts with the person sitting next to them.

After five minutes, pause proceedings. Ask individuals to pinpoint the key factor that
has enabled them to take a step forward with their work, for example, support from a
senior manager, enthusiasm displayed by a key member of staff, the coaching and
facilitation skills they deployed as PDAs.

Ask individuals to send a text that outlines this key success factor to 07786 204949.
They must start the text with ‘ecpd’. Show slide 5 to reinforce the instructions.

Slide 5

5
A designated facilitator needs to go to http://xlearn.co.uk/sms and sign in with:

• username: ecpd
• password: ecpd

Click on the inbox to see the texts coming in and use these to compile a wall of
success factors. Draw together any key messages and themes that are emerging
and use these to lead into the main focus of the day which is to support PDAs to
influence and sustain change.

Activity: Making a difference

Explain that this first session focuses on sharing successful approaches and
strategies for developing a whole organisation approach to eCPD.

In this first activity we will explore a variety of examples and PDAs should
concentrate on investigating effective processes and approaches to developing
eCPD. The emphasis here is on identifying successful, transferable strategies that
they could adopt. Session 2 will talk more about good practice transfer and
strategies for change.

Ask PDAs to get themselves into groups of threes on their tables based on, for
example, the focus of their action plan, the curriculum area they are supporting or
the context within which they are working.

Activity 1: Sharing Practice (15 minutes)

PDAs should spend 15 minutes sharing their action plans and the progress they
have made to date. Ask them to interview each other to find out what processes and
approaches they have adopted and reflect on whether they could apply any of these
to their own work.

Explain to PDAs that this is an ‘appreciate inquiry’ -a solutions-focussed - approach.

Each PDA is interviewed in turn by the other two to say what works well. The others
must listen. The discipline is that the participants must talk about what is working

6
well and not get bogged down in anecdotal analysis of what’s going on in their orgs.
We will explore solutions-focused-discussions further in session 3.

Facilitators need to watch out for diversions and ensure the interviewing stays
focused. Do not rush this session and ensure you allow plenty of time for these
discussions to take place.

Activity 2: Showcase Projects (10 minutes)

Introduce the Showcase projects, 30 projects supported by eCPD programme
funding last year that showcase effective practice and whole organisation
approaches to using technology to enhance teaching and learning. Handout 3:
Overview of showcase projects lists the projects and gives a brief overview of the
focus of each.

Demonstrate how to access the showcase blogs by searching for colleagues who
include the word ‘showcase’ in their name. Briefly show the showcase case studies
and explain that more case studies are being added.

Refer PDAs to Handout 4: North Hertfordshire College case study which they
could read later, as an example of what one of the Showcase projects has begun to
achieve. Explain that, as the Showcase projects come to fruition, further case studies
will be included on the OLS. Equally, PDAs will be able to share their own success
stories.

You may also mention there are further e-learning case studies on the Excellence
Gateway, though not necessarily focusing on professional development.

Activity 3: Case study (20 minutes)

Provide an opportunity for PDAs to explore how an organisation is developing and
harnessing the use of technology to support teaching and learning. Introduce a case
study drawn from a local context (lead facilitators working in conjunction with their
teams will need to set this up in advance of the day and distribute a case study
handout for PDAs to read and digest ahead of the training). Emphasise that PDAs
will need to move beyond the context of the organisation itself (as this will not relate
directly to the working environment of everyone in the room) to draw from this any
processes and approaches that have been adopted which they could take and apply
to their own work.

Explain that those presenting the case study will speak for no longer than 10
minutes. After this, there will be time for participants on tables to prepare questions
they would like to ask before a question-and-answer session takes place.

Those delivering the case study will have been briefed to speak for no more than 10
minutes and to ensure they cover the following:

1. What they set about to achieve and why. In other words, their rationale for
embedding a whole organisation approach to the use of technology.
2. What was already in place, what they have developed and how.
3. How they are harnessing and developing the role of the PDA and the impact this

7
 is having.
4. What is going well, how they know this and what needs to be addressed next.
5. Two top tips they would give to PDAs embarking on this journey.

Any additional information can be covered in the case study handout that PDAs will
have received in advance.

Keep proceedings strictly to time.

Allow participants 10 minutes to ask the speakers questions that really focus on
unpicking the factors that led to the organisation in the case study making progress.
Use the roving microphone.

Ask for a scribe on each table to record any further questions which the speakers
could answer later e.g. over lunch or on the OLS if there isn’t sufficient time to
answer all questions. .

Ask participants to pause and capture in their reflective logs key learning points that
they could take from this session and apply to their own practice.

Explain that we are now moving on to Session 2 which will consider strategies to
support organisational change and good practice transfer.

8
Handout 2: Personal Development Adviser training day two reflective log

Session Key learning points Items for action

1. Exchanging
practice

2. Influencing
and sustaining
change

3. Using
solution
focused
discussion to
move forward

9
Session Key learning points Items for action

4. Pedagogy,
technology and
enhanced
learning

5. Where next?
Maximising
your impact

Additional thoughts and/or comments:

Handout 3: Overview of eCPD Programme Showcase projects

10
Name of organisation Region Provider type Project focus
Bexhill College South Sixth Form College Creating vodcasts and podcasts in A Level Chemistry
and Geography.
Lewisham College South FE College Evaluation of the educational use of Google docs to
motivate learners and teachers.
Northern College North ACL POINT – Development of an e-portfolio system.

North Hertfordshire College Midlands FE College An integrated e-course review process for use by all
course tutors across the college.
Redbridge College South FE College CaterCam Using e-learning technology for ‘Assessment
for learning’.
St Helens College North FE College e-support for Train to Gain.

Tower Hamlets South FE College Addressing the Digital Divide: using web 2.0 with
students with additional learning needs.
National Star College South LLDD Planning learning in multiple environments.

Barking College South FE College Capturing and sharing our eureka moments.

Carlisle College North FE College Development of e-portfolios across seven sector subject
areas.
Community Learning, North Somerset South ACL/OL Driving through e-learning.
Council
Derwen College Midlands LLDD Technology and assessment.

Exeter College South FE College In their hands: learner-owned target setting.

Igen Future Pathways North WBL Innovative interactive whiteboard eCPD.

John Leggott College North Sixth Form College Embed the use of visualisers across college as a
standard classroom tool.
Joseph Priestley College North FE College Assessment in the workplace using handheld devices.

11
Middlesbrough College North FE College Driving success – using digital recording equipment
within the motor vehicle department to record and
evaluate practical assessments.
Nescot College South FE College Formative assessment showcase technologies (FAST).

Newcastle College North FE College Developing an on-line CPD system.

Oakwood Court College South LLDD Inclusive and accessible technology for learners.

North Warwickshire & Hinkley College Midlands FE College Using a student response system (SRS) to enhance
teaching, learning and assessment strategies.

