The “Strategic” Phase

This is the third in a series of articles that aim to help schooling systems develop their technology, the first being “Taking the First Steps“ and the second, Taking the Next Steps – The ‘Enhanced’ Phase.

There are four distinct phases through which technology in schooling evolves. The first phase is characterized by access. In the next phase, technology is used to enhance existing processes. The third phase is characterized by using technology strategically. No longer is technology considered a “bolt-on”, or “veneer” on top of existing processes – it now helps drive schooling towards strategic goals such as significantly improved learning and better return on investments. In the final phase, leading edge schools use ICT to transform their operations, using it to personalize learning, integrate deeply with the wider community, run extremely efficient administration systems and develop a culture of performance.

‘Strategic’ Phase Vision

In the Strategic phase, technology becomes a key asset in achieving the strategic goals of an organisation. It’s about restructuring work and processes and doing things differently.

Typically in this phase, the strategic goals of an organisation would include raising standards and improving performance, and technology is a strategic tool for achieving these strategic goals by enabling:

  • Intelligent intervention – data driven support for learners
  • Connected Learning Communities – fully exploiting all available resources, and integration with the local community
  • Monitoring, analysis and planning – data driven decision making
Four phases of ICT implementation

Goals

Intelligent Intervention

This is essentially about using data to make well informed decisions about what students need to learn or do next. To fully personalise the learning experience students should be constantly assessed as they move through their schooling, and their learning pathways should continuously evolve. This relies on highly effective feedback loops and systems which dynamically adapts to the twists and turns of the learning process, and sets challenging learning goals and tasks. This is extremely difficult to do within a paper-based setup, but can be made a lot easier through using IT systems that provide analytic and workflow capabilities.  Intelligent tutoring systems, and managed learning environments, are becoming more commonplace and increasingly sophisticated.

Monitoring, Analysis and Planning

To manage an organisation strategically, as opposed to fighting fires, the ability to monitor performance, analyse results and plan for improvements is fundamental. Organisations wanting to manage strategically must have three key capabilities:

Monitoring

This capability provides managers with the ability to know “what is happening” and “what has happened.” Organisations implement dashboards, scorecards, or reports to monitor their performance. These visual applications allow managers to keep an eye on important indicators of their organisation’s health.

Analysis

This capability provides managers with the ability to know what is happening and why. To analyse performance, organisations implement solutions that are often very interactive in nature and allow managers to investigate the root cause of issues they see in their dashboards, scorecards, or reports.

Planning

This capability provides the organisation with the ability to model what should happen. Organisations develop processes and tools to conduct the essential planning, budgeting, and forecasting exercises. These processes allow managers to align groups and individuals around the metrics that drive the organisation—for instance: “what are our examination result targets?” or “what is our spending versus our revenue?”

Connected Learning Communities

Whilst there may be elements of learning that require independent work, learning only really acquires meaning in a social context, and the most immediate and direct social context for schooling is the local community.

ICT can be used to connect together all those who can make a contribution to students’ learning – e.g. local business, community resources (e.g. museums/libraries), parents and 3rd party learning services. It can connect students to inspiring individuals and inspirational speakers; promote debate and engagement between collaborators in face-to-face or virtual groupings; and provide mentoring opportunities. Connecting stakeholders together in a Connected Learning Community has enormous benefits such as engaging parents more deeply in the learning process, speeding-up processes and improving students’ connections with the outside world. The core of a connected learning community is a portal that can be accessed from anywhere.

Scenarios

Student Access

In the Strategic phase, students have continual access to their own learning devices. These devices need to enable a range of learning scenarios (not just content consumption), be rugged, easy to repair and support, manageable on a network.

Devices should be available to students so they can learn anytime anywhere, access content, learning management and communication and collaboration tools via the Connected Learning Community Portal.

Anytime Anywhere Learning = access to devices + learning services

Having access to their own devices enables students to experience a wide range of learning scenarios:

ICT enables a wide range of learning styles

Classroom

Classrooms need to accommodate an increasingly wide range of learning styles, and equipment needs to be laid out in quite different ways according to the demands of each different learning task, for example:

Different learning tasks require different floorplans

BECTA provided the following guidance to UK schools on different classroom layout options:

Pods – separate circular / hexagonal / octagonal benches with workstations
Hexagonal pods
Advantages
  • No corners with 2 computers, so no dead spots that cannot be used
  • No extra space required for 2 pupils to share a computer
  • Can support collaborative work as users working around ‘one pod’
Pods – squares with computers on two sides only
Square pods
Advantages
  • No corners with 2 computers, so no ‘dead spots’ that cannot be used
  • No extra space required for 2 pupils to share a computer
  • Can support collaborative work as users working around ‘one pod’
Bays built along walls
Bays
Advantages
  • Teacher can more or less see all computer screens from the centre of the room
  • Provides opportunity to use the centre of the room for tables enabling work away from the computer, and to gather groups for discussion
  • Cabling and electrical work is cheaper and easier than ‘pod’ designs as along the room edge.

