Reflective Review Kate Marzohl-Duffy ID 0170980 1 OTLS Module 1 – Using the DET Portal Initiation, development and management of the OTLS Module 1 – Using

Reflective Review Kate Marzohl-Duffy ID 0170980 1

Initiation, development and

management of the

OTLS Module 1 – OTLS Module 1 – Using the DET PortalUsing the DET Portal

at Margaret River Senior High School


Competency 5

Provide high level leadership in the school community through assuming a key role in school development including curriculum planning and management and school policy formation.


Goal of my presentation

(1) To outline the research, professional learning, development, management and reflection I have undertaken in the introduction of OTLS Module 1 at Margaret River Senior High School in 2009/2010; (2) To encourage you to reflect on your and your school’s practices in providing online learning opportunities; and (3) To improve my understanding of issues concerning online learning and the DET Portal by listening to your advice.

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The “Big Picture”

OTLS

OTLS – Online Teaching

and Learning Program Teachers and students communicate in an interactive online environment Supports teachers in assessing students and creating innovative teaching and learning programs for individuals Enables teachers and students access to endorsed syllabus materials

Collaboration

Collaboration

Webmail, instant

messaging and web

conferencing

Enables teachers to share

resources, ideas and

experiences

Allows communication

with students

Fosters new online

communities

Online Professional Learning

Online Professional Learning

Delivers flexible online professional learning – anywhere, anytime

Teachers expand their knowledge, share ideas and gain practical skills that impact on their teaching programs

SIS

School Information

System – Curriculum

Information

Management

Assists teachers with

planning for and

assessing student

learning

Centrally managed

reporting to parents

creates efficiencies for

teachers and school

leaders and ensures

comparability

Digital Content

Digital Content

Online access to endorsed

curriculum and syllabuses

27,000 approved, digital

resources – easily

searchable and relevant

Teachers can create and

share their own resources –

an evolving content

repository


Research and Trials

(1) SIDE course by Visual Arts students

virtual classroom or online environment (Centra) was very liberating and offered individualized education opportunities. students can learn effectively in an online

environment a need for direct teacher contact time and organizational and independent study skills development.


Research and Trials

(2) ICT PL and Reflection

I planned personal and professional growth in ICT strategies for the Arts Learning Area. Teachers Have Class online PL ICT contact expert for several programs that I also presented at staff meetings. For

example: the use of Blogs, Comic Life, virtual galleries and ProtoPage for classroom learning and assessment

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Research and Trials

(3) Individual Online Learning

In my role as Student Services manager, I explored the feasibility of SAER

students to work on individual programs in an online environment. Feedback from EAs and the students highlighted the need for skill development in self-direction, ICT problem solving and on-task behaviourt

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Research and Trials

(4) Curriculum development as part of CSP

As Community Service Program Coordinator I investigated ICT projects to work collaboratively with community groups and parents.


The MRSHS CSP Blog


Trial Project: Uthando

Doll making for Zulu orphans whose families were killed by AIDSYear 10 Art and Craft


Trial Project: Uthando

Sam wrote: September 23rd, 2009 at 4:32 pm “i feel pleased finally finishing the doll. after shipping it off, hopefully the effort i put in will bring joy to somebody else. i think the sewing has improved my skills and made me realise what i can do if i concentrate properly. the project is a good idea and is good to knock time off community service.” (sic)


Research and Trials

(5) Collaborative online learning

The development of collaborative regional online partnerships with colleagues, a gathering of Primary and Secondary school teachers from our regional education cluster to promote use of ICT and develop links. I coached and mentored peers in the creation of Blogs and Wikis and Service Learning.

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Research and Trials

(6) Exploration of direct reporting tools

I sought advice from a colleague about the MyGradeBook software. This is a web-based grade book that enhances the communication between teachers, parents and students by emailing parents whenever a new grade is entered.

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http://www.mygradebook.com/


Research and Trials

(7) Ongoing Professional Learning

CMS training Instructional Intelligence SAIS training due to the use of data for evidence- based planning and proof of value adding (e.g. NAPLAN)


OTLS priorities for MRSHS

1. Development of staff competence in portal useand ICT

2. Student development: 1-to-1 Laptop program

3. Roll-out of student DET emails


1. Staff Portal use survey



Result 1: Staff responseOn average the teaching staff at MRSHS feels competent in just over a quarter of essential Portal usage skills. There were essential deficits in Portal knowledge.



Graph 1: Category responseCategory 5 ‘EMAIL’ was the one most staff felt competent with.

19%

28%

314%

414%

536%

613%

76%

Category competence



Graph 2 (below): Faculty responseTeachers in faculties relying heavily on Portal data indicated much greater competence in using the Portal than the faculties with little administrative responsibilities. (max score was 32)



Result 2: Level 2 / 3+ incongruenceClassroom teachers indicated a much lower competence with Portal competence and skills than HOLAs and school administration. Portal use, SAIS and SIS were particularly emphasised in HOLA training.



Result 3: Ranking of competences/skillsThe greatest need for PL was in the Recourses category of the Portal.


1. Key RecommendationsIdentification of individual Portal Usage learning needs of all staff membersProvision of instructional material to assist teachers in the

development of Portal competenceDevelopment of collaborative partnerships using OTLS mentors/coachesUse of whole-school development days to collate information and ensure consistency in staff developmentDevelop sample programs Development of student participation and access to OTLSUp-skilling of staff with regards to ICT in the classroom and 1-to-1 Laptop program


Trial Project: Nanu Felting OTLS workshop

Colleagues learned the practical skills of felting as well as discovering the possibilities of uploading and publishing project components on OTLS.

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Student Portal access

Promotion of DET portal to students and DET email usage

Student Council: leadership and ownership of process

On reflection, the student councilors had their portal ID number but had no real need to use it.

Development of a need to encourage students to use the portal resources. Student council meeting minutes, agendas and projects dear to their hearts such as Leaver’s jumper surveys, ball and social nights invitations were now communicated via the portal.


School Policy development

1.Student use of online learning tools

2.Internet use policy

3.1-to-1 Laptop program policies


1-to-1 Laptop Program

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Growth of Portal competence


Competence improvement by Faculties


Student Portal participation


Challenges

1. system configuration2. Time3. access for part-time staff4. induction of new staff and relief staff

in OTLS processes5. staff attitudes in the face of rapid

change, and providing students with meaningful online learning experiences


Question 1

Complete the Using the DET Portal survey and identify your own level of competence in using the DET Portal. Please comment on the strengths and possible challenges of my survey and whole-school competence-improvement process. Do you have any ideas or suggestions based on your Portal and/or ICT expertise on how to extend this process?


Question 2

What specific projects or strategies of OTLS or online learning do you engage in at your school or in your classroom? How successful are these projects or strategies? What advice can you give me in view of the introduction of the OTLS Module 2?


Question 3

In my critical reflection I identified reluctant or resistant teachers as a crucial group to introduce OTLS across all learning areas. Do you agree with my conclusions? What advice can you give on how to motivate these staff members to engage in OTLS?

Documents

Reflective Review Kate Marzohl-Duffy ID 0170980 1 OTLS Module 1 – Using the DET Portal Initiation, development and management of the OTLS Module 1 – Using