The Sixth Form College, Solihull Midlands Sixth Form College Devising and implementing a staff training programme to
support and develop the use of ILT in teaching and
learning.
Stockport College North FE College Integrating technology for learning interventions across
the college.
Swarthmore Education Centre North ACL/OL Step It Up – disseminating and developing new
technologies, including mobile learning to staff and
learners.
Trafford College North FE College Tell us your way: VLEs and the learner voice.

Waltham Forest College South FE College Creating video tutorials for the VLE.

Wolverhampton Adult Education Centre Midlands ACL Creation of a blended learning British Sign
Language programme to meet the needs of a local
employer.
For further information visit the Showcase project on the homepage of the Online Learning Site at:
http://ecpd.bdplearning.com/ecpd/index.php

12
Handout 4: North Hertfordshire College case study

Project title: An integrated e-course review process for use by all course tutors
across the college.

Project topic: Assessment for learning

Organisation: North Hertfordshire College

The College is based in the Eastern Region and provides both further and higher
education in most subject areas. The curriculum is delivered through an academy
structure that reflects a focus on specialism and personalisation:

• Sixth Form Academy.

• Technology Services Academy.
• Community and Health Services Academy.
• Sports Health and Public Services Academy.
• Creative and Cultural Industries Academy.
• Employment Services Academy.

The further education (FE) provision offers progress from Entry Level to Level 3, and
covers all subject areas except Agriculture. The College is the provider of choice for
a significant number of local employers.

The College has developed a curriculum that meets the needs of young learners,
aged 16 to 18, and adults aged 19 and over. The College also has a well-developed
Increased Flexibility programme.

Outline of project

This project builds on more traditional course review systems by integrating relevant
performance information through the use of a data warehouse based on Microsoft
SharePoint. This integrated e-solution provides course teams with evidence to
assess in-year performance as well as a framework for considering aspects of
quality, including teaching and learning, developing focused action plans to address
issues, and monitoring progress.

The project explores the technical issues surrounding the full integration of data, and
staff development materials and approaches (both online and through development
workshops).

Aims of the project

• To provide course teams with easy access to relevant data.

• To enable them to reflect on the current performance of learners.
• To develop actions that will deliver improvement. Through the traffic lighting of
learners, course teams are asked to consider specific actions to manage
progress.

13
• To encourage critical reflection – this project is seeking to establish a clear,
simple and integrated methodology for securing the implementation and
assessing the impact of agreed actions.
• To encourage effective closure of the quality improvement loop.

The process

• The model was introduced in October 2007. The first round of documentation
was based on a four-stage course review process developed by a beacon
institution and adapted by a number of colleges taking part in Quality
Improvement Agency (QIA) projects. This initial focus was on pre-populating the
original Microsoft Word document.
• Stage 1 focused on a pilot for the full-time programmes. Tutors received input to
help them understand the process, but at this stage were not consulted on the
content. Feedback from tutors was received through deputy directors and
directors.
• Stage 2 reflected on some feedback received in terms of the functionality of
tracking actions through to completion. Again, tutors were briefed before they
used the process.
• At the end of the 2007/08 academic year, focus groups met to assess the
experience of tutors and explore potential areas for improvement. These focus
groups informed the development of a streamlined course review process for
2008/09 that had a greater emphasis on meeting the needs of individual learners.
• Draft documentation was produced by the Quality Team and was shared
extensively with teaching staff before the start of the review process. This
enabled additional changes to be made and demonstrated to staff a clear
intention to recognise their needs and continue to develop a process that is truly
fit for purpose.

Online guidance, produced by the College PDA, has been provided for each stage of
the review process and staff have been able to access training sessions before each
review period.

Key points for consideration

• Initial development flowed from data warehouse work.

• Organisation of online and development workshops for staff to attend for training
and practice.
• Phase 1 reviews provided an opportunity to explore the technical issues and
identify realistic objectives in relation to which key performance indicators (KPIs)
could be sensibly integrated into the model.
• Phase 1 reviews developed an effective structure for developing action plans that
can be monitored systematically and reported on.
• Phase 2 reviews have been streamlined in response to user feedback; the
resulting process is proving popular with staff who recognise it as a helpful tool
for assessing in-year performance.
• Clear evidence of staff teams recognising ‘at risk’ learners and developing
successful strategies for providing them with appropriate and personalised
support.

14
• The project has required teaching teams and information services teams to work
more closely. Dialogue between these teams has promoted a shared
understanding of issues that is enabling the organisation to arrive at a fuller
understanding of key processes that support both the accurate measurement of
KPIs and their effective management.

Outcomes to date

• Phase 1 (2007–2008): first round of course reviews; based on the use of course
review tools developed over a series of QIA projects.
• Phase 2: redesign of course reviews in the light of implementation of Phase 1.
• Significant increase in staff buy-in between the two phases; process viewed as a
genuine aid to managing progress rather than another layer of bureaucracy.
• Over 250 completed reviews to date.
• Over 300 staff have engaged in the process.

Successes Challenges

• ‘One-stop shop’ for all information needs • Technical issues: some gaps between
across the organisation. desired data for inclusion and actual data
• Ownership of data across staff teams. included.
• Single version of the truth for data. • Making the tool fit for purpose and
• Technology enables staff to focus on the meeting the needs of staff.
data for improving teaching and learning. • Providing sufficient opportunities for
• Staff are more confident in their use of dialogue with staff.
data and associated technology.
• Raised understanding of data.
• Very positive response from learners to
the traffic lighting process.
• Collaborative work with like-minded
colleges on quality improvement.

Contribution to learning

• Each stage of the course review process starts with teaching teams traffic lighting
learners.
• Agreed actions for the team to support the progression of individual learners.
• Individual learning plans to support a personalised approach to managing
learning.
• Effective practice is captured and used as a model for improvement across
course teams.
• A simple structure for critical reflection and for monitoring the implementation of
actions.
• An effective means for promoting the journey from meaningful reflection on
learning to appropriate action to improve learning.

15
The role of the PDA

• Developing online tutorial guidance for users.

• Delivering staff development sessions to support effective take-up of each
stage of the course review process.
• Critical friend to the development from a usability standpoint.

Making it work

• Develop a clear scope for the course review process that recognises which
courses are to be incorporated.
• Provide an opportunity for an element of rational diversity that recognises that
some elements of the curriculum require a slightly different approach, for
example, A-levels, part-time and full-time, higher and further education, and so
on.
• Develop a clear rationale for the clustering of programmes that enables the
course review process to balance the need for appropriate detail with the need
for it to promote efficient use of staff time.
• Recognise that time is needed to manage the process between first drafts,
consultation and the development of technical implementation.
• Recognise the need for dialogue between curriculum staff and technical experts.
Curriculum staff need to appreciate what is possible; technical experts need to
appreciate what information is genuinely useful.

Next steps

• Development of monitoring tools to enable deputy directors to support effective

management of the process.
• Integration of traffic lighting of the ‘at risk’ element of the process with electronic
individual learning plans.
• Greater involvement of learners within the process.
• Extension and further development of supporting materials to launch relevant
documentation at the start of each six-week cycle rather than immediately before
the review period.
• Greater linkages between course review and end of year self-assessment report.
• Dissemination to other providers.

