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e-Learning Planning Framework

This section contains the e-Learning Planning Framework (eLPF) along with supporting information and resources. These resources are designed to support you, and your school, in assessing and developing your e-capability.

The e-Learning Planning Framework explained

The e-Learning Planning Framework (eLPF) and Māori-medium eLPF are tools to help schools and teachers reflect on, and evaluate, their e-learning capability. The eLPF is intended to support regular self-review and subsequent improvement of e-learning skills and knowledge, in ways that reflect our bicultural heritage within a multicultural context.

The dimensions within the eLPF/MMeLPF are derived from a synthesis of international research and from a range of e-capability frameworks; while the phases draw on professional learning frameworks such as the Concerns-Based Adoption Model (CBAM ).

All the dimensions of the eLPF/MMeLPF need to be "in play" if a school is to sustain its e-capability development over time, and in ways that reflect effective practice for educators and outcomes for learners.

The framework provides schools and teachers with:

  • a self-review tool for schools to gather evidence about practice
  • a "road map" for building e-learning capability
  • a tool to evaluate the effectiveness of e-learning programmes
  • resources and services to support schools as they build capability.

Karen Melhuish, from the Te Toi Tupu consortium, explains the e-Learning Planning Framework (eLPF). She describes its purpose and how it is supported by content on the Enabling e-Learning website. 

In this EDtalk, Karen Melhuish: e-Learning Planning Framework , Karen explains the elements of the framework and how it can be used. She outlines the supporting materials, examples, and resources for principals and school leaders, examples and resources for teachers, and a possible approach for using the framework.

Phases of the e-Learning Planning Framework

A series of phases in the e-Learning Planning Framework , from Emerging through to Empowering, describe how technology is adopted and integrated into teaching and learning within each dimension of the framework.

Understanding why you are reviewing e-capability

Assuming you are the person (principal or e-leader) who is instigating the school’s use of the tool. Consider:

  • Why is your school wanting to use it?
  • Why is it going to be of value to your school? 

We encourage schools to:

  • provide support for your staff on the nature of e-learning, effective pedagogy (in the NZC), and how to undertake a self-review
  • understand why they are participating in a self-review process
  • examine how the survey will inform the school's strategic plan and professional learning design
  • explore the ideas and thinking behind building the school's e-capability overtime within the five dimensions of the eLPF.

This video outlines why you might conduct a review. It could be used with staff, in parent meetings, or to inform any users of the eLPF in printed or electronic versions.

The e-Learning Planning Framework tools

The eLPF is accessible both as an online tool and as a hardcopy. Decide which is the best tool for your school.

You might choose the online tool because:

  • it is efficient in terms of gathering information from across your staff in a relatively short space of time – the survey takes approximately 40 minutes.
  • it gathers information from each individual
  • it offers flexibility in terms of access (time and place) – and inclusion for those who might not be able to attend a staff meeting, such as support staff.

You might choose to use the paper-based version because:

  • the school's browser/connection isn't stable enough for the tool to be used with confidence
  • it's a useful pre-cursor activity to using the online tool.

Download the revised e-Learning Planning Framework (eLPF).

eLPF examples and resources

Each strand within the five dimensions of the e-Learning Planning Framework is supported by a page of examples and resources for principals, school leaders, and teachers.

In this dimension, you review how The New Zealand Curriculum is enabled by digital technologies, in ways that reflect our bi-cultural heritage. This includes e-learning within the whole school curriculum, digital literacies, learning areas, pedagogy, and assessment.

Progression focus

Embeddedness of e–learning across the curriculum
A clear focus on student achievement
Digital literacy embedded in the curriculum
Safe, responsible use of digital technologies
Using e–learning to understand curriculum learning areas
Control and choice
Culturally responsive practice/s
Addressing the specific needs of learners

In this dimension, you review how you engage with your community - and wider networks - with and about digital technologies.

Progression focus

Use digital technologies to engage with whānau/iwi and community in culturally responsive ways
Engage with whānau/iwi and community to help students learn effectively and safely online
Find ways to make digital technologies and digital literacy available to support home-school partnerships
Our school community uses digital technologies to connect for learning, locally and globally

In this dimension, you review the way technical support and digital technologies are managed and purchased.

