Introduction to the ICT Quality Indicators

1
Introduction to the ICT Quality Indicators
2
design
3
design
4
design
5
New terms
Delight Venustas
Commodity Utilitas
IMPACT
FUNCTIONALITY
Firmness Firmitas
Vitruvius Wootton
BUILD QUALITY
6
Building and grounds lift spirits and raise
aspirations
7
Building and grounds lift spirits and raise
aspirations
8
Good access for all
Functionality Access
9
Good access for all
10
A difficult balance
Stuff! (area)
spec
funding
sofunding is the constraint - but remember ICT
is about 10 of the funding but ???? of the
transformation
11
Design Quality Indicator for Schools
The school in its Community Within the
school Form and materials Character innovation

• Access
• Space
• Uses

IMPACT
FUNCTIONALITY
Performance Engineering (environmental)
Construction (sustainability and interoperability)
BUILD QUALITY
12
ICT Quality Indicator for Schools
Learners Workforce Parents Community Character
innovation

• Access
• Integrated digital environments
• Use

IMPACT
FUNCTIONALITY
Performance Scaleability Environmental Sustainabil
ity Interoperability
BUILD QUALITY
13
Overlapping quality fields
FAVE
14
E
Inspired
Distinctive
AV
Desired
Beneficial
F
Required
Foundation
15
Is it a science or an art?
wish
wants
needs
subjective
AV
E
F
objective
brief / output spec
vision statements
Educational vision
16
Who should be involved?

• Stakeholder driven process
• DQI leader champions the process, ideally a
  member of the project team
• Respondents, project stakeholders whos opinions
  the DQI collects, including
• Headteacher and teaching staff
• Non-teaching staff / facilities manager
• Governors and parents
• Pupils / users
• Design professionals Client Design Advisor
• Local Authority representatives
• A trained facilitator will help get the most out
  of the process

17
Policy Directions ICT focus
18
Learner Drivers

• Wrap around technology generation
• Choose what and how to learn
• Responsible
• Learn with other learners
• Learn where appropriate
• Elect to learn
• No learning year
• Empowered by technology

• Book generation
• Drilled by rote
• Passive
• Learn with peers
• Learnt at school
• Coerced to learn
• Learning year based on agrarian year
• No access to technology

• Screen generation
• Learn by involvement
• Active
• Learn with peers
• Learn at school and home
• Persuaded to learn
• Learning year equals agrarian year
• Confronted by technology

19
The merging of two environments?
Built
Virtual
halls
teaching
Resource areas
E-portfolio
MIS
Staff admin
Communication
Dining social
Learning platform
storage
communities
circulation
kitchen
Toilets personal
resources
plant
Personalised space
walls
20
The merging of two environments?
21
The merging of two environments?
Learning Environment
22
What needs to be designed???

• Design Quality Indicator (DQI) for Schools can
  help stakeholders by considering
• The building
• The grounds
• The ICT
• (all in one package!)

23
The 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
• All participants then arrive, by negotiation, at
  a consensus FAVE rating
• This consensus forms the basis for the design
  brief

24
What do the statements look like?

• Impact Within the school
• Learners
• ICT introduces learners to material from a range
  of topics beyond their previous experience
• Is this fundamental, added value, excellence???
• What does this statement look like to a learner
  and teacher etc??

25
What do the statements look like?

• Build Quality - Performance
• ICT is easy to use
• Is this fundamental, added value, excellence???
• What does this statement look like to a learner
  and teacher etc??

26
What do the statements look like?

• Functionality Access
• Access is available to all appropriate users
• anytime ?
• anywhere ?
• with any device ?
• Is this fundamental, added value, excellence???
• What does this statement look like to a learner
  and teacher etc??

27
Stages 2, 3 and 4 Assessing a Design

• collects opinions from all stakeholders
• highlights different views to allow comparison
  between
• different stakeholders
• different projects
• project stages
• compare assessment with briefing aspirations set
  during FAVE
• arrive at consensus