대학 전자 학습 전략
대학 전자 학습 전략.
2007 년 6 월 상원에서 승인 된이 대학의 e - 러닝 전략은 교직원과 학생들의 e - 러닝 학습의 범위를 넓히고 혼합되고 유연한 학습의 제공을 지원하는 것을 목표로합니다.
E - 러닝 전략 그룹 (ELSG)이 감독하고 UELT가 지원하는 전략은 학교가 강의에서 기술 사용을 고려하도록 장려하지만 대상을 설정하거나 기술을 언제 어떻게 또는 언제 사용해야 하는지를 규명하지 않으며 대신 학계와 학교를 장려합니다 e 러닝의 소유권을 얻는 것.
학생의 학습 경험을 향상시키기 위해 학교가 기술을 효과적으로, 창조적으로 그리고 자신있게 사용하는 것을 돕기 위해 UELT에 기반한 커리큘럼 및 교육 디자인 팀의 일원으로 학습 기술자가 포함됩니다.
University의 e-Learning 전략의 구현은 UELT가 학업 학교 및 정보 서비스와 연계하여 지원합니다.
커리큘럼 개발 팀 - 학습 및 교육 향상을위한 단위 - & copy; 켄트 대학.
켄트 대학교, 캔터베리, 켄트, CT2 7NZ, T : +44 (0) 1227 764000.
7.3 : 전자 학습 전략.
대학 전자 학습 전략.
1. 2003 년에 DfES는 e - 러닝은 우리가 가르치고 배우는 방식을 변화시킬 수있는 잠재력이 있다고 밝혔다. '표준을 제고하고 평생 학습에 참여를 확대하며 학습 경험을 향상시킬 수있는 새로운 기회를 열어줍니다. 가장 중요한 점은 DfES는 e 러닝이 강사를 대신 할 수는 없지만 기존 방법과 함께 강의의 질과 도달 범위를 향상시킬 수 있다고 지적했습니다. University e-Learning Strategy는 Durham에서 전자 학습의 방향을 설정하고 동료가 가능성을 열어주고 지원하며 공개함으로써 e 러닝 활동에 참여하도록 권장합니다. 이 전략은 합동 SFEFC / SHEFC e 러닝 그룹의 조사 결과를 '이러닝은 근본적으로 기술이 아니라 학습에 관한 것'이라는 전제에 기반을두고 있습니다. 따라서이 전략은 '학습자의 필요와 요구와 교육 경험의 질에 기반한'행동 과정을 제안합니다. 간단히 말해서, 이 목표와 관련된 6 가지 핵심 원칙 인 연결성, 유연성, 상호 작용 성, 협업, 학생 동기 부여 (참여) 및 확장 된 기회를 기반으로합니다.
2.이 전략은 Durham이 전통적으로 제공 한 학습 경험을 향상시키기 위해 eLearning을 교육적으로 주도적 인 이니셔티브로 홍보함으로써 University Learning and Teaching Strategy의 전달을 지원합니다. 모든 학생과 교직원을 대상으로 대학의 유연하고, 전자적으로 지원되는 학습 기회에 대한 향후 계획과 방향을 설명합니다. 이 전략은 현재 및 미래의 전자 학습 학습 및 평가 기회 (이 문서에서 나중에 'e'라는 접두사로 언급 함)를 지원 및 개발하기위한 대학 차원의 비전을 정의합니다. 이 전략의 주요 초점은 학습에 있지만, 전반적으로 학생 경험의 모든 측면과 관련됩니다. 우리는 2008 년 1 월 대학 교육위원회, 교수진 교육위원회, 하원 및 고등 교사 위원장위원회 및 IT 전략 실무 그룹을 통해 eLearning 전략 초안을 협의했습니다. 이 전략은 Durham University IT 비전 및 IT 전략과 함께 고려해야합니다.
3. 합동 정보 시스템위원회 (Joint Information Systems Committee)는 e 러닝을 '정보 및 통신 기술의 사용을 통해 촉진되고 지원되는 학습'으로 정의합니다. 온라인 학습은 다양한 기술의 사용을 포함 할 수 있습니다. 그러나 기술이 무엇이든, 학습은 기본적이고 필수적인 요소입니다. 온라인 학습은 학습 지원, 혼합 학습 (전통 및 온라인 학습의 조합), 전적으로 온라인으로 제공되는 학습에 이르기까지 다양한 활동을 포괄 할 수 있습니다. 이 문서는 전자 학습을위한 HEFCE 전략 (HEFCE Policy Document March 2005/12)의 기준을 복제하기 위해 의도적으로 작성되었습니다.
4. 전략의 목표는 다음과 같습니다.
학생 및 직원의 학습 경험의 품질과 유연성을 향상시키기 위해 eLearning의 제공, 개발 및 관리에 필요한 직원을 지원합니다. eLearning 서비스, 지원 직원 및 인프라의 투자 및 배포를 안내하고 알려줍니다.
5. 학습 및 강의 전략을 통해 Durham University는 고품질 학습 경험을 제공하고이 학습 경험을 전자 학습 방법 및 기술의 이점을 누릴 수 있도록 적절하게 제공합니다.
6. University는 다음과 같은 방법으로 eLearning의 잠재적 이점을 인정합니다.
학생 중심의 개인화 된 학습 방식을 통해 학생들은 자신의 학습 관리에 더 높은 수준의 통제력을 얻을 수 있습니다.
7. 커리큘럼 내 e 러닝의 지속적인 통합을 촉진하기 위해 본교는 e 러닝, e 러닝, e 서포트 및 e 피드백에 대한 혁신을 장려하고 장려하는 방법을 모색하고, 이러한 영역에서 우수 사례의 보급을 촉진합니다. eLearning과 커리큘럼의 통합이 증가함에 따라 새로운 학습 접근법과 교육법이 등장하게됩니다. 가능하면 우리는 더 많은 혁신과 그 보급을 장려하고 장려하기 위해 우수성에 보답 할 것입니다.
8. 대학은 기술이 가정에서나 학교 밖에서 대학에서 일하면서 학생들의 독립적 인 학습을 도울 수있는 독특한 기회를 인정합니다. 배치 활동, 현장 학습 및 협동 프로그램과 같은 공식 학습 경험은 모두 도움이됩니다. 가장 기본적인 형태로는 통신 기술 (화상 회의 포함)이 포함되지만, 장기적으로 볼 때 전자 사용자 중심의 공동 작업 시설을 통해 학습 기회를 향상시키기 위해 노력할 것입니다. 적절한 경우 eLearning은 거리 및 분산 학습 교육을 지원하는 데 사용되며, 이러한보다 치밀한 접근법이 사용되는 곳에서는 적절한 지원 메커니즘을 사용할 수 있다는 것을 모듈 / 프로그램 승인을 통해 확인합니다.
9. 본교는 더럼 (Durham)과 스톡턴 (Stockton)의 두 캠퍼스에서 근무하는 학생과 교직원을 연결하는 eLearning의 이점을 미리 알고 있습니다. 대학은 학습 자원에 대한 액세스 및 크로스 캠퍼스 제공을 용이하게하고 대학 커뮤니티의 모든 구성원이 학습지와 장소에 상관없이 학습 및 의사 소통을 원활하게 할 수 있도록 하드웨어 및 소프트웨어를 계속 사용할 것입니다.
10. University는 VLE가 특정 필요를 가진 학생들을 포함한 모든 학생들의 학습 경험을 향상시키는 데 어떻게 적응할 수 있는지 계속 평가할 것입니다. 본교는 모든 직원과 학생들이 장애인을위한 특별 고려 사항 및 국제화로 인해 발생하는 문제를 포함하여 eLearning 기술 및 자료에 공정하게 접근 할 수 있도록 보장합니다. CIS와 함께 Diversity Officer와 Durham University Disability Service (DS)는 전파를위한 우수 사례를 식별하는 데 중요한 역할을 담당 할 것입니다.
11. The University는 표절 탐지 및 인식 소프트웨어의 사용을 확대하고이 기술을 징계보다는 표절 계몽에 대한 동인으로 사용하기 위해 노력합니다.
12. 또한 연구 주도 학습 학습 의제에 대한 지원을 강화할 수있는 잠재적 인 전략적 기회가 있습니다. Strand 4에서 더 분명하게 말하면서 우리는 기술자, 도서관 직원 및 학술 직원이이 목표를 지원하기 위해 협력 할 것을 권장 할 것입니다.
13. 점점 복잡 해지는 전자 환경에서 사용 편의성, 상호 운용성 및 지속 가능성의 3 가지 원칙이 학습 자원 및 네트워크 학습의 발전을 알리고 /지지 할 것입니다. 본교는 내부 시스템 통합과 외부 상호 작용을 용이하게하는 기술 채택을 통해 학생들이 최소한의 노력과 지연으로 e 리소스를 찾고 액세스 할 수 있도록 노력할 것입니다. 다양한 디지털 물체의 보급에 적합한 저장소를 확립함에있어, University는 저작권, 지적 재산권 및 라이센스 문제가 완전히 준수되고 장기간 보관 및 보존이 자료에 적합하도록 모든 합리적인 노력을 기울일 것입니다. 이 대학은 모든 레벨의 학생들과 모든 모듈에 전자 학습 기회를 제공하여 "점진적"의 핵심 구성 요소 인 정보 기술을 개발할 수 있도록하는 것을 목표로 할 것입니다. 사람들이 지식 경제에서 효과적으로 운영되도록 함. 고용 가능성을 향상시킬 수 있습니다. 가능하다면 정보 활용 능력 학습은 의미 있고 효과적 이도록 학생 경험과 통합 될 것입니다.
