Transcript ECM and the use of Electronic Data

Implications of ECM for the use of
Electronic Data and
Personalised Learning ■
A summary of some research findings in this area and the impact
on personalised learning and the broad Naace ‘agenda’
Mike Bostock, New Media Learning
• ECM was set up to prevent vulnerable pupils falling
through the net
• ECM requires Primary Care Trusts, Social Services,
Education and Police working together
• ECM requires a multi-agency approach in Local
Authorities, reflected in schools
• Underpinning this work is the need for the combination
of all sources of data into a a single repository which
will enable alerting, tracking, progression management
and personalisation
“Good information sharing is the key
to successful collaborative working
and early intervention to help
children and young people at risk of
poor outcomes. ”
www.everychildmatters.gov.uk/
“Local authorities and partner
organisations should ensure that
information sharing is properly
addressed in their own organisations.”
“Change strategies and service delivery
plans should incorporate effective and
clearly understood mechanisms for
sharing information across service and
professional boundaries. ”
www.everychildmatters.gov.uk/
What does ‘improving’ Information Sharing mean?
• Effective communication between practitioners
• Understanding what information should be shared
• Better knowledge of other agencies services
• Working in multi-agency teams to deliver services
• Less repetition
What data?
family information, health, social context data, population, labour
market, local skills needs, curriculum offer, provider comparisons, pupil
destinations, deprivation, area trends, special needs, teenage parents,
youth offenders, looked after children, abusive parents, absenteeism,
behaviour, attendance, achievement, attainment, learning preferences,
broader pupil achievements, within school variation, student
satisfaction levels
• Are there groups in our community that we are failing?
• Does education provision meet the needs of all pupils?
• What degree of personalisation can schools offer?
• If Every Child Matters, why do we use % A-C as a measure?
“The Common Assessment Framework
(CAF) is a new, standardised approach
to assessing children’s needs for
services. It has been designed for
practitioners in all agencies to help
them to communicate and work
together more effectively.”
http://www.dfes.gov.uk
Information sharing index
• A national index will be completed by end of 2008
• It is a tool to enable practitioners to share relevant
information about children who need services
• Local authorities to take the lead in maintaining the
accuracy of the records for children living in their area
“Changes have taken place for one
particular child in terms of educational
attainment, health provision, housing
provision and mental health support
for the mother”
At national level . . . .
National
Index
Background information about learners
can trigger positive intervention by
education professionals
(a limited dataset for
vulnerable pupils)
Learning
Platform
School MIS
At school level . . . .
attainment
achievement
attendance
exclusion
post code
Information stored in an
MIS could be linked to a
Learning Platform to
provide complete learner
progress profiles
learning profiles
progress
strengths and weaknesses
targets
e-portfolios
• How can we draw together data across all areas of ECM
and make it compatible?
• Can the National Index be expanded into a complete
Education Data Repository covering every learner?
• Can we allow differential access to a common data set
for each set of professionals?
Learning Platforms
"The term learning platform describes a broad
range of ICT systems used to deliver and support
learning. The government's target is that all pupils
will be able to access a personalised online
workspace, capable of supporting an e-portfolio,
by 2007-08"
'Learning Platforms: Making IT Personal', DfES publication, December 2005.
Learning Platforms
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Continuity and extension of learning
Increasing stimulating/motivational experiences
Providing wider and more flexible courses
Involvement in and management of target setting
Tracking learning and interventions
Improving planning and preparation
Assessment for and of learning
Reducing administration easing organisation
Involving and communicating with parents
Exploring progression by ability not age
Offering learners greater autonomy
Source : Becta
E-Portfolios
• An e-portfolio is an electronic format for
learners to record their work, their
achievements and their goals, to reflect on
their learning, and to share and be
supported in this.
• It enables learners to re-present the
information in different formats and to take
the information with them as they move
between institutions.
Management Information Systems
“The successful provision and use of
management information directly supports
the drive to raise standards in schools. MIS
systems provide leadership teams with
essential tools to support personalised
learning strategies to improve the efficiency
and effectiveness of their learning
institutions.”
source: Becta
Management Information Systems
Becta intends to regulate the MIS market to:
• improve value for money
• create open technical and data standards
• ensure interoperability of data
• make technical support more cost effective
• increase use of MIS for school improvement
• improve electronic data collection
The Strategic Development of MIS in Education
14 Principles that should underpin developments
in the use of Electronic Data
by Don Passey
Chair of the BCS Working Party on Data Management
Senior Research Fellow, Department of Educational Research,
Lancaster University
For the full picture see Don’s research paper ‘The Strategic Development of
MIS in Education - the Two Hearts of Data Management: Technology and
Curriculum’ (Naace 2006)
The Strategic Development of MIS in Education
1. The data and analysis techniques that are essential for
informing effective teaching and learning should be
identified
2. We need to integrate an understanding of how pupils
learn in order to define data and assessment requirements
3. The key relationship between the metrics of learning
and the collection of data needs to be defined
4. The collection of formative data, as well as summative
data, should inform monitoring and feedback mechanisms
The Strategic Development of MIS in Education
5. A distinction should be drawn between individualised
targets and group targets
6. An entitlement to access to data for every group of
users should be identified
7. Teachers should receive specific training in the use of
data intelligence
8. The collection and application of data knowledge
should take place locally, but data records could be
stored remotely
The Strategic Development of MIS in Education
9. The effort needed to collect data needs to be
balanced against its value
10. Measures of data reliability should be integrated
into every stage of data collection and use
11. Once data management systems meet minimum
requirements, responsibility for their effective use lies
with the end user
12. Data access, flow and reliability will underpin
useable, flexible and accountable data systems
The Strategic Development of MIS in Education
13. Systems must first demonstrate coherence before
they can become reliable, dependable and sustainable
14. How data intelligence functions are supported by
each group of IT professionals needs to be identified
The Strategic Direction for Data Management
- Some recommendations
• Gather examples widely of how data intelligence is
leading to enhanced outcomes
• Set up blue-sky thinking opportunities to fuel further
developments
• Define a data entitlement for all key data users
• Ensure that intervention analysis, integration with virtual
learning environments, and the linking of assessment profiles to
learning outcomes are in place.
Some conclusions . . .
• The ECM agenda will require data aggregation across IT
systems in order to track the development of the whole child
• Electronic data is a key area of development as important to
ICT professionals as teaching and learning
• Data analysis and feedback systems will become more
widespread, more integral with job functions, and more
accessible by teachers, learners and parents
• All those who work in this area need to be data smart and
data confident
Some conclusions . . .
• The development of electronic data in education has
significant technical, ICT, pedagogical and professional
implications
• An effective national system for managing data, linking with
school learning and management systems, will offer greater
personalised learning, achievement and protection for pupils
• Naace expects to extend its range of professional support to
members who operate in this area
• Naace would be pleased to hear the views of members on
what activities would be of most value.