Stage4_Implementation

Stage 4: Implementation
**Relationships, Collaboration, Communication, Interconnectedness** In order for the cluster to proceed successfully it must be underpinned by a common understanding and robust communication processes to ensure all members are actively involved in, at their level of the collaborative network. The communication processes established in the planning stage should be working well and it is useful to check and modify these channels. This will include a cluster website or portal for the collection and dissemination of information relating to cluster activities; this will form the first point of contact for all interested parties. • The management committee should continue to meet regularly and provide leadership and feedback to all schools and stakeholders. • The promotion of the network as successfully meeting the needs of students and schools is an important task. • Future development of the network is driven by information gained from the evaluation process. • Feedback to staff and community are regularly maintained. • Regular communications and feedback is expected with other cluster management teams and national governance bodies
 * Focus:** Interconnectedness & Communication - Use and where necessary modify or augment existing communication channels.
 * Explanation**:

A cluster portal or website provides the first port of call internally. This may be the front page or open access area of the online learning space used by the cluster and goes by various descriptions. More information can be found on the [|Ministry of Education website] - - - Ministry of Education Virtual Learning Network - the National Brokering organisation for Video, Audio and Web accessed Blended Learning web, networking between clusters is available through this online resource: http://vln.school.nz - - - Participation in the National Body Virtual Learning Network Communities [VLNc] VLNc - - - Cluster portal set up within NZ Open Education Resources on Wikieducator
 * Action**: Communication channels are set up, Links below are provided to a sample of the organisations to access for communication and support.
 * Supporting Resources**:

**Learner needs** In order to meet the learner needs the Learning Community Online will have set up structures to ensure support through all levels of participation. The crucial element to success in online learning is the support structure in the school. Where the learner accesses information and assistance will need to be a clear process from identification and enrolment through to completion of units or courses of learning. This is might be by way of distance learning coordinator, pathways or futures department in the school, an eDean or mentor teacher or support person who is charged with ensuring that all learner needs are met. In school coordination should involve communication with all staff to ensure the learning process is visible across the school and contributing communities. At a cluster level the support process will be through regular updates and ongoing communication across the organisations involved with the learners. This will use the means of communication provided by the Ministry of Education, through the cluster online community and through the services accessed by the learners themselves [namely email, phone, audio, video and web conferencing softwares]. Regular reporting of progress will be a requirement for sustaining success for the learner and to ensure issues are addressed in a timely manner. The Learning Community will make full use of the resources and opportunities available through the wider network of communities online, this will be accessible through their joining the Virtual Learning Network communities [VLNc]. Attention will be given to natural groupings within the wider cohort and to opportunities to intersect with alternative support networks for example the Area Schools Conference.
 * Focus:** Once the learner needs have been identified and structures put in place to enable engagement through the Learning Community Online the focus then is to support ongoing participation
 * Explanation**:

A framework for the in school [|role of eMentor] is outlined on the Virtual Learning Network site. The students input into the online community they are engaging with in the form of their own calendar of events and reporting timetables etc will help with their engagement in the learning journey. - - - [|Student module:] this can be accessed through the Virtual Learning Network [VLN] and implemented in the community's own Learning Management System [LMS]. To ensure success all parts should be worked through with the learner and the support providers in school. [NB: this needs updating too!] - - - New Zealand Council of Educational Research [NZCER] research findings - these should be used to ensure your implementation is meeting every need of the learner [NB: these may be better for sustainability? also i am still not 100% sure they are 'officially released' yet i only have the old adobe connect links] - - - [|e-Learning Action Plan]: a Ministry of Education strategy for supporting eLearning by outlining goals and actions required for 21 C learning - - -
 * Action**: Ensure that there are robust support processes in place to sustain the efforts of the learners engaged in the Learning Community Online
 * Supporting Resources**:

