The critical importance of learning metrics in ICT-rich learning environments

The E.E.P.'s analysis of ICT-rich pedagogy suggests that a major change is underway in the approach of schools/colleges to learning.

The extended learning and personalized learning opportunities that ICT brings enable learners to take much greater personal responsibility for learning. It is this, combined with the different mechanisms through which ICT adds value to teaching and learning, which is a major factor in producing the great improvements in learning, that are seen in schools/colleges that have fully embedded ICT use.

To enable students to take greater personal responsibility for their learning - whether this is a matter of slightly increased concentration in class, or fully autonomous learning in and out of class - learning needs to become more explicit. Students need to be able to see their progress. Teachers need to be able to use information on students' approaches to learning and progress, to help them.

Though ICT enables much more work to be done on computers, and at a distance, which makes it more difficult for teachers to see what their students are doing, it can also capture information on the learning process in ways that have not been possible before.

The data is becoming accessible in a wide variety of the systems, software and content used for learning. The question is how this data can be captured and analysed effectively, so that teachers' and learners can use it.

By 'Learning Metrics' we mean all kinds of formative and summative assessments, all kinds of information about learning activity and processes, and all ways of recording development of learning.

The E.E.P. believes -

• that ICT is bringing improvements in learning and teaching which are not being recognized by current research,
• that learning metrics will be able to show these improvements,
• and that this should be strongly promoted to education policy makers and managers, in order that they can see more clearly the return being gained, on investments in implementing and using ICT-for-learning.

During Autumn 2004 the E.E.P. will be developing actions to progress this.

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