16
PDA Training Day 2

11.00 – 12.00 Session 2

Influencing and sustaining change

Objectives

• To enable PDAs to develop a vision of change

• To identify how to meet the development needs of the organisation
• To explore tools and strategies to bring about change.

Resources

• Handout 2: Reflective log

• Handout 6: Factors that support change
• Handout 7: Kotter’s eight stage change model
• Eight laptops with internet connections for eight groups.

Notes for facilitators

You will need to set up EtherPad on eight laptops in preparation for Stage 3 of the
activity.

EtherPad is a Web 2.0 tool that allows up to 8 people to edit the online space
synchronously. There are chat facilities on the page as well as the ability to import
from Word and export to various formats.

Create a new EtherPad by going to http://etherpad.com/ and clicking on Create new

pad. You can share the URL generated with others so that they can join you on the
page. Alternatively, think of a unique name for your EtherPad and create this by
typing in http://etherpad.com/uniquename.

The eCPD EtherPad is http://etherpad.com/ecpd. There is no username and

password required on EtherPads, so ensure no one leaves personal details.
Because each EtherPad will only support 8 synchronous connections, you may need
to set up additional EtherPads, naming them ecpd1, ecpd2 etc.

You will need to set up a document entitled:

Kotter’s eight stage change process in an eCPD context
Then enter the eight subheadings:
• Establish a sense of urgency
• Create a guiding coalition
• Develop a vision and strategy
• Communicate the change vision
• Empower broad-based action
• Generate short-term wins
• Consolidate gains and produce more change
• Anchor new approaches in the culture

17
PDAs should start typing under each heading. EtherPad saves automatically on a
regular basis, but if required, go to Saved revisions and click on Save now.

Activity: Developing your capacity for change

Stage 1 (10 minutes)

The previous session focused on whole organisation practice which has been
implemented successfully, or where practice is on the road to success. Not all PDAs
or all organisations will be operating at this level when joining the programme and it
is important to reassure PDAs that change takes time and needs to gain momentum
before it becomes accepted as normal practice. ‘Change’ is relative and will take on
a different meaning in different contexts.

Move on to Slide 7 to remind PDAs what that term ‘agent of change’ means within
the Teaching and Learning Programme. This was explored in Day 1 of the training.

Note that some programmes are building capacity for improvement through the use
of ‘change agents’ such as Subject Learning Coaches, E-Guides and PDAs. There
are numerous definitions for the term ‘change agent,’ but these are some common
features that are relevant for the way we are using the term here.

Use slide 8 to introduce the objectives for session 2.

18
This session introduces firstly the idea of change and secondly a model of change
and tools and strategies that will help PDAs to make progress.

Use slide 9 to introduce the notion of change and the four fundamental elements
that need to be in place to support change and what happens if any one dimension is
missing. Pressure (there must be a perceived need for change), Vision, Capacity
and Action.

Ask PDAs to refer to Handout 6: Factors that support change. First ask them to
individually review the grid in relation to some change that they have been part of
that did not work as well as it might have done.
• What was the cause for this?
• Does this relate to the factors on the grid or are there other factors that need to
be considered as well?
Next ask PDAs to share their experience briefly with a partner.

Stage 2 (10 minutes)

Still using Handout 6 and reflecting on their discussions with others, ask PDAs to
explore individually the four factors in relation to their role as a PDA.
• What is working well?
• What might need strengthening?
• How could this be achieved?
Then ask PDAs to share their experience briefly with a partner.

Stage 3 (25 minutes)

Explain that change is a well studied phenomenon and that research has established
deep understanding of the process. Kotter has created one well known model of
change and this is used by the Advanced Subject Learning Coach Programme to
bring about whole organisation change.

19
Distribute and refer to Handout 7: Kotter’s eight stage change model. Talk
through the model briefly, noting that it is about creating change not managing
change. Kotter notes that:
• a sense of urgency and vision are essential starting points
• the sequence of all eight stages are essential to successful change
• organisations may be working at several stages at once
• high quality leadership is essential.

Although the model was developed in a business environment, it works well in an

educational context and can help PDAs to take proactive steps for change.

Draw attention to the prompts and questions that characterise each stage.

Explain that PDAs are now going to divide into eight groups and to develop eCPD
ideas for action for each stage. Introduce Slide 10 to explain the task. Each group
will work on one stage, but they might find it helpful to look at the stages above and /
or below for continuity.

Slide 10

Stage 4 (15 minutes)

Re-convene the whole group and review the document. Ask participants to draw out
one idea at each stage that they find particularly interesting or innovative. Mention
that this document will be drawn together by a facilitator and posted on to the OLS to
access next week.

Explain that this model has been included here to help the PDAs structure their new
and strategic role. Kotter’s model can provide a link to the action plan for example,
PDAs will need:
• to establish a ‘sense of urgency’ within senior management about their ideas for
improvement;
• ‘powerful allies’ and a ‘vision’ if the ideas are to make fruition within the
organisation;
• to communicate project ideas;
• to empower colleagues;

20
• to see ‘short-term wins’ for themselves and the organisation concerned; and
• to build on and embed any improvements that arise out of the project.

Finally draw attention to other useful resources on the OLS that can help PDAs to
bring about change, in particular the Subject Learning Coach Programme resource:
Models and protocols flashcards that offer more useful ideas for working with
colleagues during eCPD activities.

To close the session, ask PDAs to:

• spend a few minutes reflecting on what they have learned;
• consider the implications for their action plan; and
• record their thoughts in their Reflective log.

Lead into a coffee break until 12.15.

21
Handout 6: Factors that support change

PRESSURE VISION CAPACITY ACTION RESULTS

IN….
Clear, shared Capacity for Actionable first Low priority
? vision change steps

Pressure for Capacity for Actionable first A fast start

change
? change steps that fades out

Pressure for Clear, shared Actionable first Anxiety and

change vision
? steps frustration

Pressure for Clear, shared Capacity for Haphazard

change vision change
? efforts. False
starts

22
12.15 – 1.15 Session 3
Using solution-focused discussion to move forward

Objectives

• To explore and refine action plans

• To address challenges and barriers
• To model use of the GROW coaching approach.

Resources

• Handout 2: Reflective log

• Handout 8: Using the GROW model of coaching
• Handout 9: The 5 Whys
• Handout 10: Fishbone analysis
• Handout 11: Forcefield analysis
• TDA ‘Little book of managing change’ for distribution to PDAs

Notes for facilitators

Stage 3 of this activity uses a carousel to introduce three problem solving tools: the 5
Whys, Fishbone analysis and Forcefield analysis. Although Handouts 9, 10 and 11
could be used independently by PDAs in a group, it would be helpful if each brief
activity could be facilitated. This provides an opportunity to ask three more
experienced PDAs to facilitate the carousel which will need to be planned in
advance.