**Logistical coordination** With all logistical systems in place from the previous stage, it is important that these are now adhered to so as to enable the following to occur in time for implementing in the coming school year.
 * Focus**:To ensure the participation and reciprocity across the wider network, the Learning Community Online now needs to confirm shared timetables, calendars and protocols for sharing staff and students
 * Explanation**:
 * external and internal provision of learning is finalised within a timeframe that allows for participation across the clusters;
 * units of work /course/programme information is posted on cluster and national websites; [ eg deadlines Nov 20 for www.virtuallearning.school.nz]
 * the students and wider community are advised;
 * staffing for delivery and support is negotiated prior to commencement of the school year;
 * the timetable along with key calendar and resources confirmed;
 * professional development, vc training, school and technical support for teachers and students available prior to new year commencing.
 * working with in school systems, enrolments are collected and evaluated by teaching staff and cluster co-ordinators.
 * enrollment data is entered through as per provider requirements.
 * a system is established for the collection, collation and distribution of formal and informal feedback from students, teachers and coordinators/mentors.
 * a system for acknowledgement and response to successes and challenges in an effective and timely manner is agreed by cluster management/leadership.

- - - The Virtual Learning Network [|eLearning Cluster space]: The Learning Community Online utilises templates and documentation provided by other cluster communities [NB: discussion here was about some generic templates for things like Memorandum of Understanding [MoU]s etc] - - - [|NZQA website] is accessed to ensure reporting and processing procedures occur in a timely fashion.
 * Action**: An open framework is developed that contains the information required to ensure the proper procedures are carried out and adhered to in the undertakings of the cluster. All members of the cluster and wider community are aware of their roles and are able to access this information and ensure their part is complete.
 * Supporting Resources**:

**Professional Development and Support** Confirmed staff appointments need to be given time and support to develop their courses and/or units of work. Collaboration with other staff and curriculum leaders, and discussions around the practicalities of the implementation of learning online in synchronous and asynchronous modes will be required. Training will involve developing course outlines, feedback and communication processes, reporting, evaluation issues, and experimentation to establish what works. Support will also be required for the development of and access to learning resources. While some of these processes will be covered in the logistical coordination of the cluster there is still a need for individual participants to upskill in engaging with these processes. The development of the Learner Management System [LMS] and cluster communication portal will contain some of the tools required to develop a healthy community of practice in terms of the professional development of the teachers and support personnel of the cluster. This will include survey tools to ensure the capabilities of the community are being shared and expanded. Through the networking with other clusters and with involvement in the wider community of practice that is the Virtual Learning Network communities [VLNc] the cluster will build a community of learners as the basis of ongoing support. It is important to remember the community will only be successful if the professional learning is undertaken by and involves all stakeholders eg. Deans, parents, students, as well as teachers.
 * Focus**:Establish a community of practitioners and support through ongoing professional development by all participants of the Learning Community Online [LCO].
 * Explanation**:

A collection of [|Professional Readings for eTeachers] - provided by members of the eLearning clusters on the Virtual Learning Network [VLN] - - - A [|Training Module] for using the Video Conferencing gear the Virtual Learning Network [VLN] - - - Training accessed online in developing and using the Cluster portal set up within NZ Open Education Resources on Wikieducator - - - [|Nga Kiwai Kete] - established by Auckland University a valuable resource for eTeachers - - - [|Ako Aoteara website]: [specifically for tertiary but a useful resource repository]
 * Action**: Establish practice of regular evaluation and reflection and implement systems for assisting communication between staff and between staff and students. This will be done through the Learner Management System in place for the LCO, including access to modules to promote further development of skills to support the functioning community.
 * Supporting Resources**:

**Pedagogy** Teaching practices are reflective and changing from traditional to blended learning, learning environments allow for this change. The teaching group have been involved in professional learning to help them to adjust to the different requirements of teaching within the Learning Community Online [LCO]. They will be able to co-construct learning environments with other teachers and with the learners themselves. They will be working in communities of practice with other teachers and their cohort of students will be both face to face and online.
 * Focus**:
 * Explanation**:

The tools teachers use will be chosen to enable flexible learning opportunities that fit the variety of learning dispositions of students and will allow for change in Learner Management Systems [LMS]. The teachers will use a variety of these tools and develop programmes and resources that support synchronous and asynchronous learning opportunities Build on the Professional Learning of the teacher cohort through established connections with the professional development of other learning communities. Teachers engage in professional groups around their year level or curriculum
 * Action**:
 * Supporting Resources**:

