An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)

1. Inspection andTechnology
Lynette Lall RSC EM Advisor
09/06/2014

2. RAPTA
Review
And
Plan for
Technology in
Action
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3. 3
Learning
outside
classroom
through
technology
Effective use
of resources
including
technology
Effective use
of
technology
in
assessment
Specific references to use of technology
Ofsted inspectors handbook

4. Session overview
What is
RAPTA?
The
process -
RAPTA the
SAR and
QIP
The tool
How do we
measure
impact?
Activity What next

5. What is RAPTA?
A tool to identify, evaluate
and improve technology's
contribution to teaching
learning and assessment
RAPTA provides a way of
evaluating the impact of...
• The contribution of e-learning
• The relevance of e-learning
• What we are doing
• How we are doing

6. What is RAPTA?
2 sections
• Teaching learning and
assessment
• Leadership and
management
28 questions

10. A look at the RAPTA tool
2 versions of the tool
•Moodle
•Word

11. How can we measure impact?

13. Response methodology
| 15

14. Types of evidence for RAPTA
16
• Using data to demonstrate changes,
backing this up with an explanationQuantitative
• Identifying and gathering feedback
from learners and othersQualitative
• Using a ‘double negative statement’ with
users, to gain specific insight about what has
changed and improved as a result of
technology in action intervention
RAPTA
Recommended

15. Activity
In groups, using the self
assessment sheets provided,
discuss a few of the questions
and share good practice
Feedback

16. Questions 10, 12
10. How effectively is technology
used to contribute to the process
of providing accurate, timely and
useful information, advice and
guidance
12. How does technology help
with the take-up of support and
the monitoring of the progress of
learners receiving support?
June 9, 2014 | slide 18

17. How technology can help
Initial
assessment
software helps
to identify
particular
learner need
and support
Social media
such as
Facebook is
utilised to
provide
informal self-
help groups
E-ILPs assist in
monitoring the
progress of the
learners
receiving the
support so that
all staff with a
role in every
learner’s
progression
are able to see
and contribute
Learners are
enrolled into
specialist
support areas
on theVLE or
similar
learning
environment
June 9, 2014 | slide 19

18. How technology can help
Both teaching staff and
the learner are able to
contribute to the ILP by
way of comment and
target setting
Electronic registers
help teaching staff to
monitor the take-up of
support
Social media is used to
allow an immediate
reporting process, in
confidence, where help
is required to which at
least two members of
staff have access
June 9, 2014 | slide 20

19. Question 15
How does technology help with the planning
and delivery of English, Maths and
Functional Skills in order to meet individual
needs
June 9, 2014 | slide 21

20. Activity :Section B Question 6
When encouraging independent
learning
• How does technology help to foster
independent learning that takes place beyond
the learning session?
21

21. How technology might foster independent learning
Electronic individual learning plans allow the
setting and monitoring of targets over time
Learners participate in setting and reviewing their
targets
The use of personal and hand held technology is
supported in learning design and activity
TheVLE enables teaching and learning outside the
learning sessions
Use of the internet is built into teaching, learning
and assessment
23

22. When encouraging
independent learning
• How effective is theVLE in supporting
your learners?
| 24
Section B Question 7

23. How theVLE might support learning:
TheVLE is more than a repository and encourages
interaction and population of content, between
learners as well as with teaching staff
TheVLE is used extensively to provide specific course
support for learners including additional materials to
stretch and inspire; and catch-up materials to
accommodate absences and different pace of learning
TheVLE helps to overcome learning difficulties that
place learners at a disadvantage in making progress
and achievement
25

24. How theVLE might support learning
TheVLE supports learners who, by agreement,
experience extended absence from a course
Because of work completed through theVLE, lesson
plans are written to show the connection between
activity in and beyond learning sessions.
TheVLE contains an informal course on how to use a
library to support learning
TheVLE provides general information about the learning provider,
including the full range of support and activities; and access to
mandatory elements of induction, for example health and safety
26

25. Section E Question 18
When monitoring, assessing
and giving feedback
•How effective is the use of
technology in assessment?
27

26. How effective is the use of technology in assessment
Technology is used across the organisation to track completed assessments
and this information contributes to the monitoring of learners’ progress and
achievement at both course and organisation level
Assignments are submitted and marked on-line
Technology is used to track learner targets that the learner can participate in
their review and to assess overall progress and achievement
28

