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Virtual Learning Environment Presentation

Virtual Learning Environment Presentation. Richard Walker 27th November, 2003. 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?

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Virtual Learning Environment Presentation

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  1. Virtual Learning Environment Presentation Richard Walker 27th November, 2003

  2. 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

  3. 1. Learning Technologist’s 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)

  4. Contact Details • Office: Room HG10, Heslington Hall • E-mail: rw23@york.ac.uk • Telephone: 3850

  5. Outline of the Learning Technologist’s post • Based in Academic Support Office • TQEF funded (July 2003 - Jan. 2004) • Reporting to OLSIG • Promoting case for VLE • Pedagogical, not technical expertise!

  6. 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-)

  7. 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/satellite) • “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

  8. 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

  9. 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

  10. 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

  11. 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/feedback/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)

  12. 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

  13. E-learning – Current Position (d) • E-learning projects (TQEF funded): • Jeanne d’Arc: 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)

  14. 5. E-learning – Goals and objectives • Centre and departments • Avoid: • Fragmentation • Duplication of effort and expenditure • Information rich, information poor • Support blended learning

  15. A VLE could bring the following benefits to York: • ·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 University’s 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

  16. Strengths • Firm support from the foot soldiers • Human capital • Web Manager Post + Learning Technologist Post • “Second mover” advantage

  17. 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

  18. 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

  19. Critical success factors in a VLE implementation (b) • Training • Staff • Students • Set realistic aspirations • Paced rollout

  20. End of Presentation • Thank you for your attention

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