Priorities Identified

We completed analysis of data colelcted through interviews and surveys. The following tasks emerged as priorities:

1.       Initiate change and continuous improvement in E-Learning culture, infrastructure and expertise that are welcomed and grounded in data collected through the comprehensive and regular use of a suite of audit tools at all levels within the institution and with all stakeholders (in particular students, colleagues, partners and our local community).

2.       Have a comprehensive E-Learning staff development portfolio of programmes and resources which is embedded into our Professional Standards Framework as accredited programmes and CPD  to provide knowledge and skills in E-Learning and to stimulate creativity, initiative and motivation.

3.       Embed E-Learning into all policies and practices for curriculum design, development, delivery and evaluation.

4.       Develop our internal and external communication strategy to support E-Learning implementation and our sustainable staff culture change.

We hope completion of these tasks will result in following:

Analysis of objectives

analysis-of-objectives.doc

We had the working group meeting March 21st to discuss the progress, analyse objectives and review preliminary report. Peter Chatterton was present and provided valuable input. We also drafted a list of recommendations based on preliminary findings. The latter to be completed by mid April. A lot of data, a lot of things to consider,  a lot to do!

Preliminary findings

We are in our final stage of analysing the data. The most exciting part is to read qualitative statements that came through questionnaires or interview. It is worth noting that some findings were not intentional and were outside the scope of this project. They were also taken into consideration and will be channelled to appropriate Schools and Services for review and action setting.The final report should be ready within two weeks, discussed at a working group meeting and presented to the UEL VP, Teaching and Learning Committee and other stakeholders.

Data, data, more data…

We are in a  very exciting process of analysing results and collecting all information together. We are laready have some preliminary results. The focus on culture, expertise and infrastructure has allowed us to identify the following emerging themes:

1. An urgent need to increase the rate and pace of change in individuals’ knowledge, understanding, behaviours, skills, values and beliefs related to E-learning to support students;
2. A critical requirement for a comprehensive, sustainable and scaleable staff development process and system to support the enhanced expertise and facilitate the change in culture;
3. UEL’s readiness for change as manifested through allocation of resources, growing number of E-Learning champions in Schools and Services and formal top level approval, drive and support;
4. The opportunity presented by: A Culture for Success, our Professional Standards Framework and a suite of M level flexible credit bearing and HEA accredited programmes.
5. The necessity for coordinated strategic management approaches to the development of e-learning and aligning learning and teaching, IT, HR and other institutional strategies to maximise the benefits of technologies to enhance student learning experiences.

Reflections so far and lessons learned

UEL process for choosing methodology

• Reviewed each methodology, blogs, supporting documents, guides, etc.
•  Identified 2-3 that better suited our aims and objectives, had tools and facilitator’s guides available, had positive reviews from users, and seemed to be doable.

 UEL perspective on ELTI  (SWOT)

S: comprehensive approach (culture, infrastructure, expertise); has a range of support materials; has significant number of adopters to get feedback from.

W: has to be adapted for local context; some terminology is not applicable; might have different interpretation for ‘learning technologies’ for your university; can be perceived to be too long.

O: can be modified and possible tailored to different groups (academics, support staff, students).

T: if changes are global no comparative analysis across the sector is possible (if this is one of the objectives). 

More to follow upon completion of the project. 

General Advice 

Status Report 3

benchmarking-elearning-status-report_3.doc

We are currently in the the advanced stage of Benchmarking project. Our surveys are available on line (as of today collected 66 form staff and 92 from students re E-Learning; 140 student responses about our VLE); we are collecting documents/evidence from schools and services. Interestingly, data were not always available in presentable format or located in a single source. 

Status report 2

We are steadily progressing in our Benchmarking journey (see the status report attached). We are finally ready to collect data regarding academic staff, support services staff and student opinions and suggestions regarding E-Learning (using modified ELTI tool). All three surveys are available online. We are looking forward to active participation and interesting findings!

More ahead: focus groups, interviews, collection of artefacts pertaining to E-Learning.  Intermediate reviews will be done January 11. So, we are rolling our sleeves up!

Evidence/data collection activities

Objectives:

1. Collect information/evidence regarding use/development of E-Learning in individual Schools and Services
2. Devise UEL E-Learning Profile

Time frame: December 11-January 22, with intermediate review

Collection methods: either send to Dina or post on UEL Plus website for Benchmarking

Major documents in schools: 

PR and Raising Awareness about Benchmarking of E-Learning

 We certainly understand the importance and critical timing of PR for the success of this project!

1. Set objectives: raise awareness of the Benchmarking of E-Learning project, attract attention to E-Learning in general

2. Evaluated already completed PR activities:

• Presentation done by Joan at the Program and Field Leaders’ Conference (about 80 participants) and attended by VC Academics.
• Reports done to the following Heads of Schools by Dina: Psychology, Business, and School of Distance and E-learning and Services—IT (their planning day) and IT management team meeting; and to the Professional Standards Committee; into SCoT newsletter, Learning Technology Advisors meeting; by  Jules—SSMCS.

ELTI tool modification

It was a big task! Though being comprehensive, ELTI audit tool did not necessarily meet UEL requirements and fit the context. We had to remove abbreviations, reword some questions, add our own questions. We tried to be as reasonable as possible, wondering how modifying an instrument could change its reliability and validity. At the same time, we realized that these changes were absolutely critical for collection of relevant data.