Informing your design for learning

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ICT Quality Indicators

• Informing your design for learning
• Simon Shaw
• Becta Senior Manager

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ICT Quality Indicators

• The ICT Quality Indicators consist of 64
  statements to stimulate debate about the ICT
  factors that influence learning and teaching and
  the design of educational environments.
• Reaching a decision, informed by all
  stakeholders, on the importance of these
  statements may help
• determine ICT specifications
• deliver improved educational outcomes
• ensure that building design takes into account
  21st century practices.

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Prepare
Design and construction
Use
A
B
C
E, F, G and H
K
L
D
RIBA
Ready for Occupation
Mid-design
In-use
DQI for Schools
Briefing
OGC Gateways
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4
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Second stage tender packages
DQI assessment
DQI assessment
DQI assessment
DQI assessment
First stage tender
FAVE interpretation
contractor
design team

advise
FAVE review
FAVE review
SUPPLY
DEMAND
Identifying needs
FAVE validation
FAVE setting
Two stage design and build tender
DQI for Schools
Others
Tenders
Design Check
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DQI - Good access for all
Functionality Access
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DQI - Good access for all
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ICT Quality Indicators - old ideas / new terms
Learners Workforce Parents Community Character
innovation

• Access
• Integrated digital environments
• Use

IMPACT
Delight Venustas
Commodity Utilitas
FUNCTIONALITY
Performance Scalability Environmental Sustainabili
ty Compatibility
Firmness Firmitas
Vitruvius Wootton Design Quality Indicators ICT
Quality Indicators
BUILD QUALITY
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The merging of two environments?
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The merging of two environments?
Built
Virtual
halls
teaching
e-portfolio
dining
staff
?
MIS
admin
circulation
learning platform
toilets
social
communication
walls
resources
personalised space
plant
storage
content
kitchen
personal
communities
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A difficult balance
Functionality Impact Build Quality
Funding
Specifications
Technology accounts for about 10 of the funding
for new buildings but funding is a constraint.
What are the fundamental qualities of
functionality, impact and build quality that the
specifications need to describe to get best value?
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How is a vision delivered?
wish
want
need
subjective
Added Value AV desired
Excellence E inspired
Fundamental F required
objective
vision statements
brief / output spec
Educational vision
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The ICT quality indicators process

• Participants offered to consider 64 statements
• These are organised into impact, build quality
  and functionality sections
• Participants have to consider an individual FAVE
  rating (needs, wants and wishes)
• All participants then arrive, by negotiation, at
  a consensus FAVE rating and set of needs
• This consensus forms the basis for the design
  brief which will help with ICT specification

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What do the statements look like?

• Build Quality - Performance
• ICT is easy to use
• FAVE - What is Fundamental (need), Added Value
  (want) or Excellence (wish)?
• What do these statements look like to a learner,
  teacher and other groups of stakeholders?

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What do the statements look like?

• Functionality Access
• Access is available to all appropriate users
• anytime ?
• anywhere ?
• with any device ?
• FAVE - What is Fundamental (need), Added Value
  (want) or Excellence (wish)?
• What do these statements look like to a learner,
  teacher and other groups of stakeholders?

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ICT Quality Indicators - Old ideas / New terms
Learners Workforce Parents Community Character
innovation

• Access
• Integrated digital environments
• Use

IMPACT
Delight Venustas
Commodity Utilitas
FUNCTIONALITY
Performance Scalability Environmental Sustainabili
ty Compatibility
Firmness Firmitas
Vitruvius Wootton Design Quality Indicators ICT
Quality Indicators
BUILD QUALITY
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Self-reviewframework
ICT quality indicators
Harnessing technology to enhance education
Reinforce
Transform
Mature
Broad range of technology
Self-review framework
Systematic
Enhance
Maturity and effectiveness
School improvementEvery Child Matters
Strategic
Implementing
Developing
Schools work on this to get this.. by
harnessing technology