School

In the Strategic phase, IT has become a strategic asset to schools. With the infrastructure optimised in the Enhanced phase, we now turn our focus on workloads delivered by servers.

The following services are core in the Strategic phase:

  • Optimised Infrastructure – including File and Print, Database Services, Directory Services, Security, Device Management, and Data Protection and Recovery
  • MIS – Management Information Systems
  • Portal
  • Unified Communication
  • Virtualisation – centralizing computing tasks to improve scalability and system performance

These, typically, will be delivered through three layers:

  • On-Premises – the school hosts key functions on their own servers
  • Data Centre/Private Cloud – the Local Education Authority (LEA) delivers services to schools from their servers
  • Public Cloud – the school receives services from the LEA, Ministry of Education and private suppliers from Public Cloud Services
School Server Infrastructure

Portal

The Strategic phase is characterised by the Connected Learning Community, the core of which is a portal that can be accessed from anywhere. For it to be effective it needs to be “role based” i.e. present users with information and tools relevant to their role and to them as individuals. In other words a teacher in the community sees the information relevant to all teachers, their fellow subject specialists, and also information specific to their particular group of students, their particular HR information, and their particular teaching content, tasks, calendar, e-mail etc.

A portal should give students, parents, managers, teachers, their own “spaces” and deliver to them the resources that are important individually to them through a single web page.  It aggregates information from diverse systems into one interface with a single sign-on ID – and organisation-wide search capabilities so that users can access relevant information quickly.  Teaching and administration staff can use the portal to distribute information to students based on their enrolment, classes, security group or other membership criteria, while enabling them to personalise the portal content and customise the layout to suit their needs.

A great Portal reference architecture is Twynham School. Twynham is a 1600+ Secondary school in Christchurch UK, built  a powerful collaboration platform – “Learning Gateway” – which allows students, staff and parents to work efficiently; develop independent and inter-dependence in their learning strategies; and support children in achieving their full potential. Twynham School won the BECTA ICT Excellence Award in 2008 for learning Beyond the Classroom and the schools works with over 400 schools internationally to support the development of their Learning Platforms.

Twynham School Portal Navigation bar

Mike Herrity at Twynham has published a detailed e-book explaining how the Learning Gateway is used: http://bit.ly/qJohiL

Microsoft have also published a full architectural guide explaining how Twynham built their Learning Gateway – http://bit.ly/qORAW5

Enabling many of the functions in the portal are 2 sub-systems – Content Management and Unified Communications & Collaboration.

Content Management Systems (CMS)

When ICT is fully implemented, vast amounts of content gets created.  In order to get maximum efficiencies from ICT, this content needs to be organised and managed in a way that means that people don’t replicate one another’s work.

A content management system in a connected learning community helps education institutions organise and facilitate the collaborative creation of documents and other content. They enable the full life cycle of content – from initial creation to delivery to end users.  CMS comprise document and records management, web content management, forms, search, library systems, curriculum frameworks, curriculum systems, curriculum exemplars and resource assemblers.

Unified Communications (UC) & Collaboration

Today it is typical that people will have multiple contact addresses – direct line phone number; mobile phone number;  e-mail; Instant Messenger; home number; personal mobile number; home e-mail, etc. Unified Communications (UC) takes identity and presence and then has all of these other ways of interacting simply connect up to that.

A single integrated identity can simplify how you find and communicate with others.  One integrated desktop application can provide easy access to all the ways users are likely to want to communicate.  Another key advantage to UC is that in using Voice over IP (VOIP) for telephone calls, it has the potential to significantly reduce communication costs.

UC enables students, teachers, parents and other stakeholders to confer and consult in the way that suits their work style by switching seamlessly between videoconferencing, telephone, email and instant messaging.

Also within UC are task and calendaring functions.

Data Driven Decision Making

In a schooling system, data driven decision making is supported by a huge number of information systems.  Any process that involves the creation and transmission of information can be considered an information system – even informal discussions.

The collective term for the information systems in schooling is Management Information Systems (MIS).