14. Durham의 대학 시스템은 학업과 관련된 다양한 방법 (개별적으로 또는 공동으로)을 허용하며, 특히 학생 지원 및 과외 활동을위한 다양한 메커니즘을 제공합니다. 새로운 의사 소통 방식은이 대학 경험 (실제로는 전체 학생 경험)을 향상시켜야합니다. 본교는 eLearning을 통해 모든 학생들이 학업을 향상시키고 대학 생활에 참여할 수 있으며 특히 과외 활동을 개발할 수있는 자료에 동등하게 접근 할 수있는 방법을 모색합니다. 멀리 떨어진 곳에서 공부하는 사람들도 학술 자료에 다시 액세스 할 수 있어야하지만, 더럼이나 퀸즈에 물리적으로 기반을두고 있지 않더라도 대학 활동에 참여할 수있는 기술을 사용할 수도 있습니다.
15. 본교는 정보 및 통신 기술을 통해 학생 지원이 크게 향상 될 수 있음을 인정합니다. Durham은 학생들에게 시스템 지원 (온라인 및 직접 대면)을 지시하고 특정 학습 요구를 가진 학생들이 보조 기술을 통해 해결할 수있는 몇 가지를 가질 수 있도록 간단하고 효과적인 방법을 지속적으로 개발할 것입니다. Durham의 목표는 eSupport가 단순하고 액세스 가능하며 일관성이 있는지 확인하는 것입니다. 본 대학교는 개인 개발 계획 및 진급 성적 증명서 제공을 강화합니다. 보다 나은 데이터 및 시스템 통합은 이러한 목표를 실현하기위한 명확한 전략 목표임을 인식합니다. 본교는 학생들이 학업 성취도 및 성취도에 관한 표준 데이터를 자동 또는 간단하게 채울 수 있도록 학생과학과, 대학, 개인 교사 및 다른 그룹 간의 프로파일을 공동 개발할 수있는 다양한 기술 솔루션을 모색합니다. 우리는 그러한 기술이 대학을 넘어서서 어떻게 학생들을 지원할 수 있는지, 그리고 더 많은 연구와 작업장으로 인식하고 있습니다. 우리는 이러한 기술이 대학, 학부, 대학 및 동료 / 우호 그룹과 동창 관계를 유지하고 향상시키는 기회를 제공 할 것으로 예상합니다. 그들의 성공을 위해, 이러한 발전은 학생의 프로세스 참여를 보장하고 학생들이 이미 사용하고있는 다양한 협업 개인 도구를 인정하는 데 초점을 맞추어야합니다.
16. 본 대학은 모든 사람들을위한 접근을 지원하는 시스템을 개발하기 위해 지속적으로 노력할 것이며 특히 참여 확대를 지원하려는 우리의 약속에 대한 잠재적 인 갈등이 해결되도록 보장 할 것입니다. 본 대학은 위치, 특수 요구 또는 자료에 액세스하는 데 필요한 기술 비용으로 인해 학생들이 기술에 접근 할 수있는 능력을 다양하게 다루는 데 적극적임을 확신합니다.
17. 본교는 학습 및 교수진을 지원하거나 지원하는 직원을 대상으로 eLearning을위한 기술, 지식 및 역량을 교육하고 지속적인 전문성 개발에 대한 필요성을 인식합니다. 더럼은 기관, 학부 및 부서 전략 및 이니셔티브의 필요를 충족시키기 위해 적절한 직원 리소스가 장기적으로 e 러닝을 지원 및 개발하도록 최선을 다할 것입니다. 기술의 이점을 극대화하기위한 핵심 성공 요소는 학습 및 교수, 인적 자원, IT 및 영지 전략을 포함한 e 러닝 개발에 대한 조정 된 전략적 관리 접근 방식을 장려함으로써 성취 될 것입니다. 이를 달성하기 위해 eLearning 이니셔티브는 대학의 전략 기획 및 품질 향상 프로세스에 통합 될 것입니다.
18. eLearning의 모든 분야에서 역량을 지속적으로 구축하기 위해 University는 교육 기관 전반에서 네트워크 및 관행 커뮤니티를 유지하여 eLearning 실무를 개발, 공유 및 임베드합니다. University는 고품질의 전자 학습 자원을 제공하기 위해 노력합니다. ITS 및 도서관을 통해 자원 개발 직원 및 학생들에게 학습을 지원하기 위해 가장 효과적으로 자원을 사용할 수 있도록 계속 훈련 및 지원을 제공 할 것입니다. 본교는 학습 기술을 연구 중심의 교과 과정을 강화시키는 방법으로보고 있습니다. 이를 위해 Durham은 통합 가상 연구 환경 (Virtual Research Environment)의 대학 연구 커뮤니티에 혜택을 제공합니다.
19. 본 대학은 고품질의 e - 러닝 기회와 다른 수단에 의해 제공되는 높은 수준의 제공에 부합하는 리소스를 제공하기 위해 최선을 다합니다. 이를 위해 다음 사항을 보장합니다.
모니터링, 지원을위한 프로세스는 e 러닝에 의해 전체 또는 일부가 제공되는 조항의 품질 및 표준을 보장하기 위해 엄격하게 계속됩니다. 필요한 경우 통합으로 나타나는 새로운 학습 접근법 및 교육법을 고려하여 프로세스를 업데이트합니다. 커리큘럼에 eLearning이 증가했습니다. 대학이 제공하는 학습 기회의 질을 높이기 위해 e 러닝 사용에있어 우수 사례를 홍보하고 전파하는 명확한 메커니즘이 있습니다. LTC는 eLearning 기술 사용과 관련된 품질 보증 및 향상 문제에 대한 충분한 정보를 제공합니다.
20. Durham은 eLearning이 제기 한 광범위한 문제에 대한 이해와 이해에 기여하고자 노력할 것입니다. 우리는 호스팅 이벤트 및 컨퍼런스를 통해 기존의 높은 프로필을 유지하고 다른 곳에서 이벤트 및 컨퍼런스에 참여할 것입니다. 나아가 University는 eLearning과 eFeedback의 우수성과 혁신을 홍보하고 보급하고 보급을 촉진함으로써 eLearning과 그 교육학에 대한보다 많은 주제별 연구를 장려하고자합니다. 특히 e 러닝의 연구, 개발 및 평가에서 부서 간 협력을 적절하게 권장합니다.
21. University는 eLearning을위한 국내 및 국제 우수 사례를 평가하고 보급하기 위해 노력합니다. 이러한 점에서 우리는 다른 교육 기관뿐만 아니라 고등 교육 아카데미 및 JISC와 같은 조직의 구체적인 공헌을 인정합니다.
22. Durham은 대학 인프라가 학생과 직원의 증가하는 다양한 요구를 지원하기에 충분한 지 확인하기 위해 학습 기술 제공을 계속 모니터링 할 것입니다. 대학은 학생들이 교실 기반 및 위치 독립적 학습에 참여할 수 있도록 새로운 기술의 사용을 지속적으로 탐구 할 것입니다. 여기에는 비디오 및 오디오 스트리밍 기술의 사용 증가를 통해 생성 된 것을 포함하여 고품질의 전자 학습 및 교육 자료 제작 촉진이 포함됩니다.
23. Durham은 기존 정보와 학습 시스템을 완벽하게 통합하고자하므로 학생 학습 경험에 영향을 미치는 데이터와 시스템 및 제공자에 대한 대학 전체의 전략적 조정을 지원할 방법을 모색 할 것입니다. 우리는 학습과 교수법을 지원하는 전자 도구와 자원에 대한 포괄적이고 일관된 접근법을 계속 개발할 것입니다. 우리는 또한 그것이 독립적이며 교실 기반의 학습을위한 지원 기반 시설을 향상시킬 수있는 새로운 기회를 탐구하여 목표에 적합하고 특히 모바일 학습 분야에 적합하도록 보장 할 것입니다.
다음 사항에 대한 고려를 포함하여 eLearning을위한 전략적 자금 조달 방법을 검토하십시오.
일반 학습 자료 개발을위한 혁신 자금 지원, 미래의 e 러닝 인프라 개선, 출생지 디지털 자료의 전략적 구매를위한 기금 마련을위한 e 러닝 개발 기금.
알버타 대학교와 E - 러닝.
대학의 전략적 방향.
알버타 대학의 전략 및 학업 계획은 E - 러닝 플랜의 조직적 맥락을 수립합니다. 다음 비전 및 사명 진술은 본교의 방향과 목적 및 캠퍼스에서의 e - 러닝을 정의하는 데 도움이됩니다.
앨버타 대학교는 교수, 연구 및 지역 사회 봉사 부문에서 캐나다 최고의 대학 중 하나이며 세계적으로 인정받는 소수의 국가 중 하나입니다.
앨버타 대학교의 사명은 교수와 연구를 통해 새로운 지식을 발견, 보급 및 적용함으로써 지역 사회에 봉사하는 것입니다.
목표는 대학의 비전과 사명을 현실화하는 사회적 결과를 묘사합니다. 본교는 내일의 지도자로서 학생들의 성공적인 삶과 직업을 준비시킵니다. 이 대학은 지식의 창안, 보급 및 적용 분야의 리더가 될 것입니다. 대학은 제도적 우수성을 달성 할 것입니다. 대학은 지역 사회의 필요에 기여할 것입니다.
