Strategies for renewal of eLearning environments

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Deborah Jones, Program Manager, LMS Academic Support, University of Melbourne
The University of Melbourne is currently reviewing strategies for our learning environment options, in the context of a university-wide LMS renewal process. Alongside this is an external review of eLearning at Melbourne, and workshops with stakeholders from faculties, learning and teaching centres and ITS. This presentation will provide an overview of the process, and highlight some key areas of interest.

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  • The University of Melbourne is currently reviewing strategies for our learning environment options, in the context of a university-wide LMS renewal process. Alongside this is an external review of eLearning at Melbourne, and workshops with stakeholders from faculties, learning and teaching centres and ITS.  This presentation will provide an overview of the process, and highlight some key areas of interest. 
  • Provides some terms of reference not only for the area of responsibility of the strategy – but of the governance and management group
  • The intersection of IT and L&T in the area of eLearning – integration of strategy, governance, infrastructure, operations, technologies, skills
  • Strategies for renewal of eLearning environments

    1. 1. Strategies for renewing eLearning environments<br />Deborah Jones<br />LMS Academic Support <br />University of Melbourne<br />1<br />
    2. 2. Current eLearning environment<br /><ul><li> LMS – Blackboard piloted 2005 – 2007, then University wide
    3. 3. Over 2,500 active subjects per semester, 36,000 students and 2,700 staff
    4. 4. Sakai@Melbourne supporting eResearch community: 400 sites, 3,200 users
    5. 5. Turnitin, Lectopia, Respondus, Learning Objects blogs and wikis
    6. 6. Local customisation, integration with UoM systems – Digital Repository, Handbook, Student Portal
    7. 7. Formal spaces and structured environment, but increasing interest in cloud based technologies </li></li></ul><li>Time for renewal <br /><ul><li>Developing strategies and processes to approach renewal of learning environment
    8. 8. Diversity of use of LMS – pedagogical strategies, learning experiences, and use of tools
    9. 9. Keeping the formal core (LMS), but also providing students with contextual and flexible toolsets
    10. 10. Keeping student-centred learning as key criteria in renewal of eLearning environment</li></li></ul><li>Renewal processes<br />Three main areas of renewal:<br />Enterprise Systems Review - LMS renewal<br />eLearning Strategy<br />eLearning (and LMS) Governance <br />Learning, Teaching and eResearch needs<br />
    11. 11. LMS Renewal <br />LMS renewal process as part of Enterprise Systems Review (ESR):<br /><ul><li>Defines elements of ICT enabled learning system to support the distinctive Melbourne Experience
    12. 12. Considers issues of relevance, flexibility, feasibility, cost-benefit, interoperability, integration, security, risk
    13. 13. Selection criteria based on set of capabilities
    14. 14. Baseline customisation – before improvement</li></li></ul><li>eLearning Strategy <br />Strategic plans in the area of eLearning informed by external eLearning review and stocktake on 4 levels:<br /><ul><li>Strategy, leadership and tracking
    15. 15. Resourcing and support
    16. 16. Quantitative/qualitative trend data
    17. 17. Impacts and outcomes</li></ul>And deeper conversation with faculties and the centre, in working groups, forums, planning days…<br />
    18. 18. Issues for managing eLearning<br />Develop institutional strategies for the deployment of e-learning<br /><ul><li>Academic policy
    19. 19. Allocation of resources
    20. 20. Tactical and operational oversight
    21. 21. Review and evaluation processes
    22. 22. Quality – benchmarking
    23. 23. Risk assessment
    24. 24. Pedagogical frameworks </li></li></ul><li>LMS framework for subject presence<br />Administrative and procedural information<br />Information to support learning<br />Interactive and/or collaborative learning<br />Handbook entry<br />Discussion<br />Subject information<br />To avoid duplication of core subject information, and to assist with alignment between the handbook description and subject design and delivery.<br />To facilitate collaborative learning through discussion and debate among students, and between students and staff.<br />To provide students with an explanation of expectations in the subject, including details of assessment tasks.<br />Which may include: discussion boards; wikis; creative commons; synchronous video conferencing; etc.<br /><ul><li>Subject requirements and expectations, including learning objectives.