Functions Supported by an MIS

The functions that a Management Information System need to support are:

Improving Student Performance Progression Management
Learning Management Intelligent Intervention
Parents Engagement In Learning Better Teaching Decisions
Make Better Management Decisions Monitor, Analyse and Plan
Tactical Decision Making Data Visualisation
Manage Resources More Effectively Planning and budgeting
Financial Control Asset Control
Reporting Accountability and Alignment
Performance and Assessment Data KPIs, Scorecards, Dashboards and Reports
Key Performance Indicators (KPIs) Drive Administrative Efficiencies
Planning Organising
Controlling Co-ordinating
Management Information Systems – Functional Architecture

In this context, an information system really means an organised hierarchy of information sub-systems. Management Information System (MIS) is a term used as a container for all of the electronic information systems within a schooling system.  These systems vary in size, scope and capability, from packages that are implemented in relatively small organisations to cover student records alone, to enterprise-wide solutions that aim to cover most aspects of running large multi-site organisations.

A MIS includes the following sub-systems:

  • Decision Support Systems (DSS)
    • Finance
    • Performance Management
    • HR
    • Student Relationship Management (SRM)
    • Enterprise Resource Planning (ERP)
    • Analytics and Business Intelligence (BI)
    • Timetabling
  • Student Information Systems (SIS)
    • Integrated Student Record
    • Electronic grade book
    • Attendance Management
    • Automated workflows
    • E-Forms
  • Learning Platform
    • Learning Management Systems (LMS)
    • Managed Learning Environment (MLE)
    • Virtual Learning Environments (VLE)
    • Content Management Systems (CMS)

For a full description, see Schooling at the Speed of Thought, Chapter 6, Managing Information.

Local Education Authority

In the Strategic Phase, the goal of service provision at Local Education Authority level is to deliver those services which when aggregated improve in quality and price.

Local Education Authorities can use their scale to negotiate the best prices for content, communication, support services etc. Many of the services requiring the most maintenance and management – e.g. learning services, system management, business intelligence, and administrative tasks such as payroll and HR, are delivered more cost effectively from a centralised point.  Other benefits include the use of greater amounts of data for decision making – an LEA with data from many schools can perceive more patterns than a single school with its limited pool of data.

Many LEA services are delivered through data centres built on top of optimised infrastructures. Increasingly data centres will become Private Clouds – essentially Infrastructure as a Service (IaaS) within the data centre. The large scale and pay-as-you-go economics of Public Clouds aren’t available in typical Private Clouds. However, Private Clouds offer at least some of the scalability and elasticity benefits of Public Cloud but with additional control and customisation. Increasingly many of these services will be also be delivered from Public Clouds.

The services delivered by the LEA can be split into two main categories:

  • Schooling Enterprise Services
    • Monitoring, Analysis and Planning
    • Intelligent Intervention
    • Student Relationship Management
    • Administrative Processes
    • Operations
  • E-Learning Services
Local Education Authority Schooling Enterprise Architecture (SEA)

Ministry of Education

Some of the Schooling Enterprise Services delivered by LEAs to their schools and communities could be provided at National level from the Central Ministry of Education. Services such as strategy, policy, budgets, and curriculum are usually set and delegated at national level.

Computing functions at Ministry of Education level can be grouped into three main categories:

  • Internal departments – Curriculum, Policy, Research etc.
  • Regional Services – Resources and BI
  • National Services – Content (information services) and infrastructure – e.g. national level schooling enterprise internet backbone
Ministry of Education perspective

One of the most important functions at Ministry level is to have a “clear line of sight” of the performance of the schooling system. This enables BI analysis and for resources to then be focussed on the areas where they will have most impact.

Fitts and Aziza (Joey Fitts and Bruno Aziza, 2008) talk of a “line of sight” from strategic to operational to tactical decisions as the discipline that drives aligned execution. “Line of sight” means clear visibility of goals, and progress towards them at executive (strategic), management (operational), employees (tactical) levels.

“Clear line of sight” is about performance metric alignment across organisational layers. This can be thought of as an organisation chart for performance metrics, indicating how the various levels of the organisation’s performance metrics relate to one another. At school level, classroom teacher’s metrics roll up to their Head of Department, which in turn roll up to Deputy Principals, which in turn roll up to the Principal. In turn, and depending on the mode of operations, performance metrics for Principals should roll up to those of Local Authority Directors, which in turn finally roll up to the Ministry of Education.

Clear Line of Sight enables strategic allignment

Technology Building Blocks

Finally, pulling these building blocks together we get the following high level architecture:

Technology Building Blocks for Strategic Phase

Conclusion

Moving from the Enhanced Phase to the Strategic Phase is as much about management as ICT. In this phase, the technology is used a tool for getting better allignement between strategy set at MoE level to exectution at school level. At all levels, there are strategic decisions that ICT can help monitor, analyse, plan and execute.

In the next article in this series, we will explore the final phase – Transformation.

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