- - - [|eXe] Open Source application for publishing Learning resources on the web - - - Learning and sharing resources through WikiEducator [|Learning4Content] - - -

**Technical coordination** Difficulties in access of the online environment or any technologies involved in the provision of learning is an insurmountable barrier in an Learning Community Online. This is from the technical proficiency of both the developer and the end user as well as the systems used to deliver and access the course or units of work offered. As a result of the audit carried out in the scoping the following should be put in place and available for use by both providers and learners in the online courses: > - - - Several Versions of the [|Video Conferencing Guides for PolyCom] by asnet - - - A help process for accessing courses using the [|Adobe Connect system] - - - A [|help guide for Audio Conference] by asnet - - - A link to help for [|accessing Skype] [and [|adding through SchoolZone]] - - - [|Help desk online] for the Advanced Video Collaboration Centre [AVCC] on Kiwi Advanced Research and Education Network [[|KAREN]]
 * Focus**:Ongoing and effective support processes are in place to ensure technology is not a barrier to learning
 * Explanation**:
 * initial and ongoing staff and student training
 * helpdesk numbers are provided and visible wherever they will be required eg. 0800 ICT Helpdesk, VCsupport 0800 163525 MoE support 0800 422 599
 * user-friendly troubleshooting guides are available wherever they are required [eg. with the laptop pod or Video Conference room]
 * easy to use system of reporting technical difficulties: urgent and non-urgent
 * schedule for regular maintenance and support [within schools and across the cluster]
 * means of communicating proactive technical advice [technical support providers are members of support forum and groups]
 * Action**:Ensure the help desk numbers and troubleshooting processes are visible and accessible where ever they are likely to be necessary. For example the use policy, help information and technical support process is posted on the front of the Learner Management System [LMS].
 * Supporting Resources**:


 * Learning and Teaching Resources**
 * Focus**: Establish and use a shared resource library for digital and non-digital resources

Teachers understand policies – school / LCO, for borrowing/purchasing resources, photocopying, phoning, faxing, etc. Learning providers will have the access rights required to upload resources to virtual environments. Learners need the opportunity to access a range of online resources, from courses withing the LMS and from other online areas within their Personal Learning Enrivironments. Schools will need to ensure that students have access to computers, and blocking and filtering of internet access is moderated to allow access to a range of resources. It is important to seek advice about copyright and ownership of learning resources that are created by LCO teachers and the appropriate and fair use of resources created by others which may be found online.
 * Explanation**: Within the Learning Community Online [LCO] there will be a pool of expertise and resources that if shared can enhance the learning for the community members. These have been sourced or the process for their development identified and a coherent policy governs their storage,access, and construction. Within the chosen Learner Management System [LMS] there is the ability to create meta courses which encourage the co-construction of resources for use in individual courses or programmes of learning. Through this process a diverse range of materials is available to meet different learning styles and teachers will continue to adapt resources & programmes to meet individual needs. They will also be provided with opportunities for sharing these resources across and between community members and supported in their shared development.


 * Action**: For the Learner Management System [LMS] to becomes the vehicle for not only storage and access of the shared resources but the training ground for their shared development;
 * all providers within the LCO will have the ability to access and contribute to the resource repository in the LMS
 * part of the Professional learning of the LCO will incorporate the development across subject area and year levels of communities to share and co-construct digital objects and resources.
 * distribution and access to non-digital resources are reflected in a coherent policy that is understood by all LCO members

Access to regular training in the chosen LMS [eg online courses in [|Moodle]] - - - Learning Pathways Shared and Public - [|Digistore] - - - [|Creative Commons] License framework for copyright protection - - - PPTA guidelines - - -
 * Supporting Resources**:


 * Administration and support strategies**
 * Focus**: Maintain cluster level management team and systems.


 * Explanation**: With the implementation of the Learning Community Online a person or persons tasked with the responsibility for the Administration of the Learning Community Online [LCO] will be in place. They will be a part of and report to the Principals governance group, who in turn are answerable to the entire group who have agreed to form the LCO . This role will require functioning on several levels in order to provide the LCO with the support it will require to successfully operate. A link with National activities, and a focus on community wide administration as well as having a thorough working knowledge of the systems operating within the component members of the community is mandatory. This part of the administration and support must include a working relationship with and nominated personnel on site to fulfill the level of support at an individual community member level.