위의 비전, 사명 및 목표 진술은 알버타의 미래 - 2004 년 갱신에서 2002-06 년 전략 사업 계획의 양질의 투자에서 가져온 것입니다.
우리의 새로운 대통령 인 Indira Samarasekera는 대학의 비전, 사명, 목표 및 주요 전략적 계획에 대한 지역 탐사 및 업데이트를 시작할 것으로 예상됩니다. 이 활동을 준비하기 위해 부통령 (학술)과 부통령 (연구)이 학장, 학과장, 학생, 교직원, 교수 및 대학위원회와의 포괄적 인 협의 과정을 촉진했습니다. 이 과정의 목표 중 하나는 대학의 학문적 문화를 검토하고 재확인하는 것이 었습니다. 또한 참가자들은 제도적 활력을 증진시킬 수있는 교육과 연구에서 주제를 통합하여 파악하고자했습니다.
공개 협의 과정에서 나온 학문적 주제는 "기존의 강점과 활동을 기반으로하거나 즉각적인 개발의 기회를 얻고 중대한 필요를 충족시키기 때문에 즉각적인 의미있는 활동에 특히 적절합니다."라고 기술되어 있습니다.
대학 전체에 대한 비전을 수립하는 것이 필수적이긴하지만 미래에 대한 상황에 맞는 비전과 우선 순위가있는 학부에서 많은 강력한 전략이 출현하는 것으로 인식됩니다. 이 때문에 공공 협의 과정을 통해 개발 된 학문적 주제는 확고한 일련의 우선 순위가 아니라 지침입니다. 일부 주제는 일반적으로 적용 가능합니다 (예 : 학부 경험의 질에 관한 주제). 반면 다른 주제는 다른 분야보다 일부 학부와 더 관련이 있습니다. 또한, 각 학부는 특정 상황에 고유 한 주제를 개발할 것입니다.
확인 된 학문적 주제는 다음과 같습니다 : 학부생 경험의 질 향상; 교육 연구 연속체에 초점을 맞춘다. 북부 전략; 원주민 약혼; 시골 약혼; 학제 간 협력; 국제적 참여.
(2005 년 집행 위원장 회의 주제 초안)
학문적 테마 및 전자 학습.
정보 통신 기술은 거리를 확장하고 커뮤니티를 연결하며 방대한 양의 데이터를 신속하게 전송할 수있는 능력으로 인해 높이 평가됩니다. 전자 학습은 이러한 기술의 통합 된 응용 프로그램 중 하나입니다. 따라서 e - 러닝은 모든 주제가 실제로 실현되는 방식에 영향을 줄 수 있습니다. 그러나 두 가지 주제는 e 러닝 전략과 가장 밀접한 관계가 있습니다. 학부생 경험을 향상시키고 교육 및 연구 연속체에 주력합니다.
협의 과정에서 파생 된 학문적 테마는 학부 경험의 질이 대학의 비전과 사명을 수행하는 데있어 핵심임을 확인합니다. 여러위원회와 대학 서비스 그룹이 학부 학습 경험을 향상시키기위한 활동을 시작했습니다. 이 학문적 인 주제는이 사업의 근본 중요성을 강조하고 미래의 노력을위한 틀을 수립합니다. 그 설명에는 학부 학습 환경을 개선하기위한 여러 가지 방법이 포함됩니다.
권장 실습은 상급 수준의 교수 프로그램 계획부터 강좌에 사용되는 개별 강의 전략에 이르기까지 다양합니다. 교수진은 커리큘럼 갱신 및 학술 연구 프로그램에 학생들을 참여시키는 전략을 고려하는 것이 좋습니다. 능동 학습, 문제 중심 학습, 코호트를 사용하여 학습 공동체를 구축하고 소규모 기회를 제공하는 등 다양한 방법으로 교수법을 변형시키는 방법이 제안됩니다.
교육 기술을 사려 깊게 적용함으로써 대학은 학부생 경험 향상의 일환으로 권장되는 많은 방법을 경제적으로 구현할 수 있습니다. 잘 설계된 전자 학습 환경을 통해 강사는 대규모 수업에도 불구하고 적극적인 학습 활동을 수립하고 문제 중심의 교육을 이용할 수 있습니다. 통신 기술은 정보에 대한 액세스를 향상시킬뿐만 아니라 학생, 강사 및 외부 전문가 간의 공동 작업과 담화를 촉진하는 데 사용될 수도 있습니다. E - 러닝은 다양한 지식, 기술 및 문화적 배경을 가진 학생들을 수용 할 수 있도록 학습 환경의 유연성을 높이는 수단을 제공합니다. 사람들이 e 러닝으로 가속화 된 학습 및 교수법 접근 방식의 근본적인 변화는 이제 교육 시설의 건축 설계에 영향을 미치고 있습니다.
교육 연구 연속체에 중점을 둔 학문적 주제는 또한 e - 러닝을 계획하는 데 즉각적이고 직접적인 관련이 있습니다. 이 학문적 주제에 대한 토론은 학부생들을위한 광범위한 실험실 및 현장 연구 기회를 수립함으로써 교수법을 연구와 통합하는 것을 장려합니다. 직업 배치와 지역 사회 봉사는 연구와 학습을 혼합하기위한 잠재적으로 실현 가능한 수단으로 간주됩니다. 목표는 박사후 과정을 거쳐 장학금을 연속적으로 창출하는 것입니다.
전자 학습은 연구에 대한 학습, 연구 기술 개발 및 가상 환경에서의 연구 수행과 관련하여 연구와 교육의 통합을 육성하는 데 사용될 수 있습니다. 정보 통신 기술은 학생들이 데이터에 액세스 할 수있을뿐만 아니라 연구 커뮤니티에 참여하는 일환으로 다른 연구원과 대화 할 수 있도록합니다.
본교는 국제 경험을 쌓은 학생들의 가치를 장려합니다. 이러한 유형의 경험은 학습자의 관점을 넓히고 학습 동기를 높일 수 있습니다. 프로그램에 참여하기 위해 해외 여행에 필요한 수단을 가진 대학생은 거의 없습니다. 그러나 e 러닝은 국제 사회와의 관계를 통해 지식과 경험을 얻을 수있는 학생들의 수를 늘리는 데 사용될 수 있습니다.
시간이 지남에 따라 대학의 e - 러닝 전략은 북부 전략 및 원주민 및 농촌 공동체 참여와 관련된 주제를 추구하는 데 필수적입니다. 마찬가지로, 학제 간 협력에 대한 주제는 e - 러닝을 지원하기 위해 설정된 시스템을 통해 부분적으로 실현 될 것입니다.
주요 대학 문서 전자 학습 전략 검토.
서론에서 설명한 바와 같이, University of Technology는 1995 년 University Senate 특별 조사단 보고서 인 Technology in Learning과 1996 년 후속 보고서 인 Learning First를 발표했습니다.
Learning First는 계획의 초점으로 인해 대학이 진전을 측정 할 수있는 벤치 마크 역할을합니다. 1996 년 이래 실험실 확장, 정보 기술 인프라 개선, 컴퓨터 표준 수립, 학습자 중심의 교육 환경으로의 전환 등의 대규모 투자가 이루어졌습니다. 보고서가 작성되었을 때 학습 관리 시스템은 아직 마련되지 않았습니다. Learning First는 또한 당시 진행 중이던 혁신적인 LEE (Learning Enhancement Envelope) 프로젝트를 카탈로그로 작성합니다. 기술 인프라의 개선, LEE 프로젝트에서 생성 된 이해 및 대학 강사를위한 전문 개발 프로그램은 2005 년 University에서 광범위한 기술 통합의 밑바탕이되는 확고한 기반을 제공합니다.
Learning First는 또한 화상 회의, 원격 교육 및 멀티미디어 프레젠테이션을위한 물리적 공간, 멀티미디어 콘텐츠 개발을위한 제작 스튜디오; 비즈니스 센터; 외부 세계와 인터페이싱하는 첨단 통신 네트워크; 기술 지원 교실을위한 중앙 스위칭 및 제어 센터.
이 보고서에 설명 된 학습 센터는 TELUS 전문 개발 센터의 개념적 틀로 사용되었습니다.
학습 및 학습의 기술 제 1 보고서는 학생들에게 우수한 학습 환경을 조성하기 위해 서비스 단위 및 교수진의 노력을 조정하는 중요성을 강조합니다. 이 보고서는 앨버타 대학교에서 이상 상태를 달성하는 데있어 많은 어려움을 기록합니다.
1996 년 이래 University는 UTS (University Teaching Services), ATL (Academic Technology for Learning) 및 AICT의 E-Learning 서비스와 같은 전용 학문 및 지원 직원의 노력으로 혜택을 얻었습니다. 이러한 단위의 프로그램과 서비스는 교육에서 기술 사용의 상당한 증가를 반영하여 확대되었습니다. 이 단원의 활동에 대한 설명은 부록 A를 참조하십시오. 학습에서 기술로 확인 된 활동의 전략적 조정 및 조정의 필요성이 점차 커졌습니다.
2003 년 말 Provost and Office (Academic)의 Office 부소장은 University의 e-Learning 지원 부서에 대한 검토를 시작했습니다. 외부 평가자는 다음과 같은 목적으로 계약을 맺었습니다. e 러닝 지원 부서의 위임 및 조직 평가. 서비스 개선 및 e 러닝 지원을위한 강점과 기회를 파악합니다. 정보 및 통신 기술 및 e - 러닝을위한 자원 할당에 대한 지침을 권장합니다.