Alternatively, still using the concept of lead PDAs, the group could be divided into
three and with each group allocated one problem solving tool to focus on so that they
could explore one tool in more detail.

Activity: Increasing your capacity to move forward

Stage 1 (5 minutes)

Use slide 12 to introduce the objectives of the session.

23
Explain that previous sessions have opened up discussion of whole organisation
change and offered some suggestions about how PDAs can become proactive in
bringing about change, rather than reacting to problems.

Inevitably, however, PDAs will encounter barriers and challenges and this session
offers some strategies to help overcome them and to help them develop and
maintain momentum.

PDAs, working in triads, will firstly use a coaching approach to try to resolve each
other’s problems. This introduces some of the skills that they will need to use and
models practice that PDAs should be using with their colleagues.

The second half of the session introduces three useful tools that can help to unpack
intransigent problems, encouraging discussion that can open up solutions.

Distribute Handout 8: Using the GROW model of coaching and ask how many
PDAs are already familiar with the approach. [Note that it was introduced during Day
1 training]. Use your judgement on the level of this response and, if necessary,
outline the essentials of the GROW model, referring to the handout as appropriate.
The intention is to develop a professional dialogue that enables PDAs to explore
what they are already doing well and to use more of these strategies to address any
problems. This activity models how they can work with colleagues in their
organisation.

Stage 2 (30 minutes)

Ask PDAs to work in threes. Each person takes a turn to:
• briefly outline their action plan objectives and a challenge or issue that concerns
them (2 minutes); and
• respond to questions posed by the other two members of the triad, who will use
GROW-type questions (Handout 5) to unpack the issues and to seek solutions. (8
minutes)
After 10 minutes (and then 20 minutes) alert the triads that they should change roles.

Halt the activity after 30 minutes and ask for brief feedback.

24
• How effective can a coaching approach be?

Point out to PDAs that the eCPD framework Module 3, Supporting colleagues,
bringing about change includes suggestions and resources to help PDAs develop
their skills of coaching and mentoring.

Stage 3 (20 minutes)

Some problems are more intransigent and need in depth problem solving strategies.
In this situation, working with other agents for change might be a particular asset to
PDAs as this can bring more expertise (as well as resources) to bear on the issue.

Three well known problem solving tools are presented very briefly in carousel format:
Five Whys, Fishbone analysis and Forcefield analysis.

Organise PDAs into three groups. Each group will visit each activity for 5 minutes,
receiving a handout and a brief summary of the tool from the facilitator. PDAs task is
to answer the question:

• How could this help you to work with other change agents, curriculum teams and
management teams?

Alternatively facilitators may think it more appropriate to provide a quick overview of

the three tools and then divide the group into three and allocate them one tool to look
at in more detail still focusing on the question above.

After 15 minutes ask everyone to reconvene and ask for some responses to the
question.

Stage 4 (5 minutes)
To close the session, draw attention to the TDA’s Little book of managing change,
which contains other tools to help manage the change process and to address
challenges.

Finally ask PDAs to:

• spend a few minutes reflecting on what they have learned;
• consider the implications for their action plan; and
• record their thoughts in their Reflective log.

25
Handout 8: Using the GROW model of coaching

Coaching is at the heart of the Teaching and Learning Programme. Coaching

encourages an approach to personal and professional development that builds
awareness and self-responsibility through encouraging people to find their own
solutions and identify actions they will take. John Whitmore (2003) who developed
the GROW model, offers the following definition:

‘Coaching is unlocking a person’s potential to maximise their own

performance. It is helping them to learn rather than teaching them.’

Coaching approaches and the associated skills can be used in many situations, not
just one-to-one coaching sessions. Examples include team meetings, action learning
sets, review or feedback sessions and planning meetings.

You may already be familiar with the GROW model from the action plan guidance
notes (Day 1) or you may have experience, either as a coach or through being
coached, of different models. For some of you coaching will be a completely new
experience.

The GROW model of coaching

GROW is a non-directive model of coaching. It stands for:

• Goals – what you want to achieve
• Reality – where are you right now in relation to your goals?
• Options – how you might try to achieve your goals
• Will – what it will take to implement the options.

26
When you and your colleagues use this approach, it is not up to the coach to give
advice or provide answers to the person they are coaching. Instead the coach’s role
is to ask questions that stimulate a colleague to think more deeply about the
challenges and issues they are facing and to help them work out their own way
forward.

Try using these powerful coaching questions as you work with colleagues.

Goal What is the area in which you want to make changes?

By when?
What do you want to achieve?
How will achieving this help you in the longer term?

Reality What is the current position?

What have you tried so far?
What stops you moving on?
What, if any, personal resistances or internal obstacles do you have
to taking action?
What resources (people and things) do you need?
What obstacles might get in the way of making changes?

Options What could you do?

What might be the first step?
What else might you try?
and what else?

Will What will you do?

What will be the first step?
How will you measure your success?
On a scale of one to ten, how committed are you?
How can I or others support you?
By when?

27
Handout 9: The 5 Whys

The 5 Whys is a simple problem-solving technique that helps teams to get to the root
of the problem quickly. Made popular in the 1970s by the Toyota Production System,
the 5 Whys strategy involves looking at any problem and asking: ‘Why?’ and ‘What
caused this problem?’

The technique begins with a clear problem/issue statement and allows teams to
interrogate the statement with the question ‘Why?’ repeated five times.

If it doesn't quickly give you an answer that's obviously right, then you may need
more sophisticated technique problem solving techniques.

The 5 Whys and Fishbone analysis have been used extensively by schools and
other organisations to avoid moving into ‘fix it’ mode too quickly, where solutions
may address symptoms rather than true causes.

Try it out
1. Start your analysis by writing a concise statement on the left of a large sheet of
paper that captures your problem or issue.
2. Move to the right and pose the question: ‘Why is that?’
3. Capture the answers to that question in a short, succinct phrase.
4. Gradually work from left to right as you pose the same question ‘Why?’ at each
successive level of analysis.
5. Try to work each branch of your analysis to five levels, or until you reach a root
cause, before returning to a higher level and analysing another branch of the
issue.
6. The same process can be applied to unpick factors that are enabling an issue to
be overcome.

How could this tool help you to work with other change agents, curriculum and
management teams?

28
Handout 10: Fishbone analysis
This tool gets its name from how it appears when drawn on a large sheet of paper,
with a problem statement to one side. A ‘spine’ extends from this statement with
lines branching off it on which the team records sub-issues.

Working in this way, teams begin to understand the elements contributing to a

perceived problem. Fishbone analysis is a good tool to help teams explore the
perceived difficulties of whole organisation change, for example.

Try it out
1. Write the problem statement on the right-hand side of a large sheet of paper.
2. Draw a straight horizontal line to the left (like the backbone of a fish).
3. Draw stems at a 45° angle to the backbone line.
4. At the end of each of these stems, brainstorm five or six key factors.
5. Break each key factor into subsidiary factors that must be understood before
moving on to solutions in the development phase.