Progression focus for technologies

Responsibility and management
Safety and risk management
Procurement and maintenance
Technical support

In this dimension, you review the way e-learning is integrated into school vision, the leadership of e-learning and how e-learning integrated into strategic
direction and policy.

Progression focus for leadership

Vision statements and beliefs
Engagement with whānau
Focus of leadership
e-Learning Leadership
e-Learning plans and systems

Join the online discussions

The Enabling e-Learning Community in the Virtual Learning Network (VLN) is a place to ask questions and discuss how you are using the e-Learning Planning Framework.

Using the e-Learning Planning Frameworks
This group is a place to ask questions about how to use the e-Learning Planning Frameworks, including: 

  • eLPF online survey tool
  • eLPF hardcopy
  • MMeLPF hardcopy

How to use the eLPF

How you might use the e-Learning Planning Framework to plan and review progress
This Enabling e-Learning webinar explores key ideas around the purpose and use of the framework, what this means for school's strategic planning, and where schools might integrate the framework into strategic planning (5 September 2012).

The webinar is supported by a discussion in the Enabling e-Learning: Leadership group – The e-Learning Planning Framework – how and why to use it.

e-Learning/ako-ē glossary of terms

Filter by: Primary Secondary

Developing the e-learning teacher inquiry process

Developing the e-learning teacher inquiry process

Deputy Principal, Vicki Trainor explains why teacher inquiry was used as a method of professional development at Holy Cross School following the development of their e-learning strategic plan. 

Strategic planning using the eLPF

Strategic planning using the eLPF

Kathy Moy-Low (past principal Holy Cross School) describes how she planned and implemented processes to ensure sustainability and capability of e-learning across the school.

Māori achieving success as Māori – setting up a framework

Māori achieving success as Māori – setting up a framework

Motu School principal, Paul Cornwall explains the process they went through to setup a framework for Māori achieving success as Māori (MASAM).

Using the eLPF to inform strategic planning at Waerenga o Kuri

Using the eLPF to inform strategic planning at Waerenga o Kuri

Principal, Richard McCosh explains how they used the e-Learning Planning Framework to identify strengths and areas needing development within their school.

Developing confident, skilled thinkers, and communicators

Developing confident, skilled thinkers, and communicators

Principal, James Petronelli explains Clearview School's collaborative learning approach operates links back to their school vision.

Using the eLPF to develop literacy learning goals supported by technologies

Using the eLPF to develop literacy learning goals

Brian Price, Principal of Breens Intermediate, shares how they used the e-Learning Planning Framework to develop their strategic planning.

Strategic planning for e-learning

Strategic planning for e-learning

Irene Cooper, principal of Hillcrest Normal School in Hamilton, talks how e-learning helps to engage differently with students.

Using Google Apps to facilitate communication

Using Google Apps to facilitate communication

Nikki Clarke, Deputy Principal at Breens Intermediate, talks about introducing Google Apps into the school.

Developing e-learning capability using the eLPF and teacher inquiry

Developing e-learning capability using the eLPF and teacher inquiry

e-Learning facilitator, Ross Alexander explains the importance of having a clear vision for introducing new technologies.

Why choose a BYOD approach?

Why choose a BYOD approach?

Wairakei School principal, Shane Buckner discusses why the school adopted a BYOD approach to enable their children to become connected, capable learners, using one-to-one devices to personalise learning.

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The Māori-medium e-Learning Planning Framework 

The Māori medium e-Learning Planning Framework (MMeLPF)  has been developed to support Māori medium settings to gauge e-capability in their setting. The MMeLPF was scoped and developed in collaboration with Māori medium educators, then trialed in Māori medium settings in 2013.

Key elements for a Māori e-learning framework
This paper outlines some of the key elements for a Māori e-learning and e-teaching framework from the personal experiences of a Māori lecturer and e-educator. Concepts include:

  • Manaakitanga (caring, online pastoral care)
  • Atuatanga/Wairuatanga (spiritual synergy and spirituality)
  • Ako (reciprocal learning and teaching)
  • Kanohi kitea (visibility, to be seen)
  • Ahi Kaa (belonging)

Download the MMeLPF paper version. You can download the whole tool or each dimension separately.

e-Learning community discussions

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