리뷰어는 많은 수의 관리자 및 교수 대표와 e - 러닝 지원 부서 직원을 인터뷰했습니다. M. Prescott과 J. Curry는 2004 년 5 월에 발표 된 University of Alberta E-Learning 지원 단위의 외부 검토에서 그들의 관찰과 권고 사항을 요약했다.
평론가들은 교습에 기술을 구현하는 교수진이 반복적으로이 활동에 내재 된 증가 된 작업량이 인식되거나 보상받지 못한다는 사실을 알게되었다고 들었습니다. 인터뷰에 응한 많은 사람들은 ATL과 E-Learning 서비스 그룹 간의 서비스가 점점 더 중복되면서 서비스 단위의 다양한 역할에 대해 혼란 스럽다고보고했습니다. 또한 리뷰어는 캠퍼스에서 증가 된 WebCT 사용량을 관리하는 데 내재 된 압력에 주목하고 추가 리소스 없이는이 성장이 지속될 수 없다고 언급했습니다. 그들은 예상되는 교육 기술의 사용 증가가 계속해서 지원에 대한 요구를 높일 것이라고 강조했다.
그들의 추천에서 평론가들은 Provost와 Vice-President (Academic)가 Alberta 대학이 학습과 교수법을 지원하기 위해 ICT 사용을보다 잘 지원할 수 있도록 즉각적이고 결정적인 조치를 취할 것을 권장했다. 이 보고서의 세 가지 중요한 권고 사항은 다음과 같습니다. 전략적 방향 및 계획 수립. e - 러닝 지원을위한 새로운 우산 유닛을 만드는 것; 더 큰 영향을 미치기위한 목표로 한 이니셔티브 발사, WebCT 확장 전략 개발 및 학생에게 더 많은 접근을 제공하는 원거리 프로그램의 우선 순위 평가 등을 포함하는 기회 영역에 중점을 둡니다.
알버타 대학 전자 학습 지원 부서의 외부 검토 결론 : 기술 사용을 통해보다 효과적인 학습과 교수법을 지원한다는 공동의 목표에 따라 지원 부서 직원의 전문 지식, 자신의 의견을 공유하고자하는 혁신적인 교수진 경험, 그리고지지하는 행정부, 미래의 비전은 강력한 것입니다.
개요.
E-Learning은 2005 년 및 그 이후의 UoL에서 매우 중요합니다.
시장 집중 & amp; 위치 활용 능력 & amp; 새로운 방식의 용량 미래의 성공을위한 아키텍처 구축.
더 넓은 맥락에서 대학에 대한 중요성.
DfES 및 HEFCE 온라인 학습 전략 & amp; 자원 흐름 연구 자금 조달 및 출판 QAA 감사에서 언급 한 포지셔닝, 홍보 및 순위 지정 품질을 포함한 비즈니스 개발.
학습의 중요성.
· 동등성 - 거리, 혼합 모드 & amp; 캠퍼스 기반 학습.
액세스 확장 성 모든 유연성, 다양성, 참여를위한 부가 가치 통합 (Leicester online & e-library)
교육의 중요성.
교수 및 연구에 대한 동등한 가치 교육에 대한 연구 학자를위한 시간 - 효과 및 amp; 효율성, 적절한 경우 훈련 된 동료의 사용.
전략의 본질.
기존 강점을 수용하면서 혁신과 대응력을 육성하십시오. 고객 요구 사항과 관련된 역량과 역량을 구축하십시오. 미래를 준비하는 데 집중하십시오. 비용 : 기존 자원 또는 추가 집중 리소스 내에서 재배치 및 재사용, 수익 창출 프로젝트.
섹션 1 : 15 가지 전략 목표를 포함하여 향후 3 년간 UoL에서 전자 학습 및 교수 혁신을위한 전략적 틀과 목표를 형성하는 학습 및 교수 전략의 하위 전략.
섹션 2 : 구현 계획을위한 프레임 워크.
1.1 UoL을위한 전자 학습의 이점.
우리는 e - 러닝과 관련 혁신적인 교수법을 혼합 또는 혼합 모드에서의 학습 향상을 목적으로하는 다른 곳에서의 모든 교육 및 학습 경험에 대한 e - 러닝 통합에 대한 전적으로 원거리에서 먼 거리의 연속체로 볼 수 있습니다 .
본교에서 e - 러닝 사용을 늘릴 때 얻을 수있는 주요 이점은 다음과 같습니다.
건전한 교육학 및 비즈니스 모델을 포함하는 방식으로 점점 더 수용적이고 까다로운 교육 시장에 대한 원거리 학습을 지속적으로 개발해야한다는 강력한 요구 사항을 충족하고 원거리 학습자에게 캠퍼스 참석자에게 제공되는 수준의 학습 및 지원을 제공하여 유연성, 캠퍼스와 원거리 학생을위한 편의 제공 및 개인화, 가정과 레저, 사회 및 직장 생활과의 통합 능력을 향상시킴으로써 e - 러닝 및 교육을 e - 비즈니스, e - 리소스 및 e - 지원의 증가하는 공급과 통합합니다. the university so that each contributes to, and enhances, the others treat e-learning skills as normal, necessary and desirable in the 21 st Century move towards a 'balanced mixed mode' learning provision with roughly equal numbers of campus and distance students - probably in a unique position in the UK.
1.2 Scope of this Paper.
The e-learning strategy takes a view of worthwhile business development, quality learning processes and pedagogical innovation at UoL. What it does not do is consider a wide range of other missions that can be addressed by e-learning such as increased openness, cross and borderless education, and outreach into the community. It also does not address the pros and cons of existing technologies in use (particularly the Virtual Learning Environments VLEs) since that would be a diversion and attention currently needs to be focussed on pedagogical and business development and providing a stable technological environment. Furthermore it does not specify very detailed use of certain learning technologies and their links with directly addressing learners’ needs or applications. They need to be developed close to the learners, researchers and teachers through the implementation of this strategy, rather than prescribed. The strategy makes provision for this to continue in a wide variety of ways and puts resources in place in terms of plans and people to ensure it is achieved.
Within UoL, ‘lone rangers’ with special energy often achieved many of the more entrepreneurial actions including the development of distance learning. Commitment and organizational processes have grown up around these accordingly. These are not easily transferable or scalable. The strategy in this paper seeks to provide a framework to embed awareness of distance and e-learning and research into teaching innovation into the much wider consciousness of UoL. The recent interim report lays out in much more detail the UoL’s capabilities and markets in distance learning and the need for associated systems development ( Continuing the Development of Distance Learning - An Interim Report, David Christmas, January 2005)
1.3 A Key Moment in Time.
Three years appear to be the longest we should strategize in the current rapidly changing climate. In addition, to benchmarking, we suggest an initial review towards the end of the first 2 years with a more substantial review towards the end of the third year. At this point, the aspiration should be to integrate the e-learning strategy into the broader Learning and Teaching Strategy.
Recently, the early focus on technological infrastructure has given way to emphasis on pedagogy, connectedness and in blending newer and older approaches to learning. The new buzz word is ‘blend’. However this cannot be seen as a panacea: choices of pedagogy and technology are complex. If students are offered regular teaching and learning processes (books, lectures, face-to-face seminars) together with somewhat uncertainly presented e-learning, it is inevitable that they will prefer the familiar.
1.4 Principles of the E-learning Strategy in UoL.
1.4.1 Core Capabilities.
The framework for the UoL e-learning strategy takes a ‘resource-based’ definition of the match that we can make between our internal resources and skills, and the opportunities and risks created by our external environment. Such a framework both implies identifying what core capabilities and existing strengths (what are we good at, what makes us special?), and how a strategy can take advantage of these in a competitive world (what can we do well and differently?). A strategy based on our strengths will be more durable, and harder to imitate than ‘off-the-shelf’ strategies (Hamel and Valikangas 2003) or those based on traditional marketing approaches.
For these purposes, we can identify our core capabilities as:
UoL’s status as a major provider of post graduate distance learning strengths in sectors which may lend themselves to e-learning approaches including archaeology, genetics, science and education teaching fully informed by research networked within region and FE diverse and non-elitist international teaching excellence including acknowledgement of distance learning and e-learning plans (QAA)
Of these, probably only item 1 truly differentiates UoL from other UK universities, some.
of whom could claim all or some of the others.
The core capabilities that are obvious or we most enjoy or admire, may not be strategically relevant. Instead they need to be those that our wide range of ‘stakeholders’ (students, clients, partners, funding bodies etc.) both perceive and value. Choices of where to be innovative, and where to increase the development of e-learning should not be based on a bland view of ‘market’ but a more complex view of the value of e-learning meeting mission and objectives.
1.4.2. Differentiation of Technologies.
We can distinguish between core technologies and peripheral technologies. The core forms the basis of current activities that must be maintained, and since effort and investment have been put into them, they do not present a high risk. For the purposes of this strategy we consider the use of commercial Virtual Learning Environments (VLEs), and the e-resources provided by the library to be core technologies. Nearly all universities are currently adapting to using VLEs, so in the medium term these core capabilities will no longer be innovative. Peripheral technology is on the ‘edge’ and offers more choice. However some peripherals will become mainstream over time so the strategy needs ways of including potential new technologies and preparing for new capabilities. Hence, it is also important to focus on building increased capacity and capability for e-learning innovation and on looking ahead to potential and new learning technologies and their applications in our context.
