Issues with HR – documentation, on-boarding etc. IT Services – username creation and process of notification
Durham Bb presentation
Meeting the needs of online learners; thechallenges to shaping a new approach to onlinelearning.Dr Esther JubbAcademic Manager,University of Derby Online Learning.
University of Derby Online Learning: Some Context 10 years of online distance learning delivery Across a variety of programmes – foundation degrees to MBA Developed as a response to local initiatives Recruitment, admission, delivery and support all localised within individual departments Some areas of excellence but other areas where attention to detail and consistency of student experience was patchy.
A little more context…. 2008/9 creation of a central customer services/operations team to provide support to online distance learners – one stop shop for information 2011 Executive decision to create separate business unit solely focused on Online Distance learning. January 2012 Senior Academic Team in place Senior Development and Delivery Manager 2 Academic ManagersThe Academic Team 8 Senior Online Tutors (Programme Leaders) – Disciplinary Specialists 1 Quality Manager Bb 9.1, SP8 with a very (!!!) tight integration with SRS (Peoplesoft)
The Guiding Principles What do we want to deliver and how do we want to deliver it? The learner will: be provided with stimulating, relevant and current content and activities specifically designed for online distance study receive timely feedback and support from dedicated online tutors. have opportunities to learn with and from their peers. have flexible and simple access to learning resources and key programme information receive dedicated support and guidance about how to be a successful
Learning Content, Activities and Resources Appropriate for Online Study. 193 modules! What is the current state of our module materials? Rubric Review of library resources Review of learning activities Streamlining of Independent Study process Institutional transition to new credit framework Some programmes already transitioned, some transitioning in 2012/13 More flexible way to deliver learning content (CMS)
The VLE Same instance used for on-campus and online delivery Merging of courses ‘Threshold Standards’ Trial of esubmission Use of ‘Campus Pack’ technology Our challenge to ‘owners’ of the VLE Review of roles – enhanced access for Derby based Academic Team Self management of Online modules and programmes Templates Live classroom technology
What was missing? A sense of the sequence (a designed experience) A clear indication to students of what they should DO with this content A clear indication of where there are opportunities to receive feedback from the tutor Coherently organised content – reviewable, maintainable content
Blackboard Introduced structure Introduced a common template in Blackboard Introduced optional learning activities (and therefore initial opportunities to receive feedback from tutors) Introduced a content management system - reviewable, maintainable content in one place
Other early ‘wins’ Common student orientation Materials in CMS, delivered via Bb Common independent studies module content Materials in CMS, with localised disciplinary content and learner experience managed in Bb Online tutor induction Delivered via Bb, using same tools and environment that they will teach in. Bb functionality which allows us to manage our online tutors locally
Responsive Online Tutors Who are they? Where do they come from? What are the issues and challenges? Contractual Systems and processes Quality assurance
Where next? Consistent approach to assessment and feedback. Framework of assessment providing formative and summative assessment opportunities appropriate for online study Assessment tasks that can be managed more easily by external online tutors Overhaul of content so that it is maintainable, reusable and reviewable. Greater use of the CMS Development of resources to be used across multiple modules Independent Study Research Methods Project Management
Lessons Learned Internal University processes are designed for ‘core business’ Be clear about what you want and why you want it Institutional timescales are often slower that a ‘new business’ needs External tutors are both a blessing and a challenge Huge enthusiasm Performance management Payment scales