Note: encourage the team to brainstorm each main ‘fishbone’ in turn. Perhaps each
member could take responsibility for facilitating the brainstorming of one main bone.
This way it also becomes a team-building exercise.

How could this tool help you to work with other change agents, curriculum and
management teams?

29
 Handout 11: Forcefield analysis.
Implications for introducing a whole organisation approach to the effective use of technology

 What will drive the effective use of technology across your organisation?
 What are the current barriers?
 How can you use the effective practice that exists to move forward and overcome or reduce those barriers?

DRIVERS Score FORCE FIELD ANALYSIS Score BARRIERS

A whole
organisation
approach to the
effective use of
technology to
enhance
teaching and
learning

TOTAL

30
Professional Development Adviser training day two

Session 4: Pedagogy, technology and enhanced learning

2.00 – 3.45pm (90 minute delivery time plus 15 minute working tea break)

Objectives

For Professional Development Advisers (PDAs) to:

explore how effective teaching and learning approaches can be enhanced by use of
technology;
explore how simple, affordable technologies can be used in the learning environment
to aid learning and reduce barriers;
explore the idea of inclusivity rather than accessibility; and
consider some approaches to engaging and inspiring colleagues that can be used to
support the colleagues they will be working with.

Resources

Handout 12: PDA activity sheet: Talking pedagogy and technology.

Handout 13: Ideas for using Talking pedagogy and technology cards.
Handout 14: Using technology to enable and enhance learning
Handout 15: 5 technologies to engage and excite

Resource 1: Talking teaching, training and learning cards – the 10 pedagogies

Resource 2: Technology cards
Resource 3: Gadget cards (one set per gadget bag)
Resource 4: Gadgets in a bag
Resource 5: JISC TechDisc materials on CD-ROM

Facilitator notes

Introduction

In this session PDAs are going to explore collaboratively some activities and
approaches that will enable them to support the professional development of
colleagues. Although we will be looking at how technology can support and enhance
learning the focus remains on pedagogy first and technology second.

Use slide 14 to provide an overview of the session.

31
This will be an active session that will provide PDAs with an opportunity to

Explore how effective teaching and learning approaches can be enhanced by the
use of technology and to ensure that teaching with technology is underpinned by
sound principles of pedagogy.

View examples of affordable technologies that could be used to enable and enhance
learning and to reduce any potential barriers that learners encounter.

The point to emphasise is that the resources have not been specifically designed for
accessibility purposes, so there will be no stigma attached to individuals using them.

Consider how they could use some activities and approaches that we are modelling
for engaging and inspiring colleagues.
E.g. one of our strategies involves nominating a lead PDA to work with PDAs at the
table, in PDAs own organisation they could invite a Subject Learning Coach or
leading practitioner to take on this role.

In advance of the training day Regional Lead Facilitators will have briefed a lead
PDA on each table to help facilitate this session. Their briefing is contained in the
Guidance notes for lead PDAs which is attached as an appendix to this session.

The role of the lead PDA is primarily to:

explain the activity;
keep proceedings to time;
share one tried and tested approach to enhancing teaching and learning with up to
date exciting technology and to encourage the sharing of ideas amongst PDAs
during this activity; and
record onto a Flip camera practice that the group as a whole has identified as being
effective (in supporting and sustaining change in the use of e-learning) during the
following session 5 at the end of the day.
Activity 1: Talking pedagogy and technology (25 minutes)

32
Lead PDAs will ask participants on their table to work in groups of three (or four) for
the first part of this activity.

The lead PDA will introduce Handout 12 which describes the activity in full.

In order to allow the activity to flow more readily steps 1 and 2 are done together (15
minutes) and the lead can then indicate when groups should move on to step 3 (10
minutes)

Step 1: Talking teaching, training and learning

Distribute the Resource 1: Talking teaching, training and learning cards, setting
aside the card titled ‘using e-learning and technology’. All nine cards should be
placed picture side up on the table. PDAs will already be familiar with these cards as
they were part of the pre-day 1 reading task.

Then each participant should select a pedagogy approach that they would like to see
used more widely within their organisation and to explain to other members in their
group:
Why they have chosen this approach and what impact they believe it would have on
learning?
How they might use these Talking teaching, training and learning cards with the
colleagues they will be working with?

Step 2: Talking technology

Distribute the Resource 2: technology cards which describe four broad groups of
tools and technologies. Ask participants to take turns to:
share their experiences of using these tools and technologies;
describe how they can be employed to enhance the pedagogy approach they
discussed above; and
describe how they are intending to spend their capital funding/have spent their
capital funding, which pedagogy approach will they use with their new resources?

The lead PDA on each table will bring the whole table back together and after taking
initial feedback draw attention to Handout 13: Ideas for using Talking pedagogy
and technology cards, which suggests a number of ways to stimulate discussion
around effective teaching and learning and use of technologies.

Step 3: An example
The lead PDA will demonstrate or describe an example of one ‘exciting’ technology
they have used successfully and relate it to a pedagogy card. They should justify
their choice of technology for the purpose and explain how they have used it and
what the outcomes were.

Activity 2: Gadgets in the bag (30 minutes)

33
Lead PDAs will introduce the activity using Handout 14: Using technology to
enable and enhance learning. Each table has a bag containing four different types
of technology. There are also four cards which provide a brief outline of each device
and its potential use.

The objective for the activity is for PDAs to discuss how they are using or could use
these technologies to enable and enhance learning and to overcome potential
barriers to learning that many individuals may currently be experiencing within their
organisations. Emphasise that this is the focus of the activity to avoid the discussion
being led by the technology for its own sake.

Note: As part of the pre-day 2 training tasks PDAs were asked to bring with
them a tried and tested portable piece of technology that supports and
enhances learning. These technologies will also be explored as part of this
session.

Lead PDAs will help PDAs on their table organise themselves to achieve this
objective as they wish – they may wish to work in pairs or threes and exchange their
ideas after 20 minutes; or to work collectively as a table throughout the period
allocated. Encourage PDAs to record their own ideas on Handout 14.

Draw particular attention to the fact that the equipment will be used by the Lead PDA
to record reflections at the end of the session during tea break.

Draw discussions on the tables to a close after 30 minutes and move on to the next
activity.

Activity 3: JISC resources to enhance learning (10 minutes)

Explain to PDAs that they can also make colleagues aware of a range of useful
resources that have been provided by JISC TechDis. These are available on the web
and they will also receive a DVD-ROM at the end of the day.

Demonstrate the EduApps website at http://www.rsc-ne-

scotland.ac.uk/eduapps/index.php which contains samples of free downloadable
portable assistive technology and productivity tools under 3 categories, Access
Apps, Learn Apps and Teach Apps.

Do a quick (10 minute) demonstration of some of the resources contained in

EduApps. (Note that whoever is facilitating this will have to be conversant with
EduApps.) As PDAs may have their own laptops they may want to explore the site
for themselves.