27. How effective is the use of technology in assessment?
Features include allowing the use of personal and handheld technology,
submission of work and assignments using personal spaces (for example, e-
portfolios), software and social media
Formative assessment on assignments in progress is given to learners
The teaching staff provide learners with timely feedback, both formative and
summative, via theVLE on assessed assignments, attendance, punctuality
and other factors relevant to making progress
| 29

28. Section H Question 25
Looking at effective leadership and management
In providing rigorous
performance management,
• How does technology contribute to the planning
and delivery of professional development to
staff, managers and governors?
30

29. Technology to plan and deliver professional
development
Where appropriate, general and specialist training for staff is provided through theVLE,
which has several courses and communities which staff can join
Teaching staff complete CPD activity and take part in critical friendship and co-
mentoring within and beyond their employment as a means of developing reflective
thinking, using e-portfolios or other technology
Leaders, managers and governors use the same technologies (such as aVLE) as learners in
completing internal training.
31

30. Deployment of RAPTA
How will RAPTA be managed?
How will the narrative and evidence provided be collated and
analysed?
Have you a common understanding of what impact and evidence
mean in the context of RAPTA?
Who should be involved?
32

31. Possible deployment solutions
Allocating an area in an alternativeVLE
Setting up RAPTA in SharePoint or your Intranet
Setting RAPTA up in, or posting responses to, a cloud application like
Google Drive, Skydrive, Box.net, iCloud and Dropbox
Posting responses to a central Mahara or portfolio page
Posting responses to a wiki, like PBWorks or similar
33

32. How will RAPTA be managed? – some tips
Need ‘buy-in’ from senior leaders.
There must be dedicated leads from Quality Improvement and
Technology (not IT services) to work on RAPTA together
Agree a lead reviewer or review team with clear responsibility for
co-ordination of RAPTA and analysis of the information it collects
Aim for consistent communication of RAPTA guidance and
interpretation
34

33. Indicators of RAPTA implementation
35
Few ideas Lots of ideas
Lots of
evidence
Little
evidence
Unstructured approach
Poor insight into activity
Lack of a mechanism to capture
the evidence
Weak understanding of the value
of technology in learning
Good progression as indicated in the
quality of the statements
Under-developed provision
Covert use of technology outside
the reach and knowledge of the
organisation
Unfinished work
Poor mechanisms to capture the
unique technology contribution to
learning
Gap between aspirations in
statements and actuality

34. How could you use RAPTA?
June 9, 2014 | slide 36

35. Compass ProSAR Curriculum SAR tool
Carry out Self
Assessment
based on
Ofsted
Inspection
Judgement
Areas
Complete your
SAR online
from centrally
validated and
agreed data
Link data from
Compass
systems and
other college
sources
Create an
Action Plan
based on your
data and
Judgement
Grades
Manage SAR
completion
and your
Quality
Improvement
Cycle centrally
Flexible
Configuration
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36. What next?
Request RSC support for an e-progress review
Download the RAPTA tool from RSC EM Moodle and try it
in your organisation
http://tinyurl.com/RSCEMRAPTA

37. June 9, 2014 | slide 39
Insight 2014
Will be constantly updated over the next week
Web address - bit.ly/insight-resources
All the resources from the Insight webinars and workshops:
Hosted on the RSC East Midlands Moodle platform

38. Find out more…
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Lyn Lall
Lynette.lall@rsc-em.ac.uk
Except where otherwise noted, this work is licensed under CC-BY-NC-ND
Workshop evaluation

39. Ofsted Reviews
Title of presentation 00/00/2013 41
Analysis
ILP and monitoring
“A few important aspects are not monitored rigorously
enough”
“Does not yet capture progress well”
ILP and target setting
“Improve target setting for learners”
“Set frequent, precise and challenging targets for learners “Stretch and challenge
“Able learners are insufficiently challenged “
“Improve the underperforming “Equality and diversity
“Plan for learners to embrace cultural differences “
“The promotion of E&D at reviews of learners’ progress and

40. Ofsted Reviews
Title of presentation 00/00/2013 42
Analysis
Lesson plans
“Need to plan sessions to meet the needs of learners”
“Ensure all lessons are planned”English and maths
“Opportunities to develop learners’ literacy and numeracy
skills are occasionally missed”Teaching and learning staff
“The quality and effectiveness of theory teaching are inconsistent”
“Varied quality of learning”
Assessment management
“The quality of assessment is not consistently good”
“Poor assessment of learning”