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  • Background: links to a JISC funding bid and in collaboration with HEA Phase 1 of the HEA’s eLearning benchmarking exercise In accord with the terms of the ILTES Aims: The aim of the exercise is the acquisition of baseline data that will enable NTU to: make comparisons with similar UK HEIs benchmark progress internally to assess strengths and weaknesses in e-learning training and provision help inform planning, progress and decision-making. Allow NTU to fully participate in learning technology related research and provide a marketing tool for a range of blended learning course provision What did we want to know? Using responses from academic staff and students: to take a snapshot of e-learning as practiced within NTU Specifically: Staffing infrastructure Learning technology infrastructure Pedagogic support infrastructure Levels of eLearning implementation identify the way in which e learning is currently used in each department at UoB and to determine future support needs.
  • What did we want to know? Using responses from academic staff and students: to take a snapshot of e-learning as practiced within NTU Specifically: Staffing infrastructure Learning technology infrastructure Pedagogic support infrastructure Levels of eLearning implementation identify the way in which e learning is currently used in each department at NTU What isn’t working well and to determine future support needs.
  • What we did – all the team was involved Formulation: In liaison with LTCs, members of the academic liaison team and a model survey, formulated a series of questions for focus groups. Focus Groups: Using these questions conducted 14 focus group sessions amongst students and staff on a voluntary basis from all schools. These were taped and transcripts made. As an incentive, we offered a prize draw of two ipod nanos for participation. Then, the analysis of the focus groups was undertaken. Created an online survey to gain responses from staff and students and collate the results as tables
  • Results Produce reports based on survey data aligned to NTU and HEA perspectives an NTU eLearning Benchmarking Report for the SMT now in its the final stages of submission to SMT confidential reports to be prepared for the Dean of each School a Report for the HEA publication of a summary of results in Grapevine Mention the ILTES EDU gains Skills in conduct of focus groups and online surveys Focussed contact with staff and students throughout NTU schools Wider view of issues of concern to staff and students – have fed in to the new VLE evaluation process and continue to inform other work
  • Future developments A more dynamic site – blog discussion, regular software reviews RSS feeds – updates on key conferences and developments in the UK A site map and glossary will be added soon
  • Answer C (‘timetable are out of date or not used by lecturer’), Full feedback for top 3 least useful: Timetable out of date or not used by lecturer Lesson / study materials not up to date by lecturer e-Search / e-Journals hard to use Survey sample 254 students

lll lll Presentation Transcript

  • Educational Development Unit 2006-07 Paul Butler, Alison Littler and Angela Triki ć on behalf of Educational Development Unit Libraries and Learning Resources Nottingham Trent University
  • e-Learning benchmarking project
    • Why did we do this?
    • HEA phase 1 and JISC funding bid
    • To gather baseline data
      • Similar HEIs
      • Internal status and progress
      • Future course marketing implications
  • e-Learning benchmarking project
    • What did we want to know?
      • A snapshot of e-learning
      • Staff and student practices, support, skills and attitudes
      • Opinions of how it is used at NTU
    View slide
  • e-Learning benchmarking project
    • What did we do?
      • EDU liaison with LTCs, academic teams
      • Consult with ?agent? on focus groups
      • 14 staff / student focus group sessions, audio and transcripts
      • Online surveys for direct entry
    View slide
  • e-Learning benchmarking project
    • Project outcomes
      • Collection
        • 14 Focus groups, audio and transcripts
        • Online survey data (370 responses)
      • Collation
        • Report to SMT at the end of June
        • Report for the HEA
        • Grapevine
      • EDU gains
  • The new VLE
    • The choice: Desire2Learn – the process – feedback and evaluation
    • A rich, flexible learning environment
    • Strategic partnership with D2L
    • Being part of D2L’s international user community
  • What’s next?
    • Implementation phase
    • Workstreams
    • Migration and compliance
    • Timeline
  • Educational Development Unit Approaches to eLearning eLearning and ILTES Defining eLearning Reflections Attributes of eLearning A working definition of eLearning
  • Educational Development Unit Online assessment Educational benefits Peer and self-assessment ePortfolios Feedback
  • Educational Development Unit VLE replacement project VLE evaluation VLE project activities Consultative group Project streams
  • Educational Development Unit Training and support Training options Special interest groups Questionmark Perception European Computer Driving Licence
  • Educational Development Unit Research and development eLearning benchmarking eLearning in mathematical subjects LearnHigher
  •  
  • Educational Development Unit Copyright What is copyright? What does copyright cover? Who owns copyright? Copyright licences
  • EDU Quiz
    • Study resources, course materials
    • e-mail
    • Timetable
    • Library - esp. e-journals, e-Search
    • Module handbooks
    • Discussion tools
    From the following list of VLP features students considered important, which is most frequently rated as LEAST useful?
  • E-Learning website
    • Assessment guidelines
    • Plagiarism detection
    • Software evaluation
    • eLearning showcase
    What service is currently offered from the e-Learning website?
  • VLE
    • Vacuous Learning Experience
    • Very Likeable Educator
    • Virtual Learning Environment
    • Very Large Egg
    What do the letters VLE stand for?