    25. 25. Explanation of the purpose of assessment tasks in terms of the learning objectives for the subject.
    26. 26. Details of assessment criteria, and standards (as appropriate).
    27. 27. Link to handbook entry (automatically created)</li></ul>Subject information<br />Collaborative production<br />To facilitate collaborative learning through group projects and production.<br />To provide students with a complete and current description of subject administrative processes.<br />Which may include: group-based document sharing; creative commons; etc.<br /><ul><li>Names & contact details of teaching staff
    28. 28. Schedule of topics and activities
    29. 29. List of assessment tasks & due dates
    30. 30. Explanation of how the LMS will be used in the subject
    31. 31. Report of responses to student feedback from the previous student cohort</li></ul>Readings and resources<br />To support students’ independent study through ready access to downloadable resources, reading lists, and/or other information sources.<br />Self-assessment<br />To provide opportunities for students to self-assess their knowledge and to test ideas through the use of interactive tools.<br />Which may include: lists of required readings; links to specific library resources; downloadable materials such as lecture notes and audio-recordings; additional readings; other audio-visual material; etc.<br />Which may include: simulations; self-assessment tools such as quizzes; interactive tutorials; etc.<br />Assignment submission<br />To facilitate assessment administration for students and staff.<br />Feedback - to and from peers<br />This involves: the online submission of assignments.<br />To provide structured opportunities for students to review and comment on one another’s work.<br />Feedback - from staff<br />Which may include: peer feedback tools such as PRAZE; etc.<br />To facilitate timely, explanatory feedback to students from staff.<br />Grades and student progress<br />To record assessment results for providing students with information regarding their individual progress, and for determing subject grades.<br />Reflective practice<br />Which may include: assignment submission with online feedback; etc.<br />To develop learning skills and self-awareness through reflection on learning.<br />Including: satisfactory completion of particular hurdle requirements; record of assessment submission; results for assessment tasks; overall grades; etc. <br />Which may include: learning portfolios; journals; blogs; etc.<br />Online, formal assessment<br />To enhance formal assessment through the use of online technologies, as appropriate.<br />Which may include: simulations, images etc incorporated into the assessment task; assessment tools such as quizzes; peer-feedback tools such as PRAZE; etc.<br />Version date: 10 April 2008<br />
    32. 32. Integration /intersections <br />Quality management<br />Benchmarking, evaluation, reviews, frameworks, improvement processes<br />Governance and accountability <br />Operational<br />Systems, processes, resources, support services, reporting<br />Integration<br />Academic development<br />Student and staff engagement , pedagogies and environments for learning<br />Alignment<br />University strategies, University systems, budgets, IT infrastructure<br />
    33. 33. eLearning environment - framework..<br />Provide a well resourced and supported advanced framework for a learning environment which enables access to a fluid range of web based technology solutions, and university sanctioned learning and teaching systems and functions. <br /><ul><li>Enables guided or scaffolded student choice
    34. 34. So what does that look like……</li></li></ul><li>The PLE – the tool set<br />Wireless and Mobile access<br />Faculty T&L technologies<br />Enterprise T&L and Admin Systems<br />Program level communities<br />Personal profiling tools, Facebook<br />Learning System <br />Course information<br />Assessment<br />Grades<br />Resources <br />Blogs, Wikis,<br />Discussion boards,<br />Content system<br />Lectopia<br />Communication tools, Skype, Twitter, <br />Student organised project/worksites<br />Turnitin<br />Media creation and distribution tools, Flickr, Sharepoint, Youtube etc <br />Readings online<br />Web conferencing<br />Subject sites<br />ePortfolio<br />Bookmarking, tagging, GPS<br />Subject sites<br />Google apps/email<br />University Digital Repositories<br />Enterprise Support and Infrastructure <br />