Explain that EduApps has over 90 different applications – all are free, open source
and portable and they all do different things. The real advantages are that:

every learner can have the package;

34
it does not draw attention to the learner as all they are doing is plugging a USB
device into the computer;
learners can use this at home, work, place of study, and so on;
it is feasible to give every learner one of these USB sticks at the start of the new
year, with this on, and other information such as course handbooks, policies, and so
on; and
AccessibleApps can be used on any computer.

There are, however, two things to be aware of with EduApps:

Some institutions have banned people from plugging USB devices into computers.
The solution is for the institution to look seriously at its policies and the reason the
decision has been made.
Some institutions allow people to plug in USB devices, but they do not allow .EXE
files (in other words, programs) to run from them. Again, this will prevent
AccessibleApps from working. However, it is possible for the institution to set up on
its system a list of acceptable .EXE files and to add to this list the 50 or so
applications on the USB stick: AccessibleApps will then work.

Wrap up this part of the session by explaining that the DVD of JISC resources
contains a wealth of materials to support inclusive practice at every level in the
organisation from senior manager to classroom practitioner. This material includes:

Making the best use of resources you already have;

Getting started quickly in rich media;
Getting started in mobile learning;
Web2.0 benefits and barriers; and
free productivity tools for staff and learners.

Activity 4: 5 technologies in 5 minutes (10 minutes)

And finally – draw PDAs attention to Handout 15: 5 technologies to engage and
excite in 5 minutes. The aim of this session is to excite PDAs on the possibilities
afforded by some new Web 2.0 technologies that can be used within professional
development. Demonstrate the technologies making a clear link with pedagogy.
Suggest this approach is a great way of getting attention at staff meetings or show
and tell sessions or in peer coaching activities when you want to make an impact
quickly.

The facilitator who is demonstrating may need to set up these accounts in advance.
It is not always possible to set up generic accounts as some of these services are
tied in with your mobile phone number. Please ensure you have that mobile phone
with you on the day for demonstration purposes.

1. Twitter: Before the day, create a Twitter account if you do not already have one.
Post a few comments before training day. Follow people like Dave Foord, xlearn,
Dave Sugden and James Clay. On the day, login to your Twitter account and explain
that a micro-blog is a way of communicating your thoughts in up to 140 characters.
Twitter is also a social networking community and ‘following’ people practicing your

35
profession can lead to quick information and support. Explain that there are many
other sites that can feed into Twitter like Twuffer that allows you to time your posts. If
your learners follow you on Twitter, you can use Twuffer to send up regular
knowledge nuggets or questions.

2. Spinvox: Set up a Spinvox account before training day and link this in with your
Twitter account for full effect. On the day, dial the number provided by Spinvox and
speak briefly. Your words will be converted to text and sent to Twitter by Spinvox and
should therefore be displayed on the screen quite soon afterwards. If not, revisit this
after showing the next tool.

3. Ipadio: Set up an ipadio account. This is a phone to podcast service. On the day,
dial the number provided by ipadio (remember to have your 4 digit code to hand as
well that Ipadio provides you with) and interview a PDA live in front of everyone.
Then go to ipadio.com and you should see your podcast under Latest phlogs.

4. Email to blog: Go to http://ecpd.vox.com/. Explain that vox is a blog and social

networking site that allows upload of pictures, videos and audio. Like most blogs, it
will allow you to email to it to create a new post. Using your own email account, send
a post to 1c7842b5b8c4eaf1@moblog.vox.com. Include a subject, some text in the
body, and include a picture as well as piece of video or audio. Then go back to
ecpd.vox.com and show your post appearing on the site.

5. Flickr: Advanced Search on Flickr, to search for images that are released under
creative commons which can be used in presentations, embedded in blogs/VLE
wikis etc

Consolidation and review (15 minutes)

Recap the main points covered in the four activities.

Now participants will have an opportunity to consolidate the activities they have just
completed and to focus on how they could use them in their work with colleagues.

Working in pairs, ask participants to revisit one or more of the pedagogy approaches
and one or more of the tools or technologies that they consider would meet the
needs of a particular colleague or group of colleagues and then to consider how
these could relate to the eCPD framework (refer to day 1).

Pause for reflection. Take feedback from participants.

How can they as PDAs use the processes we’ve modelled in this session to engage
and inspire their colleagues?

What sort of ideas emerged on the relationship between pedagogy approaches and
technologies?

Signpost PDAs to the CPD resource: Small steps, big difference, which is
downloadable from the online learning space. This is a scaling activity which

36
stimulates reflection on current practice and the relationship between technologies
and pedagogies. The activity uses a learning conversation approach to help teachers
to prioritise their eCPD actions.

What sort of ideas emerged on technology for inclusive learning?

To what extent might sharing ideas with other PDAs help to address problems? How
can they use each other as a resource? (Prompt – can they continue this discussion
on the OLS?)

End the session by explaining that session 5 will bring together all the elements
PDAs have looked at today. Ask them to use the working tea break to consider the
question:

‘Which of the strategies and resources you have seen today will you use to enhance
your organisational action plan or eCPD plans to help achieve your vision?’

Capturing reflections during tea break:

Remind PDAs to capture their reflection in their logs.
Lead facilitators can use the flip cameras to record a summary of one or two
responses to this question and key reflections.

Explain that these clips will be posted onto the OLS. Note a facilitator will need to be
allocated to take responsibility for this.

37
Day 2 Sessions 4 and 5 Guidance notes for Lead PDAs

Many thanks for ‘volunteering’ to facilitate the Session 4 Activities. The activities will
last for 50 minutes within the 2.00 - 3.45pm session on day 2 that focuses on
enhancing teaching and learning with the effective use of technology.

Your role is primarily to:

familiarise yourself with Handouts 12 – 15;
explain the activities to the group on your table;
keep proceedings to time, using the prompts below;
demonstrate or describe one tried and tested approach to enhancing teaching and
learning with an up to date exciting technology and relate it to a specific pedagogical
approach; and
encourage the sharing of ideas amongst PDAs.

In addition we would like you to record on to a flip camera/voice recorder that will be
provided during session 5 (3.45 - 4.30pm) the practices that the group as a whole
identified as being effective in supporting and sustaining change in the use of
e-learning.

Prompts for the activity

A facilitator will begin Session 4 with a five minute introduction looking at the
objectives of the afternoon’s activities. An identified PDA on each table (i.e. you!) will
then be asked to lead their colleagues through the activities following the stages and
timings suggested below:

Activity 1: Talking pedagogy and technology (25 minutes)

Organise PDAs on your table to work in groups of three (or four) for the first part of
the activity. Then introduce Handout 12 which describes the activity in full. In order
to allow the activity to flow more readily steps 1 and 2 are done together (15
minutes) and you will need to keep an eye on time to indicate when groups should
move on to step 3 (10 minutes) .

