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Transforming E-Learning at University: Success Story

Explore how the University of Calgary Continuing Education revolutionized e-Learning without adding staff. Learn about challenges, successes, and valuable lessons learned in this insightful case study. Discover the innovative strategies used to expand program capacity and enhance student experience.

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Transforming E-Learning at University: Success Story

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  1. Working Smarter, Not HarderHow the University of Calgary Continuing Education Expanded e-Learning Program Capacity Without Increasing Staff Chris Appleton e-Learning Specialist Robert Wensveen Associate Director

  2. Overview • History & Background of e-Learning • A Crisis Evolves • The New Model of Independence • Challenges • Successes • Lessons Learned • Looking Ahead

  3. History & Background • 2006 Support Model: "mini-helpdesk" • Not many courses online • Dependent on small staff (4-6 people) • Everything routed to this group • Central UCIT Support Centre unable and unwilling to support our students/instructors • Limited capacity and access (mainframe) for support

  4. Background of ContEd • Instructors are contracted (adjunct) • No credit courses offered • Do not pay for course development • No ownership of online courses • We are early adopters of fully online course offerings • Left outside the rest of the university

  5. A Crisis Evolves • Continuing Education was crippled • No growth in e-Learning possible • Student, instructor and staff dissatisfaction • "Putting out fires" • Resetting passwords • Re-active not pro-active • No learning by anyone • Frustration for everyone

  6. A Crisis Evolves • No training/development possible • Part-time evening help - no demand • Slow reaction to critical calls • Frontline staff had to pass off everything to a small group (mini-helpdesk) • Escalations could take days to resolve • No chance to pursue new opportunities or initiatives

  7. The New Support Model • 2007: A "model of independence" proposed • All staff were expected to develop some level of e-learning expertise • All online instructors were expected to develop expertise in e-learning • Student technical support was directed to the central UCIT Support Centre • Frontline staff were trained to assist instructors and basic student access queries

  8. The New Support Model • New support resources were developed • Instructor Guides • Staff Guides • Student Handbooks • Instructor Workshops • "Learning Online" for students • Teaching & Learning Centre involvement • New regular staff and instructor workshops

  9. Challenges • Most staff were unable to learn enough to support instructors & students • Many instructors preferred the "hand holding" one-on-one support model • Most instructors started prepping mere days before their courses begin • Managers continued to hire inexperienced e-learning instructors • Online course quality continued "as-is"

  10. Successes • Over time, staff expertise improved • Began to recognize and accept that they have a critical role in supporting e-learning • New technologies automated more of the business processes • Management of e-learning programs improved • Instructor recruitment is improving • Management of instructors improved • Support from Central UofC improved • We developed and fostered a positive working relationship with central IT and TLC groups

  11. Successes • New instructor support portal • http://thepitstop.ucalgary.ca • New e-Learning Working Group • New "Teaching Online" course for instructors • New e-Learning Quality Review Process • Instructor guidelines, expectations, rubrics • Staff check-lists for e-learning courses • Strengthened communication channels • Well-respected as e-learning experts across the rest of campus community

  12. Lessons Learned • Accept that change takes time • Inclusion and empowerment • Share the workload • Setting clear expectations early on • Technology is always evolving • Communication is key • Strong commitment by staff needed to manage growing e-learning demands

  13. Lessons Learned • Be seen as a trail-blazer • Don't be afraid to promote yourself as a leader • Leverage off existing institutional support and platforms wherever possible • Think ahead, anticipate problems before they arise • Learn to say and accept "no" • Put quality first

  14. Looking Ahead • E-Learning quality is at an all-time high • Staff at all levels are now quite comfortable with supporting e-learning programs • Instructor and online course quality continues to get better and better • Student satisfaction continues to climb • E-learning capacity has exponentially increased

  15. Questions? Comments?

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