GEES motivations

1. Teaching GIS using a VLEConnecting local experiences with institutional and national contextsLTSN-GEES Conference, 18/11/2003Dr Tom BrowneAcademic IT Support ManagerInformation and Technology ServicesUniversity of Sussex Tom Browne, University of Sussex

2. GEES motivations Note emphasis in the GEES text for this w/shop • Community of Practice • Action research Will regularly draw upon both those idea in various contexts Will assume the arguements (drivers): ‘why online’, why a VLE? need not be rehearsed here Tom Browne, University of Sussex

3. 3 interlinking Roles • ‘Action-researcher’ - teach GIS using a VLE • Institutionally: VLE infrastructure to University • Nationally: (UCISA, JISC L&T committees) - funding much VLE (and MLE) activity. For us all, ‘1’ can only take place within context of 2’,which in turn is heaviliy informed by ‘3’ You cannot function as an individualised island Tom Browne, University of Sussex

4. (1) Locally - GIS ‘Action Researcher’ • 1991 - 2nd u/g yr Geography • 1993 - 3rd yr u/g Geography • 1995 - Online, using hand-crafted Web pages, Perception (assessment) and Bulletin Board (discussions) linked as ‘one-stop shop’ • 2001 - WebCT • 2001 - MSc - Social and Cultural Studies • 2001 - MA - Social Policy and Develpment • 2004 - 5th yr u/g p/t Landscape Studies • 1990 - central support - available to all Tom Browne, University of Sussex

5. Impressions / Experiences • Positive: • GIS students reasonably IT literate • anywhere / anytime access • formative quizzes, with feedback • online discussions • one-stop-shop • tutor-monitoring of student usage • Negative • Front-loaded effort to set up courses • Expectations of immediate response to queries • Admin of registering students • Student complaint: off-loading printing costs Tom Browne, University of Sussex

6. (2) Institutional Wrappers Are you totally self-sufficient? If not, what are: institutional barriers and bridges? How have you influenced those decisions? • hardware, network - who manages and maintains? • software - mixed or single product? black-box or best of breed? • embedded service infrastructure or project-driven? • multiple skills sets - where do they come from? • physical teaching space, appropriately kitted out? • Do you contribute to an institutional CoP? Tom Browne, University of Sussex

7. Sussex - Background • Currently: • Much grassroots online activity, organic growth • only involving enthusiasts • Ambition: • To obtain transforming gains to L&T: • Need institutional approach • But such changes will impact on culture / organisation beyond the domain of just your dept Tom Browne, University of Sussex

8. Sussex - Developments • SIG - all stakeholders a CoP • 2002/3 Unfunded Pilot projects, some support • 2003/4 Funded Projects - bought into: • educational technology support • design support • course creation support • CoP of Project Leaders • 2004/5 Commissioned Projects e.g. online assessment Therefore, scaling up, developing suite of resources an individual academic can draw upon. Tom Browne, University of Sussex

9. Sussex Challenge • ‘Scaling’ bottleneck of accelerating demand • Staff Development needs - how to satisfy? • Limited WebCT licence, ‘adequate’ hardware • IPR, scanning, costs and provision • insufficient appropriate teaching-space • Embed in MLE • Still at ‘Project’ not ‘Service’ provision • Uncertainty: will resources needed be developed? • May prevent e.g. new Geography course using VLE Tom Browne, University of Sussex

10. Sussex - Response • Building (another) CoP. Personnel from: • IT • Learning and Teaching • Library • Plus departmental Learning Technologists • supporting projects / collaborating with academics • developing e-learning strategy (incl. costings) • move to service environment • Senior Management need evidence of ‘value-added’ and cost implications Tom Browne, University of Sussex

11. (3a) National Context • UCISA - Universities and Colleges Information and System Association • JISC - Joint Information Systems Council • JCLT Committee for Learning and Teaching • strategic: http://www.jiscinfonet.ac.uk/ • standards / interoperability • resusable content • awareness-raising • (note also Alt, LTSNs, ILTHE etc etc) Everyone! Tom Browne, University of Sussex

12. 2001 - 2003 VLE Longitudinal Study • Origins: • 2001 UCISA VLE Survey UK HEhttp://www.ucisa.ac.uk/groups/tlig/vle/index_html • 2003 JISC/UCISA MLE/VLE Survey UK HE/FE http://www.jisc.ac.uk/project_mle_activity.html • Outcome: 3. 2001-3 UCISA Longitudinal VLE Survey http://www.ucisa.ac.uk/groups/tlig/vle/index_html Tom Browne, University of Sussex

13. 2003 Sample observations • 86% of HE have VLE(includes Intranet) • (transforming opportunities of e-learning recognised?) • <=50% employed in all subjects • (broad appeal) • Use primarily supplementary • giving weight to approach of complementary usage. • Motivators enhancing L&T (markedly so) • Recognition that it is not necessarily a cost saver? • Distance-learning v. low in 2003 compared with 2001 • e-learning has potential in a campus-environment? • Primary disincentives: • lack of staff development • lack of clarity regarding career incentive. Tom Browne, University of Sussex

14. Number of Students using a VLE Tom Browne, University of Sussex

15. Nature of Usage - 2003 A = supplementaryC = fully online Tom Browne, University of Sussex

16. Support for Staff - 2003 Many institutional, central agencies involved: • Central or Distributed IT • Learning Technology Support Unit • Learning and Teaching Support Unit • Educational Development Unit • Dedicated VLE Support Unit • Staff Development Unit • Recognition that many of the above support the individual course and departmental tutor Tom Browne, University of Sussex

17. Old and New Cultures - 2003 Question Pre-91(%) Post-91(%) All subjects 5.3 23.7 All Departments 18.4 31.6 No, students >10,000 5.3 36.8 No. staff >200 31.6 44.7 No. modules 500-999 10.5 23.7 No modules > 1000 - 13.2 VLE–stud-rec-auto-link 15.8 44.7 Stated targets 13.2 52.7 Driver = efficiency 13.2 23.7 Project Funding 78.9 57.9 Tom Browne, University of Sussex

18. (3b) Pedagogy • New JISC programme • Increased adoption insufficient justification. • Need evidence of learning quality improvements. • Co-ordinate networks of subject-based centres of excellence to debate and articulate principles of pedagogy and practice for e-learning • Build CoP: e-learning research and evaluation methodology • Exploit value of lecturer’s use of e-learning in their subject as an opportunity for action research (in reflective practice) Reflection: - we all need to be part of a wider community Tom Browne, University of Sussex

19. Beyond HE July 2003 the Govt (Dfes) issued a White Paper: ‘Towards a Unified e-Learning Strategy’ • E-learning has the potential to revolutionise the way we teach and how we learn • You cannot achieve the real potential of e–learning until most people are using it • Reflection: Link HE with ALL education Tom Browne, University of Sussex

20. Conclusion • Must have > local view of VLE activity • Will be greatly influenced by institutional decisions and support • In turn - informed by national (and international) developments in best practice. • Big Conclusion: Be part of multiple CoP! Tom Browne, University of Sussex