Transforming Learning and the SLT role
Contributing authors : Lynne Tansey and Yvonne Walker

Commentary on key points
The incentive for SMT to implement learning platforms is in order to personalise learning, because this is at the heart of achievement for all learners (educational incentive) and is a key aspect of the e-strategy required by DfES (accountability incentive).
  Are these sufficient incentive?
  Is it sufficiently self explanatory why a learning platform is the most effective tool to address the five steps to personalising learning? Or is more explanation needed to get them to take part in CPD on learning platforms?

A linear approach is considered best for SMT.
  Do SMT need to be taken back to consider and understand 'personalised learning', or is this teaching granny to suck eggs?

Many of the tools proposed are paper-based or forms of digital information which SMT are reasonably familiar with (e.g. Word docs, Powerpoint). But an online forum is chosen as a tool for step 1 to ensure the members of the SMT all put their hands on a learning platform and use it.
  Is this a good approach?
  Should there be more innovative digital tools (e.g. video insights, podcasts) or will this frighten SMT and be a step too far?

In the module to understand how a Learning Platform can deliver online personalised
learning only a mapping tool is proposed.
  Should SMT be forced to use some of the other functionality of the learning platform by using this for tools for this module, such as course structures, online submission etc?

This module is the starting point, that SMT will undertake before starting discussions with staff.
  What next steps should the 'next steps' module propose?
  What tangible form will the 'outcomes' exist in, to underpin their next steps? (and what does this mean for how the working tools are constructed?)

Choose 'What's in it for me?' and 'Steps to take' and 'Tools to use' to learn more.

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