1.5 The Challenges and Opportunities to be Addressed for UoL and E-learning.
There is considerable evidence that most HEIs are still struggling to engage a significant percentage of students and staff in e-learning and real development beyond projects by innovators has so far been modest. At UoL we need to recognise these challenges and implement our strategy very specifically to address them. 그들은 다음을 포함합니다 :
Research into the technology is now robust enough for attention to turn to business development, pedagogical innovation and away from technical ‘solutions’ and ‘fixes’. Research into distance learning over more than 30 years identified what works, what does not, what constitutes excellence and what adds real value to student experiences. Most is relevant to distributed e-learning. Such knowledge is of no value if it cannot be used in a flexible and contextualized manner and in particular if it is not embedded into the everyday teaching processes of the University.
· There are two main ways in which e-learning can be introduced into traditional teaching, whether on campus or at a distance. One is through large scale centralisation and provision of professional services. The second is more incremental, perhaps a little slower and more challenging, but gradually involving all members of staff to make their contribution. This involves the choice of easy to use technologies and investment in personal, course and departmental learning. The latter has the advantages of developing capabilities for the longer term and keeping ‘ownership’ with the academic departments. It is this model we chose as most appropriate for UoL.
Internal investment and approval systems in UoL do not encourage systematic change and there is a lack of institutional learning from isolated experiments and innovation. The Beyond Distance Blackboard site and the Research Alliance have started to address these issues.
Distance and e-learning require more up-front investment (compared to campus based teaching) but offer a low cost and sustainable model over several years if large numbers of students continue to register . Any pedagogical innovation has start up costs, especially if associated with sharing and reusability of resources and processes. Costs associated with e-learning of course include capital and direct costs of the technology itself but also the development of resources involving a number of professionals and considerable academic and technical staff development. In the medium term the costs, and opportunity costs associated with the human resources are likely to be highest and offer the faster payback, than the technology provision. In addition, effective and efficient support systems need to be in place. Once set up, the cost effectiveness of online support systems will be realised speedily.
· Attempting scaling up of distance learning through ‘hand crafting’ (in a way that is possible in campus based learning) is uneconomic and unsustainable for distance. Therefore predictions need to be made about which courses are worth funding in this way, serious choices made and resources diverted in those directions.
2. The E-learning & Pedagogical Innovation Strategic Framework for UoL.
Quadrants 1, 2 and 3 represent the deployment of UoL’s existing core capabilities and capacity through incremental innovation.
Quadrants 1 & 2 suggest deployment of UoL key strengths in teaching excellence but with adjustments to new technologies.
Quadrant 3 suggests deploying the understanding of technologies already in place to promote business development, solve problems and increase quality of all kinds.
Quadrant 4 represents a more radical view of change using peripheral technologies, new products, new markets and missions.
The top left hand box of the matrix suggests achieving growth with our established technological products, especially our VLEs (Blackboard™ and Tribal Learning’s le™) embedding them further into our teaching and learning processes and using them for increasing numbers of purposes and students.
Much can be achieved by deploying such ‘off the shelf’ technologies but this requires careful business planning, investment in staff development and support and excellent provision of ICT within university systems. It also requires that we plan our markets and student requirements and the resource implications of supporting this technology.
For DL, the focus should be to further develop communication and group teaching in the online environment, rather than a major shift from the delivery of print to online resources at this time. Content is rarely viewed as a major differentiator; value lies in brand, support, group teaching, communication with staff, accreditation and licenses to practice. At a discipline level, the relevant HEA (ex-LTSN) Subject Centres can often provide academic courseware that is freely available.
We should first identify and target those areas where there is potential for growth, rapid improvement in quality or efficiency gains. The aim is to move more of our regular learning into the e-environment but in a way we can pilot transferable or scalable processes.
Recommendations: Quadrant One.
Time scale: immediate and ongoing.
Promote use of the VLEs for all distance learning (DL), including the evaluation of existing distance learning courses.
Enhance the experience of campus based students through the use of e-resources and learning support through the VLE.
Key actions for Quadrant One.
Revise pedagogy to ensure excellence for topic in terms of resource delivery, accessibility to diverse student groups and communication.
Sustain or promote growth in student numbers.
Enable efficiency of delivery.
Enable efficiency gain for staff.
Make economies of scale.
Develop a wider range of online services and support, including for diverse student groups.
Promote effective communication and identification with the University.
Promote completion and continuing study with the University.
Reduce face to face components for DLs and replacing with high quality e-seminars.
Ensure equivalence for DL and campus based students.
Build on the work started to inspire, increase awareness and applications of e-learning.
Explore how e-learning relates to conventional and traditional forms of learning and teaching.
Increase quality of experience for students, especially from perspective of flexibility, diversity or engagement.
Pilot research-led innovation in teaching through VLEs.
Pilot potentially scalable processes.
Increase services, resources, communication or value for students already using the VLE.
Experience in and development of the skills of e-learning design and teaching online with and for remote students is not widespread in UoL. There is a need to enable more teams in departments to understand and develop effective e-learning using the VLEs. All need support in designing for participation and intervening for learning. Many of the problems and benefits of using the VLEs can be dealt with by appropriate design before the students arrive. In addition, we plan that selected members of staff and relevant assistants are further trained to initiate and maintain quality online tutoring.
In order that academic departments can focus on high quality e-learning design using the VLEs, services including student support services, the library, and the Students’ Union will be developed and brought together through the VLE (project title ‘Leicester Online’) thus providing an excellent service to distance students and good access to all students when working remotely. This will enable the University to embed holistic support within departments and subject areas. It can become a part of the student experience naturally, rather than appearing as a ‘bolt-on’ facility to which students may feel they are driven when difficulties arise .
Full time campus students.
We do not intend to replace face-to-face teaching in the university for campus based students but instead extend and enhance their experience, and enable them to study in more flexible ways. Furthermore, there is increasing evidence of students presenting with wireless enabled laptops and/or the desire to use broadband from residences. We will promote and encourage blended learning on campus especially towards innovative e-teaching, learning or assessment approaches where we can offer improved quality in resources and/or delivery, enable effectiveness and efficiency and aid retention and completion of students. Some staff may be happier to gain experience in blended learning before considering distance.
Time scale: Medium - pilots to start in 2005 and ongoing for foreseeable future.
The top right hand quadrant (existing mission/new technologies ) addresses the many new learning and mobile technologies now available. Most of the newer widely used technologies such as smart phones, ipods, GPS etc have no t been developed for learning and need good understanding of potential teaching applications to be successful in new contexts. Many new technologies are appropriate for off campus use, as combinations and blends, for dynamic delivery of content and for human intervention and support of distance learning processes. There are new understandings of the use of knowledge creation, sharing and repositories that can be deployed. Many technologies can be channelled through the VLE but are not limited by the obvious VLE operations. Many applications are at the pilot stage and the opportunity here is for UoL to be at the forefront of developments.
Recommendations: Quadrant Two.
Research and pilot the use of the new technologies for distance learning, where value might be gained for students or staff, access, retention or achievement.
Enhance the experience of campus based students through the use of new technologies.
Key actions for Quadrant Two.
Research applications and pilot applications to go ‘beyond the VLEs ‘
Encourage students and staff to explore everyday technologies for learning, communication and support purposes.
Improve accessibility for all, especially using everyday communications technologies.
Talk to providers of technology and find a good fit at the right price for pilots.
Provide for evaluation and dissemination of selected projects for scalability and transferability to distance learning or transferability from department to department.
Time scale: immediate and ongoing.
The lower left hand box ( existing/new ) represents using e-learning technologies to address different and new markets, missions, levels and disciplines of learning and teaching (compared to now) but using the expertise and technologies already developed. Realistic approaches must be taken to the market to reduce risks as far as possible. As distance learning depends on volume, there should be a minimum contracted commitment before new e-learning processes are developed.
In addition, UoL’s CETLs are charged with not only developing excellence in their fields but also transferring understanding to others, including outreach and virtual networking activities, application to other disciplines of techniques and approaches developed, links University-wide initiatives, such as the e-learning strategy & development of a pedagogic research agenda.
There is an opportunity to enable joined up provision through e-resources across the UoL but also to have students make stronger and easier connections between the subject areas they study and the services they can use, and for the first time to move towards an equality of experience for every student of the UoL.
Recommendations: Quadrant Three.
Identify, create and deliver, using the VLE to new markets, countries and groups.
Focus on transfer of learning and technology applications from one department to another thus providing enabling technologies through the university.
Key Actions for Quadrant Three.
Identify untapped markets and develop distance learning deploying e-learning in a new topic areas or levels.
Enable understanding, appreciation of and transfer of e-learning successes from one department to another.
Collaborate through e-learning with our associates, partners, collaborators and lower costs through economies of scale.
Time scale - medium to long - research during 2005 with one or two high profile pilots to start by 2006.
The lower right hand box ( new/new ) is the most challenging, risky and potentially rewarding. Research about e-learning is being published and goes beyond the simplistic ‘what works’ scenarios of stage one of technology introduction. In this quadrant lies power behind the e-learning movement and the greatest potential to put UoL on the global e-map. The Beyond Distance Research Alliance will focus on bringing forward ‘weaker’ signals from the technological and e-learning environment for consideration.
Recommendations: Quadrant Four.
Develop 1 or 2 large innovative projects.
Seek several smaller but highly innovative projects using peripheral technologies.
Actions for Quadrant Four.
Search for models of success and application of future technologies.
Integrate research understanding from e-learning and innovative pedagogy in future business, planning and budgeting processes.
View learning technologies as iterative processes, between what technology makes possible and what demands are made on that technology, and be involved and influential in the e-learning world.
Build research into all and any projects .
Seek collaborative partners.