Step 1: Talking teaching, training and learning

Distribute the ‘Talking teaching, training and learning’ cards, setting aside the
card titled ‘using e-learning and technology’. All nine cards should be placed picture
side up on the table. PDAs will already be familiar with these cards as they were part
of the pre-day 1 reading task.

Then each participant should select a pedagogy approach that they would like to see
used more widely within their organisation and to explain to other members in their
group:
Why they have chosen this approach and what impact they believe it would have
on learning?
How they might use these Talking teaching, training and learning cards with
the colleagues they will be working with?

38
Step 2: Talking technology
Distribute the Technology cards which describe four broad groups of tools and
technologies. Ask participants to take turns to:
share their experiences of using these tools and technologies;
describe how they can be employed to enhance the pedagogy approach they
discussed above; and
describe how they are intending to spend their capital funding/have spent their
capital funding, which pedagogy approach will they use with their new resources?

Bring the whole table back together and after taking initial feedback draw attention to
Handout 13: Ideas for using Talking pedagogy and technology cards, which
suggests a number of ways to stimulate discussion around effective teaching and
learning and use of technologies.

Step 3: An example
Demonstrate or describe an example of one exciting technology that you have used
successfully and relate it to a pedagogy card. You should justify your choice of
technology for the purpose and explain how you used it and what the outcomes
were. If you would like to, you can prepare a short video clip of this in advance to
post onto the OLS and show the video from your laptop.

Activity 2: Gadgets in the bag (30 minutes)

Introduce the activity using Handout 14: Using technology to enable and
enhance learning. Explain that on each table there is a bag containing four different
types of technology. There are also four cards which provide a brief outline of each
device and its potential use.

N.B. As part of the pre-day 2 training tasks PDAs were asked to prepare an
example of a sound pedagogic situation which they have found successful
and which uses technology (not necessarily the latest) well and why. These
ideas will also be explored as part of this session.

The objective for the activity is for PDAs to discuss how they are using or could use
these technologies to enable and enhance learning and to overcome potential
barriers to learning that many individuals may currently be experiencing within their
organisations.

You should help PDAs on your table organise themselves to achieve this objective
as they wish – they may wish to work in pairs or threes and exchange their ideas
after 20 minutes; or to work collectively as a table throughout the period allocated.

Encourage then to record their thoughts and ideas on the handout and emphasise
that PDAs may wish to develop the ideas they have discussed in their groups on the
online learning space (OLS).

39
Draw particular attention to the fact you will be using the flip camera or voice
recorder to record some of their reflections at the end of the session during tea break

Draw discussions on the tables to a close after 30 minutes.

40
Handout 12: Talking pedagogy and technology

Objectives
To explore how effective teaching and learning approaches can be enhanced by use
of technology.
To appreciate how these underpinning principles can be used to support the
colleagues you will be working with.
To consider an activity that you could use with your colleagues.

The lead facilitator on your table will support you in this activity. Work in groups of
three for the first two steps.

Step 1: Talking teaching, training and learning

Distribute the Talking teaching, training and learning cards, setting aside the card
entitled ‘Using e-learning and technology’. All nine cards should be placed picture
side up on the table. You should already be familiar with these cards as they were
part of the pre-day 2 reading task.

Select a pedagogy approach that you would like to see used more widely in your
organisation and explain to the other members of your group:
Why you have chosen this approach and what impact you believe it would have
on learning?
How you might use the Talking teaching, training and learning cards with the
colleagues you will be working with?

Step 2: Talking technology

Distribute the Technology cards which describe five broad groups of tools and
technologies. Take turns in your group to:
share experiences of using these tools and technologies;
describe how they can be employed to enhance the pedagogy approaches you
focused on in Step 1; and
describe how you are intending to spend the capital funding/have spent your capital
funding and which pedagogy approach you will use with the new resources.

Note: Handout 14: Ideas for using Talking teaching, training and learning and
Technology cards will provide you with some useful approaches to try out.

Step 3: An example

The lead PDA on your table will demonstrate to you an example of one technology
they have successfully used and describe the pedagogy approach it relates to.

41
Handout 13: Ideas for using talking pedagogy and technology cards
To develop your understanding
Take a pedagogy card, read it and
explain it to someone else.
What is meant by the term?
What impact does it have on
learning?
Select a technology card(s) and explain
how each can increase the impact of the
pedagogy.
To meet individual learners’ needs
How can you use the pedagogy
approaches to personalise learning and
respond to individual needs?
How can technology contribute?
To support learning in a range of
contexts
Learning takes place at different times
and in many formal and informal settings.
Which pedagogies and
technologies can help make
learning in multiple environments
more effective?
To step outside your comfort
zone
Choose a pedagogy approach that is
unfamiliar to you - and one or more
technologies to enhance the approach.
Plan an experiment. Try it out. Evaluate
the impact with learners.
Share your experiences with
colleagues.
Talking teaching,
training and learning
cards
Technology cards
How will you use them to
benefit your learners?
To improve communication
and support during learning
Online, distance or blended learning
can result in social isolation.
Which pedagogies can
restore a social dimension to
learning?
How can technologies
contribute to, or improve,
communication?
To improve learning of
challenging topics
Consider a topic that is challenging to
teach and challenging to learn.
Which pedagogy approaches
could add variety and offer new
ways to learn?
Which technologies could you
use to increase the impact?
To manage group learning
Think of a group of learners that you
teach.
Which approaches might you use
to engage and motivate?
Which technologies could
enhance the learning
experience?
How can these approaches help
you to differentiate?
As a stimulus for an action
learning set
What is the challenge?
What do we want to achieve?
How can we do it?
How will we measure the
impact?
42
 Handout 14: Using technology to enhance and enable learning
On your tables you have access to some examples of affordable and portable technologies. Discuss with other PDAs how the items
could be used in your organisations to enhance and enable learning and to reduce or remove the barriers that some of your
learners experience. Capture your ideas on the grid below.
Function of technology How could this be used? Which pedagogy could it support? How would this enhance and enable
learning?

Recording audio

Recording pictures and

videos

Playing back pictures, videos

and MP3s

Playing back audio, and

portable applications

The items chosen for this exercise cost less than £230 in total. Many of these will already be owned by learners and none have
been designed specifically to address challenges relating to accessibility.

43
Handout 15: Five technologies to engage and excite in five minutes

The aim of this quick five minute session is to inspire you to use Web 2.0
technologies for teaching and learning.

1. Twitter (http://twitter.com)
Twitter is a famous micro-blog, which is a way of communicating your thoughts in up
to 140 characters. Twitter is also a social networking community and ‘following’
people practicing your profession can lead to quick information and the building of a
community of practice. There are many other sites that can feed into Twitter like
Twuffer.com that allows you to time your posts. If your learners follow you on Twitter,
you can use Twuffer to send up regular knowledge nuggets or questions. Twitter
could become your digital noticeboard or formative quiz tool.

