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Implementing ICT: strategies for the support of e-learning

Implementing ICT: strategies for the support of e-learning. Martin Jenkins Learning Technology & Skills Support University of Gloucestershire mjenkins@glos.ac.uk LTSN/ALT Workshop 9 th July 2002. Aims.

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Implementing ICT: strategies for the support of e-learning

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  1. Implementing ICT: strategies for the support of e-learning Martin Jenkins Learning Technology & Skills Support University of Gloucestershire mjenkins@glos.ac.uk LTSN/ALT Workshop 9th July 2002

  2. Aims • to introduce ideas based on how different Australian Universities are supporting e-learning developments • to initiate a discussion and exchange of ideas based on these ideas • to identify key factors and barriers to the support of e-learning • to enable consideration of actions that could be taken at your own institutions

  3. Background • Team leader – Learning Technology & Skills Support • Faced with growing demand for e-learning support • Interested in the strategies adopted in Australian Universities – not resource led solutions

  4. ALT/SURF Study Tour • To learn from Australian experiences using learning technology • Sixteen staff from UK, Netherlands and Belgium • Visited 13 Universities • Met with academics, learning technologists, educational developers

  5. Classification of use • Mode A: web supplemented • participation is optional, provides support information • Mode B: web dependent • B(i) - students must interact with content • B(ii) - students must communicate using web • B(iii) - combination of B(i) and B(ii) • Mode C: fully online

  6. Classification of online courses Mode A: web supplemented Mode B: web dependent • B(i) - students must interact with content • B(ii) - students must communicate using web • B(iii) - combination of B(i) and B(ii) Mode C: fully online

  7. Reusability (1) Learning design templates to inform educational design and planning: : • rule based • To apply standard procedures and rules • incident based • To reflect and make decisions • strategy based • To develop strategy • role based • To understand the issues, processes and interactions of complex situations

  8. Reusability (2) • Learning objects • Wollongong – focus on small learning objects that can be shared • Digital Object Management Systems (doms) – Deakin • Record learning objects • Storage and tracking mechanism

  9. Service Level Agreements • Wollongong • Priorities set and agreed through Faculty Level Agreements • Southern Cross • Priorities agreed with faculty but not formally set • Deakin • Support budget allocated to Faculties in proportion to student numbers

  10. Smaller projects • Wollongong • small scale - learning objects and reusability • Deakin • greater outreach – move from large scale multimedia projects to small scale • good educational design not high tech!

  11. Implementation and support • Wollongong • 3 year cycle • Initial level of support by year • Year 1 - 140 hours • Year 2 - 70 hours • Year 3 - 10 hours • Deakin • Recognise periods of innovation and consolidation • Build in evaluation periods

  12. Staff Development • Growing demand for online learning = growing demand for staff development • Griffith & SCU • online staff development • e-moderation skills • Wollongong & Griffith • teaching certificates • integrates online teaching into staff development • Griffith • online support sites • ADAPT – http://www.gu.edu.au/gfls/adapt/

  13. Local Responsibility & Support • Local support in Faculties • Majority of Deakin faculties employ local support staff • Local responsibility • Wollongong – WebCT courses only set up at the request of local subject coordinator • Coordinator takes responsibility for course once set up • Lighthouse effect - ECU

  14. Institutional Strategy and Culture • Creating the right environment ... • flexibility • consolidation • portals • policies that emphasise flexibility and key skills

  15. Flexibility • Strong emphasis on flexibility in all institutions • rationale to improve quality and student learning experience • evidenced also through emphasis on key skills and graduateness • flexibility does not equate to ICT but ... • ICT helps provide students with choice and flexibility …

  16. Discussion • Are these strategies applicable to your situation? • Are there any other local strategies that you employ? • What are the key factors and barriers to the support of e-learning?

  17. Thankyou

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