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HELEN PALMER EASTBOURNE. PHIL HAYNES FALMER. PATRICK SAINTAS INAM. KEN IP MOULSCOOMB. NICOLA THOMAS MOULSCOOMB. LTSO - Social Context. Access to a PC at home? 44% in EU 44% GB (% of population with access at home). PCs per person, 1999 34 per 100 in EU 49 per 100 in UK.

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HELEN PALMER

EASTBOURNE


PHIL HAYNES

FALMER



KEN IP

MOULSCOOMB


NICOLA THOMAS

MOULSCOOMB


Ltso social context
LTSO - Social Context

Access to a PC at home?

  • 44% in EU

  • 44% GB

    (% of population with access at home)

PCs per person, 1999

  • 34 per 100 in EU

  • 49 per 100 in UK

Home Internet access in UK

2000

  • 18% in EU - 14% in 1999

  • 22% in UK - 19% in 1999

    (% of population with access at home)

Source: ‘ European Commission (2001) ‘Just numbers’


Ltso social context1

41% of the UK population used the internet in 1999

projected to rise to 57% by end of 2001

Secondary schools in UK with internet connnection

1999 - 93%

1998 - 83%

Source; Social Trends 2000

LTSO - Social Context

Source: ‘ European Commission (2001) ‘Just numbers’

  • But. . .69% of EU population had used e mail in the past 3 months, 47% for educational purposes…

    (EU 2001)


Ltso introduction
LTSO - Introduction

Goals: To ensure that;

  • 100% relevant staff have achieved appropriate technology expertise by the end of the 2001-2002 session;

  • Enhanced intranets will be operating in all schools by the start of the 2001-2002 session.


Role of ltso s introduction
Role of LTSO’s - Introduction

  • Cross institutional group that co-ordinates

  • Know cultures on their campus

  • Find out what people want: skills levels, resources and barriers

  • Help people achieve targets

  • Provide audit and progress data

  • Identify relevant local groups

  • Liaise with LTNs


Student intranet

Student Intranet

Report on Current Usage

Helen Palmer

LTSO Eastbourne Site


Where we want to be
Where we want to be

  • Model outlined in Intranet Strategy Support Group’s paper ‘REPORT ON STUDENT INTRANET (copies available - on intranet?)

  • Introduces Minimum Realisable Expectation


University level
University Level

  • University Regulations (e.g. Financial Regulationss)

  • University Resources (E.g. Silver, Library)

  • University diary (e.g. term dates)

  • General CAL packages (e.g. how to study, presentation skills)

  • Support information (e.g. GEAR, student services)

  • all content below this point is overseen by School Intranet Manager


School level
School Level

  • Head of School responsible for information accuracy

  • School introduction

  • School diary/news (e.g. seminar,dates)

  • Division Level *where appropriate

  • Head of Division responsible for information accuracy

  • Division diary/news (meeting dates)


Course program level
Course/Program Level

  • Course/Program Leader responsible for information accuracy

  • Hyperlinks to module/units in other Divisions and Schools where applicable

  • Course introduction

  • notice board

  • minutes of course boards

  • Course-specific resources

  • General course CAL packages *where appropriate


Module unit level
Module/Unit Level

  • Module/Unit Leader responsible for information accuracy

  • Module Leader contact details

  • Timetable

  • Assessment details

  • Past exam papers

  • Learning material {e.g. lecture notes, worksheets}

  • References/module specific resources

  • Module introduction

  • Bulletin board *where appropriate


Where we are now

Where we are now

Some examples - to provide baseline information for LTSO project - will be able to see what increase in uptake there is




How can we get there
How can we get there

  • Improve Staff Skills (Software training pilot underway - more of this later)

  • Find out what is happening in other institutions - e.g. Coventry Experience

  • Build on what we have

  • MLES/VLEs

  • Planned cultural evolution - support of LTNs


  • Initially this is supporting current practice rather than transforming it. Making available information that is found elsewhere and then developing new teaching and learning styles where appropriate.

  • A teaching and learning tool the potential of which all academic staff should be aware of in order to decide if and when it is applicable/helpful to their teaching.

  • Some good recent examples are education intranet site (student.brighton.ac.uk/education/education.htm)


Ltso project conclusion
LTSO project - conclusion transforming it. Making available information that is found elsewhere and then developing new teaching and learning styles where appropriate.

  • Coordinating the top down, bottom up tension

    • Partnership between centre and schools

    • Common shared elements needed

    • Diversity of the ‘pioneers’

    • Finding the right baseline resources and skills for all academic staff


Conclusion
Conclusion transforming it. Making available information that is found elsewhere and then developing new teaching and learning styles where appropriate.

  • Minimum standards for all?

    • Access to:

      • Virtual Learning Environment/intranet

      • standard software and hardware

      • appropriate training for above

        This requires a working partnership between centre, LTSO project and schools


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