2. Spinvox (http://spinvox.com)
Spinvox can be used as a voice to text converter as well as a means of sending texts
out to multiple mobile numbers at once (a ‘blast’). The Spinvox account is linked to
your mobile phone number and can also be linked to your Twitter account. Once
registered, you have a phone number to dial. Ringing up allows you to leave a short
voice message that is converted into text and sent to your Twitter page. By setting
up mobile phone numbers of your learners on your Spinvox account, you can ring a
number and speak a message that is sent as a text message to their phones.

3. Ipadio (http://ipadio.com)
This is a phone to podcast service similar to Gabcast.com. By registering on the site
with a mobile phone, you or your learners can create podcasts simply by dialing the
number provided and using your password to create a voice message on the web.
Learners could leave a daily diary if they are on work placements or you could
encourage them to interview each other at the end of a lesson. Your Ipadio account
can be linked to Twitter so that new podcasts are linked from your Twitter page.

4. Email to blog
If you would like all your students to contribute photos, videos, audio, comments and
links to one web site, set up a blog on a site like vox.com and provide them with the
specific email address for the site (In Vox, you find this by going to Account > Mobile
settings). This is useful for collating material around a specific theme which the
learners can all access and comment on.

To demonstrate, using your own email account, send a post to

1c7842b5b8c4eaf1@moblog.vox.com. Include a subject, some text in the body, and
include a picture as well as piece of video or audio. Then go to http://ecpd.vox.com
to see your post appear on the site.

5. Flickr (http://flickr.com)
Flickr is a photo sharing site that also has social networking functions. Search and
explore the images on Flickr. Go to http://www.flickr.com/creativecommons/ to find
out more about Creative Commons licenses that allow you to use pictures for non-
commercial purposes. See also http://tinyurl.com/ecpdflickr. By creating a Flickr
account, you can easily share photos that you find via email, Twitter, a blog or a link.

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Handout 16: PDA Case study template

1. Title of the case study: Your title should clearly reflect the focus of your case
study and should be as memorable and inviting as possible.

2. Summary: No more than three sentences that capture the essence of your case
study, presented in such a way that the reader will want to read on!

3. Provider profile:

Name and brief description of the organisation, including provider type

Location and region

Name and contact details of case study author

Approximate number of staff and programme areas involved

Approximate number of learners involved

4. Action plan aims: What you hoped to achieve. This can be a bulleted list.

5. Implementation: What you did, who was involved, the approach that you followed
and the processes that you developed.

6 a. Successes: What went well and what critical factors underpinned such success.

6 b. Challenges: What hurdles you met on the way and how you attempted to
address these.

7. Impact and outcomes: The impact your work has had so far on learners, staff
and the organisation as a whole

8. Lessons learnt: This can be a bulleted list that captures what you have learnt so
far in your role as a PDA. Try to include points that will help to develop the practice
of others.

In hindsight what might you have done differently and why?

9. Next steps, ensuring sustainability: Capture where you are now and where you
will be focusing your energies next to ensure that the momentum of your work is
sustained.

10. Final comment from your senior manager

11. Key words and tags you would apply to your case study

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Professional Development Adviser Training Day 2

Session 5: Where next? Maximising your impact

3.30 to 4.15

Objectives

• To refine further your vision of what the perfect future will be like.
• To use this vision to inform and refine organisational action plans and individual’s
eCPD plans.
• To clarify project milestones and outputs to help you measure impact and share
success.
• To outline the next steps that Professional Development Advisers (PDAs) will
need to take.

Resources

• Sheets of blank A3 paper and pens.

Note: PDAs should bring copies of their whole organisation action plan to this
session as well as any individual eCPD action plans they might have with them.

Facilitator notes

Explain the purpose of the activity and its objectives using slide 16.

A vision of a better future in which pedagogy is enhanced by technology underpins

the CPD activity: Small steps, big difference. The activity introduces the idea that a
focus on solutions (not problems), the future (not the past) and on what is going well
(rather than what has gone wrong) leads to a positive and pragmatic way to work.
Successful ‘small steps’ build change steadily, leading to a ‘big difference’ over time.
This approach builds on the solution-focused discussion that PDAs will have had in
their action learning sets in Session 3 before lunch.

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A key aspect of a solutions-focused approach is called the 'future perfect’, a vision or
description of how things might be in an ideal future. This idea was introduced in day
1 and is being revisited again to make full use of the additional ideas and resources
that have been presented today and which will inform your work as a PDA.

The purpose of this session is to:

• give PDAs an opportunity to revisit their vision of what the perfect future will be
like for their organisation when their project has been completed;
• consider how to incorporate any of the ideas or strategies seen today to enhance
or improve their organisational action plans and eCPD action plans to help
achieve this vision; and
• review and further develop impact and evaluation measures to assess distance
travelled toward this vision.

Activity 1: Working in pairs (30 minutes)

Ask PDAs to think back to day 1 and the question (see slide 17) they considered at
the beginning of the day ‘Consider the technology skills people need to be
employable in the 21st century. What shift needs to happen in your
organisation to make this happen?’

Remind PDAs that at the end of day 1 we asked them to visualise what things would
look like if all aspects of their action plan were realised and shift had occurred.

1. Ask PDAs to take turns (five minutes each way) to answer the question:

‘What will it be like in your organisations 12 months from now if your project is
successful? What kind of shift will have occurred?

‘How will you incorporate any of the strategies and resources you have seen
today into enhance your organisational action plan or eCPD plans to help achieve
your vision?’

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 ‘How will you use your facilitator and the facilities of the OLS to help you achieve
your vision?‘

‘How will you know when you have achieved your vision? How will you measure
success?’

Show slide 18 and remind PDAs of Handout 16:Measuring the impact of your
action plan which refer PDAs back to session 5 from day 1. Remind them that
during the implementation of their work they need to frequently review and reflect on
progress to ensure they keep sight of their intended impact.

Slide 18

2. Give PDAs 10 minutes to record their ideas on their action plan or reflective log

Timescales and milestones 10 minutes

Outline how PDAs will be supported to achieve these outcomes and how they will
continue to support each other between now and the end date of this part of the
programme. Use slide 19 to illustrate the timescales and deadlines for the Cohort.

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Slide 19

Recording impact and sharing success 10 minutes

The way that PDAs will be able to record their impact and share their success within
their organisation and with the sector will be via a case study that PDAs are to post
on the OLS in March capturing the work they have completed to date and the impact
it has had on teachers, learners and the organisation as a whole.
Go onto the OLS and:

1. Open the instructions for uploading a case study. Talk PDAs briefly through
the case study format and remind PDAs that Facilitators can help them with it.
2. Go to the case study directory, Open a case study to show to PDAs an
example of a successful eCPD project and the impact it achieved. The
intention is to leave PDAs with some inspirational thoughts about the work
they are to complete after day 2.

End the day with some digital highlights and audio clips produced by eCPD
facilitators that capture the journey the PDAs have undertaken from Day one to Day
two. These should leave PDAs with some inspirational thoughts about the work they
are about to complete after Day two.

Ask PDAs to complete evaluations and then close the day's session thanking
everyone for their contributions.

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