1.5 Summary of Strategic Aims : Each aim will be planned as a project, and tied into the relevant committee structure. Some adjustments to targets and timescales may be made in discussion with individual departments and faculties.
Unit/dept Responsible For lead.
DfES e-learning strategy.
An enabling policy related to full access & equivalence.
1. UoL part time and distance students to be advised to have regular Internet access, indication in prospectuses immediately. See note 1 below.
Oct 2006 for brochures October 2007 for access.
under-representation, flexible mixes.
2. VLE available for all UoL distance students by 2007 See note 2 below.
under-representation, flexible mixes.
3. VLE available for all campus based students See note 2 below.
under-representation, flexible mixes.
4. Distance learners receive equivalent support to campus attendees.
under-representation, flexible mixes.
B Staff development and enablement.
5. Staff to have basic VLE access, training, support & encouragement.
training leadership, refining practice of front line staff, flexible mixes.
6. Media zoo & demonstration lab available for staff and associates.
new understandings of pedagogy, training, leadership, refining practice of front line staff.
7. Deployment of teaching initiatives funds.
New understandings of pedagogy flexible mixes.
8. High profile celebration and reward of individual and department innovation in teaching.
new understandings of pedagogy training, leadership, refining practice of front line staff.
9. Training in online teaching and delivery provided for associate tutors, where required.
refining practice of front line staff.
C E-learning research.
10. Attendance by staff of Beyond Distance Research Alliance events & availability to all staff of Beyond Distance Blackboard™ site.
2.2, 2.3, 3.3, 4.1, 4.2, 4.3, 4.4, 6.1, 6.2, 6.3.
new understandings of pedagogy, refining practice of front line staff, flexible mixes urgent develop research in pedagogy & e-learning & inf sharing.
11. Staff researching into their own teaching, attracting external funds and publishing in area of e-learning.
training, leadership, refining practice of front line staff flexible mixes.
D Future projects and positioning.
12. Online assessment for appropriate D&ML courses.
demand for e-assessment, flexible mixes.
13. Students using learning technologies other than VLE and e-library.
training, leadership, refining practice of front line staff flexible mixes.
E Impact on business development.
14. New courses use VLE productively See note 3 below.
new understandings of pedagogy, flexible mixes.
15. New courses and modules assessed for distance, e-learning or distributed teaching applications See note 3 below.
new understandings of pedagogy flexible mixes.
Note 1 : This statement of policy can also accommodate exceptions. If it can be demonstrated that access to the Internet operates in a discriminatory manner then the University will seek to find an acceptable alternative.
VLE use is already developing rapidly in UoL:
· Blackboard course sites activated to date: 715.
· Blackboard course sites currently in use: 519.
· Active students on Blackboard: 5043.
· Students enrolled on more than one course site: 6730.
· Instructors on Blackboard : 687.
· All pre-clinical modules are in Tribal’s Technology’s le™. 1st years 13, 2nd years 23 & 3rd years 28 modules.
· Phase 2 (clinical) modules are being launched on le™ this semester.
· Learners on le™ : 3000.
· Tutors on le™ : 170.
Note 3: course approval processes.
Individual departments are best placed to take decisions on content, level, the demands of accreditation by professional bodies and a wide range of other issues. Intervention in course approval processes is intended to raise awareness of the possibilities and enable the strategic aims to be fulfilled in the most appropriate manner. Those proposing to mount new courses will need to demonstrate that they have considered distance and e-learning. Those proposing new e-learning courses will need to demonstrate that they have the skills for effective and efficient design and delivery, or are seeking funds for appropriate support.
Summary of Recommendations.
Promote use of the VLEs for all DL, including the evaluation of existing distance learning courses.
Professor of E-learning.
Enhance the experience of campus based students through the use of e-resources and learning support through the VLE.
Professor of E-learning.
Research and pilot the use of the new technologies for distance learning, where value might be gained for students or staff, access, retention or achievement.
Professor of E-learning.
Research and pilot the use of the new technologies for campus or mixed mode students where value might be gained for students or staff, access, retention or achievement.
Professor of E-learning.
Identify, create and deliver new modules, courses and programmes, using the VLE to new markets, countries and groups.
Director of International Office & Programme Dvpt Working group.
Focus on transfer of learning and technology applications from one department to another thus providing enabling technologies through the university.
Director Staff Development Centre.
Develop 1 or 2 large innovative projects associated with new media and markets.
Professor of E-learning.
Seek several smaller but highly innovative projects using peripheral technologies for learning.
Professor of E-learning.
Develop communication plan and use new channels to ensure all staff are informed about and involved in the e-learning strategy.
마케팅 이사.
Ensure computer services develop to accommodate increasing numbers of remote learners and increased use by campus students of mobile and remote technologies.
Director Computer Centre.
Develop the project ‘Leicester Online’
Professor of E-learning.
Ensure equivalent experience for all Leicester students regardless of location.
Pro Vice Chancellor.
Advise on the provision of specialised software and support for students with specific learning difficulties and disabilities, with appropriate resourcing.
Head of AccessAbility Centre.
Review progress of e-learning strategy at end of 2 years, major review at end of 3.
Professor of E-learning.
Relevant recommendations from Continuing the Development of Distance Learning (January 2005)
There are strong connections between the E-learning Strategy and the development of DL. Listed below are DL recommendations that are particularly relevant here (using the original numbers).
Encourage DL staff to become actively involved in the Beyond Distance Research Alliance.
Professor of E-learning.
Explore the potential for extended Computing Helpdesk opening hours.
Work with EDSC to develop electronic student support services.
From March 2005.
Produce DL Business Plans with departments.
Explore options for enhancing programme approval processes to identify opportunities for extending the DL curriculum and inclusion of effective e-learning.
Director DLA and Professor of E-learning.
Report to VCACAO 21st March 2005.
Use DL Business Planning process to explore new product and market opportunities with DL departments.
Director DLA and Director of Marketing.
By April 2005 ongoing.
Document the use of external teaching staff (based on information gathered during business planning).
Work with the Professor of E-learning to produce proposals for improvements to the management and ongoing development of external teaching staff, drawing on Open University practice and the potential for using e-learning techniques.
By September 2005.
Establish an annual review of competitor activity in DL and e-learning, reporting to VCACAO and the DL and E-learning Sub-committees of the T&LC.
Director DLA, Director of Marketing and Professor of E-learning.
Review overall approach to student support.
Professor of E-learning and Director DLA.
Section 2: Action Plan.
Many agencies (people, departments, units) in UoL are keys to the success and achievement of the e-learning strategy through support, development and implementation. Resourcing is provided in two main ways:
1. through repositioning, focus and alignment of many plans and actions throughout the university.
2. through recognition of the need for start up and booster resources of various kinds (see Appendix 4).
2.1 Academic staff, Academic Related Staff, Departments and Course Teams.
Academic staff are naturally reluctant to change their methods of teaching and learning without a deep understanding of why and how, due to concern for quality and benefits. Furthermore, there is a belief that e-learning is about technical ‘solutions’ rather than pedagogical innovation. In practice, e-learning, whether combined with other forms of teaching and learning or not, is complex and involves shifts both in understanding and behaviours, well beyond the provision of technology. There are few direct reasons for academics to become involved in innovations in teaching as time for research competes on a daily basis, hence staff development, support and information is crucial to success. The e-learning strategy seeks to ensure that ownership, not only of content but also of pedagogy, continues to lie directly within academic departments but recognises that a wide variety of mechanisms must underpin the continued developments.
2.2 Communication Strategy.
At UoL, with its separate operations in departments, it is difficult to develop a joint ‘vision’ and direction and engage in a development process involving the maximum possible number of staff. The e-learning strategy is, of necessity, complex. Each of the quadrants needs a different approach to understanding appropriate technologies and pedagogies. UoL marketing department has agreed to put together a professional communication plan and use new channels to ensure all staff are informed and involved.
2.3 Staff Development.
Quadrants One, Two and Three.
The Academic Practice award provides continuing professional development (CPD), rather than an academic hurdle, for all staff new to teaching in HE. It ensures that such staff are introduced to the potential of VLEs whilst exploring the broader theory and practice of their work. This demand is likely to increase significantly as the Higher Education Academy requirements for new and existing staff are published for implementation in 2006.
Shorter interventions in both pedagogy and e-learning (First Friday, bespoke training and e-Reflections sessions) meet the needs of more experienced staff. The appointment of a Materials Developer to support the work of the Educational Developer (e-learning) has significantly increase capacity.
Increased developments that will support achievement in these quadrants include:-
1. Adaptation of modules specifically promoting e-learning as part of the expanded Academic Practice Award.
2. VLE training sessions for support staff.
3. Awareness of and engagement with other new technologies JISC Plagiarism.
detection, Classroom Performance System, SERSI Rooms, Impatica & Breeze,
specialised software for disabled students.
4. Engagement with the ‘Media Zoo’ as part of the revised Academic Practice award,
maximising size, flexibility and equipment levels of staff technology training space.
(including ‘Media Zoo’).
5. The Teaching Enhancement Forum together with TAN plans to take a ‘Community of.
Practice’ approach to generating initiatives and pedagogical projects including e-
The promotion and support of research activities through ‘Beyond Distance’. The Staff Development Centre plays a major part in dissemination of new technologies to new staff (through Induction and the Academic Practice award) and existing staff (through the Teaching Enhancement Forum and training events).
2.4 Computer Centre.
The Computer Centre is responsible for the provision of core academic systems and services, including the VLE, and the network infrastructure, for both campus and Internet access. It will support and share the aims and objectives of the e-learning strategy in terms of the development of IT systems for both teaching and research throughout the University.
