Virtual Learning Environment Presentation

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Virtual Learning Environment Presentation

• Richard Walker
• 27th November, 2003

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Presentation Aims

• 1. Introduction to the Learning Technologist
• Background
• Outline of the post
• Role and responsibilities
• 2. E-learning a working definition
• 3. What is a VLE?
• What should a VLE do?
• 4. E-learning at York current position
• 5. E-learning goals and objectives
• 6. Critical success factors in a VLE
  implementation

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1. Learning Technologists Background

• Background
• BA, MA, PGCE (History) MMD (Management
  Development) PhD (Educational Technology)
• Academia
• Cambridge University, SOAS - London University,
  Euro-Arab Management School, Nyenrode University
  - The Netherlands Business School
• Work Experience
• Monbusho (Toride City, Japan) EFMD EAMS
  (Granada, Spain), Nyenrode University (The
  Netherlands)

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Contact Details

• Office Room HG10, Heslington Hall
• E-mail rw23_at_york.ac.uk
• Telephone 3850

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Outline of the Learning Technologists post

• Based in Academic Support Office
• TQEF funded (July 2003 - Jan. 2004)
• Reporting to OLSIG
• Promoting case for VLE
• Pedagogical, not technical expertise!

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Role and Responsibilities

• Investigate requirements for a centrally
  supported VLE at York
• Investigate conditions for implementation of VLE
  (2004 - )
• Raise staff awareness of e-learning / present
  case for a VLE
• Identify and implement pilot projects with
  departments
• Future tasks (2005-)

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2. Online e-learning definitions

• Online synonymous with web-based learning -
  materials on the web some ancillary
  (collaborative) discussion
• E-learning represents the whole category of
  technology-based learning (network/wireless/satell
  ite)
• The use of technology to manage, design,
  deliver, select, transact, coach, support and
  extend LEARNING (of all kinds) (Elliott Masie,
  2001)
• Holistic, systemic, competence-oriented
• Courses, modules, smaller learning objects
• Synchronous/asynchronous access - distributed
  geographically with varied limits of time

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3. What is a VLE?

• Communication tools (email, bulletin boards/
  chat, whiteboard)
• Student tools (calendar, check grades, submit
  assignments, glossary, search
• Course information (syllabus, timetable,
  assessment)
• Course material (activities, library and
  multimedia resources, assignments)
• Self-assessment tools

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What does a VLE do?

• Controlled access to curriculum - mapped to
  elements (or chunks) that can be separately
  assessed and recorded
• Tracking student activity and achievement against
  these elements
• Support of on-line learning, including access to
  learning resources, assessment and guidance.
• Communication between the learner, the tutor and
  other learning support specialists to provide
  direct support and feedback for learners, as well
  as peer-group communications that build a sense
  of group identity and community of interest
• Links to other administrative systems, both
  in-house and externally

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4. E-learning Current Position (a)

• Online Learning Strategy
• Approved 2002 (?)
• Learning Technologist appointed
• 1 July, 2003
• Committees and Working Group
• OLSIG Online Learning Strategy Implementation
  Group
• OLSIG VLE Subgroup

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E-learning Current Position (b)

• ? HEFCE Capital Round 3 bid
• Requirements gathering
• Departmental audit summer (FELT / best
  practices)
• Student survey ( 1Dec.) www.york.ac.uk/systems/f
  eedback/user
• WP Careers
• External consultation (Oxford, Sheffield)
• Two specifications being compiled
• Helicopter view document
• Short and palatable
• Detailed specification
• Consultation staff awareness
• VLE Awareness Conference 26 November
• Departmental feedback on specifications (Jan. 15)

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E-learning Current Position (c)

• VLE Experience at York
• Good departmental initiatives
• DERS
• WebCT ? Nathan Bodington
• Open source
• HYMS
• - Blackboard
• Mathematics
• Moodle
• Open source
• Social Policy and Social Work
• UKeU
• Masters in Public Policy and Management
• Sun, TALL and BBC

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E-learning Current Position (d)

• E-learning projects (TQEF funded)
• Jeanne dArc an internet-enabled Special Subject
  module (Bbd software) (History)
• Online In-sessional Support for International
  students in DERS (EFL)
• Text-based annotation and discussion (Philosophy)

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5. E-learning Goals and objectives

• Centre and departments
• Avoid
• Fragmentation
• Duplication of effort and expenditure
• Information rich, information poor
• Support blended learning

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• A VLE could bring the following benefits to
  York
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•         Support new courses (open and distance
  learning) on a cost-recovery and for-profit basis
•         The development of shared teaching and
  learning resources across departments and
  reusable resources within departments
•         The development of joint courses with
  other institutions, providing a basis for
  international partnerships and strategic
  alliances
•         Flexibility in study benefits for all
  students, with special provision for
  disadvantaged groups, strengthening the
  Universitys Widening Participation initiatives
•         Support for student-centred learning,
  with provision for new learning experiences that
  complement class-based activities
•         More efficient use of teaching space and
  contact time with students
•         A coordinated means of collecting and
  collating student admissions and matriculation
  data
• E-learning discussion documentDr. R. Walker,
• Learning Technologist,
• 8 September, 2003

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Strengths

• Firm support from the foot soldiers
• Human capital
• Web Manager Post Learning Technologist Post
• Second mover advantage

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Challenges (Weaknesses)

• Many major projects competing for funding
• Web Strategy, Online Learning Strategy, Records
  Management Strategy,
• New buildings
• etc.
• Cynicism
• E-learning the latest fad
• E-learning just shovelling course notes on the
  web
• Funding
• Centralised vs. decentralised
• Post YIMS

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6. Critical success factors in a VLE
implementation (a)

• Stakeholder buy in
• Adequate resourcing
• A VLE is not just for Christmas
• Hardware and software are minor financial
  components
• Ongoing cost of support staff
• Consultation
• VLE champions
• Pilot stage
• Data feeds ? MLE

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Critical success factors in a VLE implementation
(b)

• Training
• Staff
• Students
• Set realistic aspirations
• Paced rollout

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End of Presentation

• Thank you for your attention

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