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Central eLearning Approaches

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  1. Central eLearning Approaches • Systems are built and integrated • Staff education is well underway • Range of student-led activities • General observations • Online assessment • Opportunities

  2. Substantial use of Blackboard Learning Management System (full academic suite) Delivering up to 3500 online assessments per day to students using Questionmark Perception 800 modules a semester are active within My Dundee (70-80%) CLT unit exists to support innovative use of eLearning Just launched a formal project scheme to partner LTs with faculty projects Advanced curriculum mapping and delivery (collaborative with Medicine) UoD Learning Object Repository underway in a pilot fashion (Life Sciences) University of Dundee - eLearning Systems

  3. Infrastructure established Central staff Hardware and software Annual budget incl. Licencing Integrations – SITS, Novell, Library, Faculties Policies, procedures established and documented Staff education Online courses running Semester F2F programme Work with individuals/depts/schools/faculties eLearning is moderated by staff capacity to embrace change Student e-literacy Ubiquitous online support for modules Each with an in depth online activity Students graduate with eLearning skills Meeting the expectations of digital natives Fulfilling the Vision 2007

  4. University of Dundee Managed Learning Environment April 2005 GroupWise Web Email Student Management System P3 QMP Formative server CAA-02 User exists 3 weeks before appointment Completed daily Module enrolment Bb client Mark return to Bb Student exists Staff details also stored in SMS Module enrolments of students Module assessment mark storage LDAP client? Bb LMS – Portal - LCMS Test server QMP Test server CAA-03 Bb Student Portal Blackboard VLE – ELS 6.2 QMP Exam server CAA-01 Hardware 2 * 480s Version 6.2.2 Users created from SITS SMS system Module enrolment Staff assignments from web system LDAP client Module assessment mark storage Training teaching staff LCMS on SAN Special exam enrolment Mark return Learning Object Repository Personal content and ePortfolios Search and report Library search management Faculty integrations Library Catalogue access Resource management system LDAP client? LDAP e-Directory Dual Novell LDAP servers Create user name and email process LDAP authentication Remove user process Staff Assignment Record File store Medical School Secure web access Novell Fileservers Student Desktop Curriculum map Student administration

  5. Central E-Learning at University of Dundee - 2005 • Student Portal • Student organisations • Announcements • Polls • Non-academic courses • VLE • Module material • Library links • Interactive learning • Plagiarism detection • Extensions & developments • Departmental Innovations • Vocational software tuition • Project-based collaboration • Online seminars & visits • Specialist software tools • Learning Content • Management System • Central store of resources • Cataloguing & metatagging • Restricted resources, • e.g HERON material • Developing a LOR • ePortfolios • Formal assessment to blogs • Universal & departmental ePDPs • Project-based work • Reflective learning • Online Assessment • Formative and summative • Wide range of subjects • Deep questions and a variety of questions • Sharable resources Staff DevelopmentEvaluation and ResponseFuture Developments http://www.dundee.ac.uk/learning/dol/ r.parsons@dundee.ac.uk vle@dundee.ac.uk

  6. Learning and Assessment Delivery Traditional /Face-to-face eLearning /Online Online formative assessments Lectures ePortfolios Tutorials Announcements Paper examinations Online examinations Additional Laboratories Online discussions Core Course essay Blended /Hybrid

  7. Continued Professional Development Activities Underway • PGCHE from Education • Archives - postgraduate courses • Nursing Glider project • Law – Charity and Medical CPD • Applied Computing - OOP • Further opportunities

  8. Getting online assessment correct Assessment software design & deployment Assessment hardware design & deployment Clear policy and procedures Central assessment support Learning systems integration Staff education Delivered to QAA assessment series 2004

  9. Examples of Assessment Strategies • 15 Q from pool of 50, max mark taken (Languages) • ePortfolios created to assessed criteria (Education) • Revision Q with FB relating to lectures (Art History) • 10 numerical Q, from a pool of 500 Q (Economics) • Student revision – students invited to compose 2 Q each with FB, all compiled automatically, checked & made available for open assessment (Env Sci) • Open assessment, one submission only (Law) • Watch an endoscope video, then complete diagnosis (Medicine) • Summative (Life Sciences, range of departments)

  10. Some Opportunities for this University • Technical infrastructure and integrations now in place • Efficient teaching is important for the RAE • More efficient & effective on campus delivery of learning – support teaching staff creativity • CPD programmes will capilitalise on academic knowledge and eLearning resources • Local & national schools liaison and student recruitment • Enhance and extend key research & enterprise projects (national / international lead)

  11. Online Assessment: The Student Experience A Dundee student recently said: “Taking an exam online feels a lot more natural to me because I’m used to sitting and working in the IT suites. In an exam hall I feel much more stressed because it’s so unfamiliar.”

  12. Development of Online Assessment Items (Advanced) Progress route with guidance Probable progress route alone Traditional eLearning Institutions / individuals Items (Basic) Parsons and Walker, 2004

  13. Additional Observations • Unforeseen use of student teachers of LCMS to share lesson plans • Chemistry improves quality and efficiency in teaching • Civil engineering report raising the expectations, raises the achievements

  14. Future of eLearning • Digital natives not always understood by digital immigrants • Sunday Times “Net Destroyer - Real Business Online” • Sunday Times “What jobs will be left when I grow up?” • Students are learning how, not learning what • Just in time learning is beginning to have an impact • It is key that students learn how to learn by eLearning • There is a fundamental tension between the new e-world and the tradition and wisdom of university establishment