In order to achieve facilitation of the strategy with relatively modest resources (especially manpower) it will be necessary to standardize on a limited set of software and hardware types, especially for Quadrants One & 두. In addition, resources will need to be found to research technological developments and implement new services in an efficient way, (Quadrants Three & Four) whilst at the same time maintaining existing core services for campus based learning and teaching.
The e-learning strategy increases the reliance on the University’s IT infrastructure. The Computer Centre will consider the resilience of services, disaster recovery planning and support cover. In each of these areas we will need to balance additional cost against risk and perceived value of the service. The Computer Centre is continuing to develop and improve service resilience in the selection of server hardware and with recent SAN (Storage Area Network) developments. It also has a commitment to review and document Disaster Recovery plans by the end of 2005. Consideration of e-learning servers and file storage will be incorporated within this review. Any recommended improvements will be costed for further consideration and budgeting.
The services are essentially running on a 24x7 basis, but availability of human support is based around the UK 'working day', with some Help Desk support available on Saturdays. The acceptability of these hours and associated staffing requirements will be reviewed with respect to increasing use of our e-services by Distance Learners, in different time-zones.
There is close alignment between the e-learning strategy and the direction already being taken by the Library over the last few years. The new Library is being planned as the hub of an exciting hybrid service, encompassing both print and digital materials. Alongside these physical changes the capabilities are being developed to enable the Library to adapt readily to the wider changes underlying the e-learning strategy. The Library can add value to e-learning by:
· providing access to high quality information to UoL students which is integrated with the curriculum.
· ensuring that UoL learners are information literate and able to discover, evaluate and manage information.
· providing advice and assistance to learners through a range of services, ensuring that these services are effectively communicated to students.
The Library has invested heavily in digital resources, particularly in terms of e-journals, abstracting and indexing services and large datasets. These developments have been particularly strong in the science, technology and medicine fields, but there is also considerable progress in arts and social sciences. The coming year will see growing investment in e-books. The coming year will see growing investment in e - books which is increasingly important for students with specific learning difficulties and disabilities. Access to print resources remains essential and the Library works to ensure that these resources are known to learners at a distance and accessible to them through efficient document supply services of various types.
The Leicester Digital Library provides a range of services and tools which provide enhanced access to information resources. These include Leicester e-link providing access to the full text of over 10,000 electronic journals with links to the catalogue entries for print journals, SingleSearch software allowing simultaneous searching across a range of databases, and, most significantly, the Rooms context management project supports specific subject areas and courses in conjunction with Blackboard. In the next few months the online catalogue software will be upgraded to enhance services.
The Library is in the forefront in developing e-learning resources to teach information retrieval and information management skills and the use of bibliographic software. A growing range of interactive online tutorials, multimedia tutorials and text based web tutorials is available. As well as standalone tutorials the Library can also offer ways of embedding information retrieval skills into the curriculum so that they integrate, for example, into PDPs, course objectives and assessment. A current project is investigating the use of e-assessment in the form of diagnostic tests for information retrieval skills, which could be integrated into the PDP e-portfolio developments. Information librarians offer training to complement that offered by Staff Development and are happy to be involved in training staff to use e-resources in relation to e-learning.
Increased investment in information in all formats is already a key component of the Library’s strategy and it will be essential that the Library’s materials budget is able to accommodate new developments such as e-books. The Library will be working on specific proposals over the coming year.
E-learning and distance learning is a 24/7 activity and it will be necessary to investigate increasing the hours in which reference desks are available and to explore innovative ways of supporting learners, for example via 'chat' software. Working alongside academic colleagues, Library staff will keep abreast of new software to support e-learning. The Media Zoo will provide an excellent environment for this exploration and discovery.
The Clinical Sciences Library has experience in the use of PDA/handheld technology to deliver e-learning to junior doctors. There are opportunities to develop this work further for other user groups. E-learning raises a range of new copyright and IPR issues and there will be a need for additional expertise in this area within the University.
The Library plans to work more closely with other services to provide support for the diverse student body. This will help with the implementation of the "Leicester Online" project to provide an integrated online presence for student support services.
2.3.5 Beyond Distance Research Alliance.
In some areas of e-learning, research data remains embarrassingly thin, and even published papers, when examined, rely largely on anecdotal evidence, personal experience, expert opinion and general ‘wisdom’. To underpin the e-learning and pedagogical innovation UoL needs to focus on the research opportunities and the scholarship associated with applied e-learning to enable all lecturers, units and departments to exploit the new opportunities in a cost effective way with direct impact on student learning, build capacity in R & D into ICT and Learning Technologies, provide focused ways of networking nationally and internationally in the field and avoid technology-driven approaches. It is essential to promote a systematic application of the core body of knowledge and principles that have built up around e-learning and integrate new paradigms and processes as they are understood, and avoid highly descriptive approaches (often based in individual disciplines) or the tendency towards context free ‘prescription’. The Research Alliance draws together teachers and researchers from a wide variety of areas to bid for research funds, provide for publications and dissemination both internally and externally. Broad areas addressed are development of concepts, theories and rigorous and appropriate methodologies, identification, promotion and support of good practice and models of change related to human intervention and sustainability. In addition, focusing on e-learning is a key way of providing for multi and interdisciplinary research agendas through virtual research environments.
The Beyond Distance Research Alliance is now established, running a series of regular seminars, has its own web site as well as a Blackboard informational site and has had its first external funding research success.
We plan that the Beyond Distance Research Alliance will contribute to building what the Faculty of Science suggests: “… is that the University see itself as a community recognised (nationally and internationally) for contributions to research and/or teaching, the latter through action research publications based on innovative implementations (whatever the RAE status of these). (Minutes Faculty Board of 18.3.05).
EDSC is planning an increased range of processes and projects to underpin student online support and development associated with the e-learning strategy, and to reinforce the development of the ‘Leicester Online’ concept.
Projects and resources include:
1. A consistent and structured approach to websites for advice and guidance, further development planned for distance learners.
2. E-guidance, further development planned using a bespoke system.
3. The Leicester Employability Skills Award will make use of a Blackboard environment for student support.
Further developments planned shortly include:
· Pilot e-learning workshop for distance learners.
· An e-learning course ‘Starting Your PhD’ using Blackboard.
· Using Blackboard to support central face to face workshops.
· Personal Development Planning - e-learning to support the involvement of both students and staff.
· Pilot project on e-counselling.
· Collaboration with other departments to produce concept and scope for ‘Leicester Online’
· Investigating support and on line support modules for dyslexic students.
The e-learning strategy and aims fit directly with UoL QA processes and no additional attention need be given at this time. The recent QAA audit welcomed the strategic approach in UoL to e-learning. Quality will be judged in addition from the perspective of the student experience.
2.3.8 Student Perspective.
The strategy for e-learning is welcomed by all students, as it looks to greatly improve the quality of e-learning resources and provision throughout the University. Distance learners may benefit the most.
The SU view is that for campus-based courses, e-learning and VLEs should be utilized by the University appropriately, in the sense that they should support and enhance the overall learning experience, rather than simply replace existing core methods of learning and teaching.
The SU is interested in being involved in the ‘Leicester Online’ concept and investigating improved representation through the online world over the next years.
Students are expressing considerable interest in e-PDP facilities, and in student and collaborative e-work space, which can be investigated as part of technology developments in the Media Zoo.
Risks to the strategy include:
2.4.1 Research not Teaching.
The biggest challenge to the e-learning strategy is a focus in UoL on research more than innovations in teaching and the development of distance learning. The e-learning strategy seeks to support equal weighting and value to research and teaching in the University, and, over time to develop excellence in research into teaching. The strategy seeks to raise the value and reward of e-learning for all teaching and learning processes and to engage a much higher percentage of staff into research in e-learning. The strategy provides for a variety of support and development mechanisms and assurances of quality teaching, and plans some form of visible benefits for academics and others who engage.
2.4.3 Efficiency and Economies of Scale.
Missed business opportunities and unsuitable adaptation may occur due to lack of knowledge transfer. The development of DL provision should address business development, efficiency and effectiveness in systems. The Beyond Distance and Staff Development Centre approaches should provide appropriate and constant knowledge transfer. We need to review models of practice frequently.
2.4.4 Complexity and Delay in Decision-Making and Governance.
Appropriate use of committee structures and working groups without adding complexity.
Professor Gilly Salmon 8 th July 2005.
Appendix 1: Consultation pathways.
This paper has been in consultation since November 2004 through formal and informal processes. Many different individuals and groups are highly supportive and gave detailed feedback. The main adjustments based on extensive discussions were: the justification and need for strategic aim 1 (100% access for DLs), concerns of students that face to face elements of teaching may be reduced or inappropriately substituted for campus based students and the demands on staff for the development of e-learning understanding and support. All of these have been addressed in the appropriate location in this paper. There were several requests for detailed support to understand how pedagogies and technologies can be applied to specific disciplines and categories of learners. Strategic aims 4 to 9 address these requests, and Prof Salmon will also bring forward a series of working papers in support.
DL & e-learning Sub Committees 22.2.05. & amp; 10.5.05.
Board of the Faculty of Education and Continuing Studies 23.2.05.
Board of Faculty of Social Sciences 2.3.05.
Board of Faculty of Law/ Department of Law 2.3.05 & Faculty Learning & Teaching Committee 4.5.05.
Board of Faculty of Medicine & Biological Sciences 18.5.05 & Faculty Learning and Teaching Committee - Faculty of Medicine & Biological Sciences 31.3.05.