    35. 35. The PLE – includes University systems <br />Wireless and Mobile access<br />Faculty T&L technologies<br />Enterprise T&L and Admin Systems<br />Program level communities<br />Personal profiling tools, Facebook<br />Learning System <br />Course information<br />Assessment<br />Grades<br />Resources <br />Blogs, Wikis,<br />Discussion boards,<br />Content system<br />Core LMS functionality<br />Lectopia<br />Communication tools, Skype, Twitter, <br />Student organised project/worksites<br />Turnitin<br />Media creation and distribution tools, Flickr, Sharepoint, Youtube etc <br />Readings online<br />Web conferencing<br />Subject sites<br />ePortfolio<br />Bookmarking, tagging, GPS<br />Subject sites<br />Google apps/email<br />University Digital Repositories<br />University Digital Repositories<br />Enterprise Support and Infrastructure <br />Enterprise Support and Infrastructure <br />University ‘sanctioned’ - integrated and supported local environment <br />
    36. 36. The PLE – includes Web 2.0 tools <br />Wireless and Mobile access<br />Faculty T&L technologies<br />Enterprise T&L and Admin Systems<br />Program level communities<br />Personal profiling tools, Facebook<br />Learning System <br />Course information<br />Assessment<br />Grades<br />Resources <br />Blogs, Wikis,<br />Discussion boards,<br />Content system<br />Core LMS functionality<br />Lectopia<br />Communication tools, Skype, Twitter, <br />Student organised project/worksites<br />Turnitin<br />Media creation and distribution tools, Flickr, Sharepoint, Youtube etc <br />Readings online<br />Web conferencing<br />Subject sites<br />ePortfolio<br />Bookmarking, tagging, GPS<br />Subject sites<br />Google apps/email<br />University Digital Repositories<br />University Digital Repositories<br />Unsanctioned - accessible and encouraged web environment<br />Enterprise Support and Infrastructure <br />Enterprise Support and Infrastructure <br />University ‘sanctioned’ - integrated and supported local environment <br />
    37. 37. The PLE – includes student spaces <br />Wireless and Mobile access<br />Faculty T&L technologies<br />Enterprise T&L and Admin Systems<br />Program level communities<br />Personal profiling tools, Facebook<br />Learning System <br />Course information<br />Assessment<br />Grades<br />Resources <br />Blogs, Wikis,<br />Discussion boards,<br />Content system<br />Core LMS functionality<br />Lectopia<br />Communication tools, Skype, Twitter, <br />Student organised project/worksites<br />Turnitin<br />Media creation and distribution tools, Flickr, Sharepoint, Youtube etc <br />Readings online<br />Web conferencing<br />Subject sites<br />ePortfolio<br />Bookmarking, tagging, GPS<br />Subject sites<br />Google apps/email<br />University Digital Repositories<br />University Digital Repositories<br />Unsanctioned - accessible and encouraged web environment<br />Enterprise Support and Infrastructure <br />Enterprise Support and Infrastructure <br />University ‘sanctioned’ - integrated and supported local environment <br />
    38. 38. The PLE – integrated and flexible <br />Wireless and Mobile access<br />Faculty T&L technologies<br />Enterprise T&L and Admin Systems<br />Program level communites<br />Personal profiling tools, Facebook<br />Learning System <br />Course information<br />Assessment<br />Grades<br />Resources <br />Blogs, Wikis,<br />Discussion boards,<br />Content system<br />Core LMS functionality<br />Lectopia<br />Communication tools, Skype, Twitter, <br />Student organised project/worksites<br />Turnitin<br />Media creation and distribution tools, Flickr, Sharepoint, Youtube etc <br />Readings online<br />Web conferencing<br />Subject sites<br />ePortfolio<br />Bookmarking, tagging, GPS<br />Subject sites<br />Google apps/email<br />University Digital Repositories<br />University Digital Repositories<br />Unsanctioned - accessible and encouraged web environment<br />Enterprise Support and Infrastructure <br />Enterprise Support and Infrastructure <br />University ‘sanctioned’ - integrated and supported local environment <br />
    39. 39. Getting there..<br /><ul><li>Examples of good practice
    40. 40. Encouraging peer review
    41. 41. Capacity building - coaching and support for staff engagement
    42. 42. Student ‘readiness’ for active learning
    43. 43. Alerting staff to most successful uses of technologies
    44. 44. Engaging decision makers (IT, academic, Exec)</li></li></ul><li>17<br />

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