Job descriptions for the administrative roles within the LCO are confirmed. Site co-ordinators/mentors are allocated time to work and liaise with the LCO learners. Site co-ordinators/mentors need to consider (as it applies to their learners):
 * Action**: The role of administration and coordination of the LCO is tasked to one or more people. They are responsible to and assisted in the task of administration of the LCO by the governance group.
 * helping set up tracking sheets and back up systems for students' work
 * set up reports, documentation and absentee systems
 * storage of NZQA/NCEA data
 * contacts of schools/teachers
 * assisting students with setting up assessment schedules and exam planning
 * liaison (contact) with teacher as go-between for feedback overviews/support.

- - - Link to the Job Description of an ePrincipal - - - Link to the Job Description of a site supervisor/eDean or coordinator - - - Example of best practice in terms of administration and support systems VLN elgg [[| VLN interact NZeLCF area]] WikiEducator - - - Example of best practice for cross cluster Governance [Cantatech/Aorakinet, [|Educo]]?
 * Supporting Resources**:

**Finance** / Funding

 * Focus**: Agree to and meet regular accounting milestones.


 * Explanation**: In order for the Learning Community Online [LCO] to function effectively, regular and transparent accounting processes will be implemented as part of the community's working process. All members have committed to the long term budget for the LCO, this might encompasses a differentiation in contribution based on the make up of the individual but ultimately enables the sustainable and equitable development of the community as a whole. Reporting on the financial aspects of the LCO assists in the continuing evaluation of its purpose and will assist seeking additional funds to support development.


 * Action**:The following should be done:
 * Requirements for accounting milestones are agreed by participating schools.
 * Appropriate procedures are established by the coordinating person or personnel for the LCO.
 * Annual financial reports are produced and presented to all schools.
 * Reviews and audits are carried out according to standard accounting procedures.
 * Management committee is kept appraised of the financial situation throughout the year.
 * Monitoring of an individual school online budget is the responsibility of the Principal.

- - - Example of a working budget for the LCO - - - Example of individual community member budget - - - Sample application for funding assistance
 * Supporting Resources**:

**Evaluation and Strategic Planning**
 * Focus**: Learning Community Online [LCO] goals are integrated into participating organisation's strategic plans. Validate through regular milestones that the goals of the cluster are being met.


 * Explanation**: The key evaluation question at this stage is: “are the goals of the Learning Community Online being met?” and this will be answered in two ways. The LCO goals will be reflected by and embedded within the strategic planning of the component organisations in the community which will ensure that the there is alignment and accountability between both the organisation and the LCO. This in turn will feed into the evaluation and strategic planning of the LCO as a whole.

The milestone tasks are: in the classroom?)
 * Action**:
 * At the provider level a process of regular and effective reflection and evaluation of goals is occurring, e.g. teaching, learning, reflection, evaluation.
 * Regular review of technical architecture and support systems.
 * Regular accounting milestones established and adhered to.
 * Regular reports to boards of trustees and to the management committee.
 * For all learners an effective process of evaluating online teaching and learning is needed. (e.g., is academic success as assured for online students as it is

Systems for collecting data are established, including capturing of anecdotal feedback and comments. This can be achieved through the community's Learning Management System, feedback from online surveys, analysis achievement results from NCEA data Online report for a Cluster Milestones incorporates next steps as well as feedback. - - - Milestones available for contribution by all LCO members in [|Wikieducator] - - - Learners and providers are relfecting on the progress of the LCO through online means [eg. [|Mahara] ePortfolio] Survey tools - surveymonkey, google docs,
 * Supporting Resources**:

**Outcome** There is a commitment to maintain the Learning Community for an agreed period of time. The participating schools make a full commitment to support the agreed upon structures. A sustainable model has been developed, and the regular milestone reports to Principals and Boards of Trustees are used as the mechanism to monitor progress and identify areas for continual improvement. A clear and open process for communication across the cluster will ensure ownership by all the participants in the community.
 * Cluster operational**