University’s Learning & Teaching Committee meetings, 3.11.04, 3.3.05, 18.5.05.
Board of Faculty of Science 9.3.05 Faculty Learning & Teaching Board 18.3.05.
Board of Faculty of Arts 9.3.05 & further feedback paper received 18.5.05.
Consultation with Dr M Higgins of ULMC 20.4.05.
Consultations with VP Education Theresa Pollard and through her to student faculty reps, on 3 separate occasions. Thanks to Social Science Faculty Rep Parras Majithia for his written comments.
Appendix 2: Underlying Principles & 전략.
1. UoL Strategic Plan 2003-7, Strategic Vision point 1, p3:
The University will ensure that for all programmes of study both campus based and distance learning:
The curricula, teaching, learning and assessment methods take account of the learning needs of a diverse student body. Provide a supportive environment for students and foster their engagement with the learning process. The value that it places on teaching is recognized throughout the institution and that staff development and promotion policies are consistent with the learning and teaching strategy.
2. UoL Learning & Teaching Strategy . le. ac. uk/teaching/strategy. html.
The L & T Strategy currently includes guidelines for IT and information handling skills. These will need to be extended to include e-learning skills.
Campus & distance students: needs of diverse study body, campus & distance students: supportive environment and foster engagement with learning, recognition of value of teaching including staff development and promotion, business development, equivalence.
삼 . HEFCE E-learning Strategy Harnessing Technology: HEFCE published 9 th March 2005.
Emphasizes the need for HEIs to make independent progress within a supportive national framework, key change is institutional focus, scalability, innovation, embedding ICT as an element in all learning, online skills, all staff ICT trained, possibly accredited qualifications in future, key link with HE Academy, subject centres and CETLs.
Strands in HEFCE e-learning strategy.
Strand 1: pedagogy, curriculum design & 개발.
Strand 2: learning resources & networked learning.
Strand 3: student support, progression & collaboration.
Strand 4: strategic management, human resources & capacity development.
Strand 5: quality.
Strand 6: research & evaluation.
Strand 7: infrastructure & standards.
4. DFES dfes. gov. uk/publications/e-strategy/ published 15 th March 2005.
Unified strategy covering all sectors but emphasizing schools & FE, sustainability & reusability change processes, transitions across education, infrastructure to pedagogy, mainstreaming of e-learning, needs of economy & employers. Technology has been used in education for many years. It has not yet transformed teaching and learning, but it has made a major impact in many schools, colleges and universities. It has also made information more accessible and administration more efficient. We can achieve more Higher Education by ensuring that research in e-learning and the pedagogy of subject teaching is given full recognition, incorporating the use of online learning into new staff courses and other staff development programmes to encourage the wider use of ICT to promote individual learning.
5. QAA qaa. ac. uk/academicinfrastructure/codeOfPractice/fullintro. asp.
E-learning strategy embraces the key principles including a clear definition of responsibilities, consistent application of policies and practices that are underpinned by principles of fairness and equality of opportunity. The availability of clear and accessible information, the competence of staff, monitoring and review of policy, procedures and practices. UoL Code of Practice on DL (2004/5), CoP on Collaborative Provision 2004/05 and CoP on Practice on Programme Approval are all accommodated. We need to ensure that systems provision and continuity are assured.
Appendix 3: Brochure Text.
PREPARING TO STUDY AT A DISTANCE.
You will need to think about where and when you are going to study, and how regular study time will fit into your life. You need to prepare a place or places that will provide you with the most comfortable and convenient environment to study. This may be at home, at your place of work or in a study centre.
You will need to make sure that you effectively have regular access to the Internet as this will help you to benefit from of the resource and aspects of life at the University of Leicester. The University’s online environment will then be available to you, at any time, from anywhere to suit your busy lifestyle.
Online you will be able to contact your lecturers and tutors and your fellow students and you will be able to access:
· departmental web sites, resources and informational services.
· resources from the e-library.
· information about future course choice.
· the Student Union services.
· study support and welfare services.
Your regular connection to the Internet can be by dial up or broadband access from your home, workplace or through a learning centre or Internet cafe. If you are travelling on business or privately, you will be able to connect with Leicester Online from anywhere with internet access and through any networked computer, simply by knowing your user name and password, which will be provided for you at the start of your programme. We suggest you aim to log on at least once a week during your studies to benefit the most.
Some programmes will require more frequent access, and a few may suggest that you will benefit from using broadband, so please check your course brochure if you have any concerns . Please e-mail **** if you have any questions.
Appendix 4 Business Plan and Budget: For Initial Implementation of the E-learning Strategy.
HEFCE has allocated one-off funding to all HEIs in the UK. The money is the residual of the failed UK E-university budget. UoL has been allocated Ј301K. Use has to be reported to HEFCE but is fairly unrestricted.
We anticipated this funding when we developed the UoL e-learning strategy, giving us a one-off chance to give implementation a boost.
HEFCE’s e-learning strategy was published on 9 th March and underpins UoL’s e-learning strategy.
Our intention is to deploy this one-off funding to enable effective implementation of the e-learning strategy, especially from perspective of:
Staffing Supportive resources Future positioning Attracting further funding.
Evaluation of the use of the funds will be based on the UoL e-learning strategy.
We are currently working on sustainability and embeddedness of resources for the future.
The University’s E-learning & Distance Learning Sub-committees supported the use of this budget during their meetings on 10 th May, with minor adjustments, which are reflected here. The budget was supported by the University’s Learning & Teaching Committee on 18 th May, and by VCAC on 23 rd May.
Role, Projects & 은혜.
UoL Strategic aim.
Evaluate, review, report on e-learning strategy implementation, support bidding for funds, write up, dissemination, publication of e-learning projects, environment scanning. Aim to enable Beyond Distance Research Alliance becomes self financing within 2 yrs.
continuity of funding provided by university.
Work with departments to develop effective e learning by transferring models & understandings, research and publish in area of e-learning and support others to do so, facilitate Carpe Diem processes.
A1-3 B 4-8 C 9-10 D 12-3 E 14-5.
Zoo keeper, demonstrator, search for new technologies, support on Blackboard & Breeze developments.
A1-3 B 4-8 C 9-10 D 12-3 E 14-5.
2 parts: study of opportunities for non-pay rewards, celebration, publicity, implementation from 2006.
B 4-8 C 9-10 E 14-5.
Training and development in online teaching & facilitating to all UoL and partner associate lecturers/consultants, i. e. directly supporting Departments in successful and effective online delivery.
2 conferences in 2005, July 6 th conference is internal delegates (apart from external speakers) only to launch e-learning strategy, 2 in 2006, costs are associated with speakers, technology & catering.
B 4-8 C 9-10 D 12-3 E 14-5.
Beyond Distance Research Alliance is attracting much interest and the potential is strong to find good partners for research bids. Occasional seminars enable community to meet, find shared interests and potential.
The need to focus on the use the VLEs could squash opportunities for the use of other low cost learning technologies. Projects in this field will include digital broadcasts, mobile technologies & online assessment.
A1-3 B 4-8 C 9-10 E 14-5.
EDSC wish to offer counselling online to DLs and campus based students. There’s a need to establish best practice from elsewhere and test viability.
Using Blackboard as a framework, offer the experience of studying at UoL to students including library & support services. Other agencies e. g. SU are interested in being involved. It will link with other DL and IT developments in the University. This project will work out a low cost, viable & effective way of enabling everyone to work together and present the support services online.
The media zoo will provide an effective environment for staff to experiment with new technologies for themselves and to evaluate packages & processes that may be relevant to their teaching or research & to explore applications from other departments in UoL that they may wish to transfer.
B 4-8 C 9-10 D 12-13 E 14-5.
To support demonstrations and collaboration.
B 4-8 C 9-10 D 12-13 E 14-5.
Direct time creation.
Support to individual academics working on e-learning developments.
This funding will enable short term ‘buy out’ or additional support to academic or academic related staff to create time to work on e-learning developments in their department, or to run a specialised e-learning training event for a small group of staff. Criteria will be developed to support development against business objectives, especially the development of distance learning.
For so far unanticipated eventualities e. g. purchase of specialist software, essential travel for an individual to an e-learning event etc.
Total each year.
HEFCE e-learning strategy consultation, May 2004, which incorporated comments to DfES relevant to HE.
Online learning in Commonwealth Universities, 2004 Observatory survey, the.
Observatory on borderless higher education, international strategic information service October 2004.
When World Collide: changing cultures in 21 st Century education, HEFCE/JISC info net June 2004.
jisc. ac. uk/interview with Sir Howard Newby Winter 2005.
Bacsich, P. & Ash, C. Costing the Lifecycle of Networked Learning: Documenting the Costs from Conception to Evaluation , ALT-J 8, no. 1 (2000), 92-102.
Brindley, J. E., Walti, C & Zawackie-Richter, O. 2004 Learner Support in Open, Distance and Online Learning Environments, BIS Oldenburg.
Hamel, G and Valikangas, L 2003 The Quest for Resilience Harvard Business Review September pp 52-63.
Rumble, G., 1997, The Costs and Economics of Open and Distance Learning, London: Kogan Page.
Slater, J 2005 Hepi Report Summary 16: Spent force or revolution in progress ? ELearning after the eUniversity.
Survey by Sally Gatward in CLMS of Internet Access, Jan 05 .
Survey and Report on Internet Use in the Museum Studies Distance Learning Programme March 2005.
Comments
Post a Comment