Effective practice for e learning a learning technologist s perspective
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Effective Practice for e-Learning: A Learning Technologist’s Perspective. Alice Bird Learning Technology Manager Liverpool John Moores University. Outline of presentation. LJMU context E-Learning at LJMU Intentions for using the ‘Effective Practice with e-Learning’ guide

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Effective Practice for e-Learning: A Learning Technologist’s Perspective

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Effective practice for e learning a learning technologist s perspective

Effective Practice for e-Learning:A Learning Technologist’s Perspective

Alice Bird

Learning Technology Manager

Liverpool John Moores University


Outline of presentation

Outline of presentation

  • LJMU context

  • E-Learning at LJMU

  • Intentions for using the ‘Effective Practice with e-Learning’ guide

  • General feedback on the guide


Liverpool jmu

A new university (1992)

Formerly Liverpool Polytechnic

Amalgamation of colleges

22,000 students (17,000 full-time equivalent)

800 academic staff

6 Faculties with a total of 26 Schools

3 main campuses

2 near city centre

1 towards south of city

Liverpool JMU


E learning at ljmu

E-Learning at LJMU

  • History of promoting the use of ICT in learning and teaching (integral to LTA strategies)

  • Good infrastructure and range of local / institutionally available learning technologies

  • Established technical training / support provision

  • Responsive approach to new interventions

    • Implement, evaluate, make recommendations, seek additional funding (if necessary)


E learning support at ljmu

Computing and Information Services

LearningDevelopment Unit:Learning Technology Team

Learningand Information Services

E-Learning support at LJMU

  • LDU Learning Technology Team

  • Staffing:

    • 1 manager / 3 others

  • Responsible for:

    • Promotion of ICT in learning and teaching

    • Pedagogical staff development

    • Staff support resources

    • LT admin. support (manual)


Current ldu e learning priorities

Current LDU e-learning priorities

  • Continuing to promote adoption of technology in learning

  • Increased focus on pedagogical staff development

“I can see areas where it may be of use (continual peer and self-assessment) however there needs to be a wider (possibly publicised) avocation of the educational philosophy behind it and a debate as to its strengths and weaknesses. The nuts and bolts of the operation are very effectively dealt with but staff (I) need input as to what it’s good at and not so good at in providing a supportive learning environment to the ‘students’” .Staff comment, VLE user evaluation, 2003


Current ldu strategies

Current LDU strategies

  • How is LDU addressing the current priorities?

  • Dissemination

    • L&T Conference, Web, Press, e-Learning Forum, VLE Ready Reference and CD-ROM

  • Additional ‘local’ support

    • HR funded ‘mentor’ project in Faculties

  • Professional Development

    • Embedding Learning Technology programme (SEDA)

    • Learning from Research in Education series

    • One-off sessions

    • Staff self-development


How the effective practice guide will be used

How the Effective Practice guide will be used

  • As an additional support resource for professional development activities

  • For general dissemination and awareness-raising via LJMU L&T website

  • As a general resources for staff self-development


Why use the effective practice guide

Why use the Effective Practice guide?

  • To help staff design learning activities incorporating learning technologies

  • To provide staff with case study exemplars

  • To inform design for learning, generally

  • To provide additional, independent support resources


General feedback on guide

General feedback on guide

  • Positive

    • Text, case studies and planner / evaluator templates all accessible and useful

    • Good to have high quality printed format as well as electronic format

  • Not so positive

    • Need for more HE case study exemplars


General feedback on guide1

General feedback on guide

  • More ‘not so positive’

    • Focus on individual learning activities

    • Lack of emphasis on overall curriculum design

    • ‘Lesson plan’ without overarching ‘Scheme of work’

    • Potential fragmented student learning technology experience

    • Need a programme team planning approach (otherwise potential for tutor’s own personal bias)


Tutor personal bias

Tutor personal bias?

  • Adherence to yesterday’s technologies – learning technology inertia

  • Tutor-focused rather than student-focused approach

“I think some module leaders have their own personal agenda about Blackboard and prefer to have us use a website for information. Other lecturers use it but none to its full intended extent.”

Student comment, VLE User Evaluation, 2003


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