Developing a Staff eCompetency Audit

Read a really good post months ago on Mark Anderson’s blog about teacher confidence in using technology:

In it Mark referred to a model based on the work of Mandinach and Cline and used the image below


I really liked the model and the different levels involved. The “expansion” also helps explain some of the levels.

So like all good things I have “magpied” it and adapted it slightly to suit our needs. We have used elements of this in an initial Moodle questionnaire which was sent to Core subjects.  We added in a few features but basically asked staff which features applied most to them. Below is the presentation with the developed features from above:

Click link to view PowerPoint (OneDrive not working – boo!)

There is a new feature now out in questionnaire activity in Moodle 2.6 which is a personality questionnaire style. You can allocate points to questions and at the end, the person can see what they scored and to what “personality” they best fit. Once we go to Moodle 2.6 I will adapt the survey so they can see which element best matches them.

The next stage for the survey (tomorrow!) is to extend this to our 5 key CPD areas:

Digital Pedagogy
Why do we use this stuff in our lessons?
Resource Creation
Stuff can I use in the different parts of my lesson?
Digital Marking and Assessment
Better way to mark and check all this progress stuff
Student Engagement
Getting them to share and comment on stuff
School Systems
Stuff that staff need to know about outside of lessons

Happy Birthday Moodle, now what about these growing pains you’ve got?

Happy Birthday!


Our Moodle is almost 10 years old. Inspired by a presentation from Wildern School we submitted a proposal to our Leadership team and in the April of 2004 Sean Keogh, then of, installed our server and Moodle came to Perins.

Two years later, Mahara appeared and was then swiftly followed by our 1-1 notebook (now eLearning) scheme.

With our eLearning thinking it is quite grown up, rapidly approaching the tricky teens and under some pressure from its peers I thought it was time to look at it from a different perspective.

The presentation below was part of our regular 10 minute CPD to staff. It was given as we begin of the development of the next three year strategic plan and before an INSET Day where we consider, amongst other things, the role of eLearning.

[Best watched in new window by clicking the right hand icon and using the spacebar]

Some mildly controversial points….

Going for Gold….


The heady days of Daytime TV and extended lunches while “preparing” for a lecture or delaying a visit to the Physics Labs to get on with my (failing) project.

To paraphrase the show (and Henry Kelly), the “heat is on” to produce some ideas and guidance for the Senior Leadership Team as to where we take eLearning over the next three years.

Quite rightly the leadership team looks for direction in eLearning from the Director of eLearning (me!). In the 8 or so years I have been in this role it is clearer than ever that wider success can only be achieved when staff understand what eLearning is in terms of their:

  • Pedagogy
  • Andragogy (thanks Andy!)
  • Subject knowledge and delivery
  • Role outside of a lesson.

Going for Gold inadvertently led me to the idea of producing a planning document that gave the team options as to the degrees of approach we could take as a school. In the document I also gave some suggestions as to their priority and a possible timescale.

The areas I looked at were:

  • Staff training and CPD
  • Lesson Observations
  • Reporting and management
  • Department development planning
  • Monitoring of devices

In addition, mainly for reference, I  looked at two separate but linked areas which were Roles & Responsibilities and Photocopying & Printing!!

The model was designed in the form of a rubric which seems to be quite a popular model. Its aim was to promote reflection, debate and discussion.

In my opinion, the development of any elearning strategy needs to address such issues before targets such as “50% use of notebooks in lessons” or “everyone develops a Mahara page as part of their learning” can be considered (or even avoided as this does not directly deal with issues of impact, progress and learning!)

Below is a snapshot of the area that deals with Roles and Responsibilities


Creating a vision for eLearning


The vision for elearning and digital devices  started out as 10 bullet points that were meant to summarise my thoughts and beliefs as to what I hoped you would see at my school by 2016 (to coincide with a new three year strategic plan).

When a colleague sent me a vision of a school he was applying to for an elearning role I was intrigued to see them develop this to include what the vision would mean to every “stakeholder” (rubbish word I know).

Currently at v3, the draft is a combines 10 key points with responsibilities (and rights) of:

  • Senior Leadership team
  • Students
  • Teaching staff
  • Support staff
  • Team Leaders (Heads of Department)
  • IT Service Team
  • Parents

Link to pdf file:

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Very humorous video. I have used it when describing Gifted and Talented students approach to learning (lateral thinking, out of the box, challenging etc). Probably can be linked to eLearning approaches also

Can be paused before the end as a way of getting students/teachers to guess what happens next

Moodle 2.6 for Teachers: An Illustrated Guide. eBook: Mark Rollins:

See on Scoop.itMoodle and Mahara

Moodle 2.6 for Teachers:-An Illustrated Guide. – Kindle edition by Mark Rollins. Download it once and read it on your Kindle device, PC, phones or tablets.

See on

Mark does lots of excellent and often free stuff on Moodle and eLearning. His website/blog is highly recommended and covers all manner of features from strategic deployment of elearning to pedagogy changes and how to get started videos. Find it at

He also does some highly recommended consultancy through his website

Mark also uses ScoopIT where he posts some super resources: