Implications of introducing blended learning using a VLE:

1
Implications of introducing blended learning
using a VLE

• Case study of the University Language Scheme at
  Sheffield Hallam University

2
Use of Blackboard on stages 1 2 of the IWLP

• definition of our e-learning blended learning,
• directed independent learning at levels 1 or
  2
• integrated into the TLA of the modules
• complements reinforces classroom work
• obligatory element 30 of assessment
• formative summative element
• multimedia programme
• http//blackboard.shu.ac.uk/

3
Development process

• iterative development process over 4 years
• exploratory phase involving key players
• securing funding Strategic Development Fund
  (HEFCE). 30,000.
• formulation and implementation of e-learning
  strategy
• pedagogical approach
• allocation of resources
• staff involvement
• staff training in Blackboard
• technical support network
• annual evaluation

4
Three development stages

• Stage 1 (Jan 2001 Sept 2001)
• Combination of on-line paper-based
  materials overload on students staff.
• Formative only distorted marks.
• Resourced by SDF (30,000).
• Two coordinators x 55 hours
• One member of staff per module 8 x 30 hours

5
Three development stages

• Stage 2 (Sept 2002 Jan 2003)
• All on-line materials Reduced workload.
• Summative grammar test. More balanced marks.
• Resourced by an internally funded LTA project.
  (100 hours of staff time).
• 4 'champions' (one from each language) x 25
  hours

6
Three development stages

• Stage 3 (Sept 2003 Jan 2004)
• Incorporation of a listening and reading
  comprehension test into the summative
  assessment. Further reduction in marking load.
• Resourced by an internally funded assessment
  project. (70 hours of staff time).
• 2 coordinators x 15 hours
• 1 member of staff per module 8 x 5 hours

7
STAFF INVOLVEMENTChampion model

• POSITIVE
• Speed of development implementation.
• Achievement of best fit of technology pedagogy.
• Self-selection of enthusiastic staff.
• High national international profile for
  institution.

• NEGATIVE
• Champions ahead of technical support.
• Reluctance to adapt to new approach.
• Staff able to opt out initially.
• Institutional framework for resourcing out of
  line.

8
Implications

• Work planning for existing staff (readiness and
  willingness levels)
• Part-time staff
• Ongoing training needs
• Involvement of all staff

• Resources for maintenance of e-learning
• Staff satisfaction levels
• Perceived benefits
• Rewards

9
Future objectives for us

• Ongoing evaluation of the on-line materials
• Establishment of a base-line of technical
  competence with staff, including associate
  lecturers.
• Working closely with technical staff.
• Challenging the institutional resourcing model to
  take account of requirements to maintain
  develop the on-line resources.

10
Has it been worthwhile?

• What do our external examiners think?
• "The Bb exercises put the SHU uni-wide language
  programme at the leading edge of work in this
  area."
• Spanish external examiner report 2004
• "Students have excellent learning opportunities
  in classes as well
• as through the available on-line material."
• German external examiner report 2003

11
Has it been worthwhile?

• What do our staff think?
• "Having started out in October quite unsettled
  and disconnected with it all, I have found the
  work extremely beneficial to students. It
  ensures learning continues away from the
  classroom"

12
Has it been worthwhile?

• What do our students think?
• "You can choose when you want to do it, you can
  go back whenever you want. It gives you
  flexibility."
• "It made me do more work between classes and I
  have developed a much broader range of language
  and vocabulary."
• "Blackboard has made me go out and search for
  other sites, eg grammar sites, where I have
  learnt more about constructing grammar
  structures."