This presentation summarises the headline findings from the UCISA 2016 Survey of Technology Enhanced Learning, which tracks developments in the use of learning technologies across the UK higher education sector. In this year's Survey, special attention was directed to open learning activities, ranging from open course provision to badges and open accreditation methods for staff development. The Survey question-set also addressed learner analytics in greater depth than in past Surveys, with a focus on the different types of tool-sets which institutions are using and their deployment across courses. Respondents were invited to comment on how their institution is making use of analytics to evaluate the impact of TEL tools on the student learning experience and what this means for academic practice.

1. Richard Walker (University of York)
UCISA Academic Support Group workshop
ALT-C 2016:
6th September 2016

2. About the UCISA TEL Survey
 National survey into TEL
undertaken by UCISA, with
backing from the UK Heads
of e-Learning Forum.
 Running biennially since
2001:
https://www.ucisa.ac.uk/tel
 2016 report addresses open
learning and deployment of
learning analytics systems
across UK HEIs

3. The 2016 Survey
 110 responses from 160 HE institutions (Response rate
69%)
 Good spread of responses across the UK (by country, by
mission group and by type of institution, i.e. Pre-92, Post-92
and Other specialist HE institutions)
 Sent out to institutional Heads of e-Learning in January 2016
 Not getting same cohort each time; but results do show
consistency

4. Workshop outline & resources
Theme 1: Open Learning:
YouTube summary video:
http://tinyurl.com/open-learning-summary
Theme 2: Learning Analytics:
YouTube summary video:
http://tinyurl.com/learning-analytics-summary
2016 TEL Survey Report:
https://www.ucisa.ac.uk/tel

5. Theme 1: Open Learning
 What does the TEL Survey reveal about institutional open
learning activities across the UK HE sector?
 What is the scope of open learning activity and what
modes of delivery are being supported?
 What strategic value do HEIs attach to open learning
activities?

6. Key conclusions on open learning
(1) Growing adoption of open learning platforms, but no commensurate
increase discernible in course delivery.
- Less than half of institutions supporting open course
delivery
(2) Internal OOCs represent most popular open delivery format (41% of
sector), compared with public and boundary courses.
(3) Open delivery tends not to be integrated with campus-based
teaching / resources
- Delivered on separate platform to main institutional VLE

7. Key conclusions on open learning
4) Limited institutionally-led staff engagement with MOOCs and
open badges to encourage TEL development in teaching and
assessment activities.
(5) Open learning (OERs and course delivery) not seen as a
strategic driver for institutional TEL development;
- Lack of institutional support not seen as barrier to TEL
(6) Only 17 institutions have a committee/working group with a
remit for open learning / MOOC development
- 11 institutions have an open learning strategy

8. Open Learning Group discussion
#TELSurveyOpen
(1) How is open learning interpreted and supported at your institution?
(2) How can open learning activities be given a higher profile as part of
the institutional TEL agenda?
(3) What changes in institutional open learning provision do you
foresee taking place over the next 2 years?

9. Theme 2: Learning Analytics
 What progress have HE institutions made in establishing
learning analytics services in support of learning and
teaching?
 What technologies are institutions using to build these
services?
 How are these services being used to support student
learning?

10. Key conclusions on learning analytics
(1) Only 20 institutions appear to have established services
which are used by students
- 17 have linked their services to the main VLE
(2) Services tend to be ‘in-house’ developed or VLE-based
(3) Only 2 institutions have deployed their service across 75% or
more of their taught courses
- typically institutions are using some form of analytics across
1% - 4% of courses

11. Key conclusions on learning analytics
(4) Key evaluation focus appears to be on levels of student
satisfaction / take-up with TEL services
- only 7 institutions have assessed value of TEL in relation to
student performance
(5) Case study research reveals lack of institutional focus
for analytics services (role and metrics that should be used)
- Focus on attendance monitoring, retention & achievement
data
(6) An increased number of institutions (n=29) will be
reviewing analytics systems over the next two years.

12. Learning Analytics group discussion
#TELSurveyAnalytics
(1) How far has the implementation of an analytics service progressed
within your institution?
(2) What role should an analytics service play in supporting student
learning? (e.g. predictive; real-time dashboards; retrospective analysis).
Does your institution have a vision?
(3) What are the key challenges to realising this vision? Who owns the
analytics agenda? What are the implications for learning technologists
and TEL support staff?

13. Theme 3: Other key findings
Review of new services and innovative practices

14. TEL tools - centrally supported
Tool 2016 2014 2012 2010
VLE 99% 95% - -
E-submission 93% 85% 87% 89%
Text-matching 90% 95% 92% 92%
Formative e-
assessment
87% 71% 79% 80%
Asynchronous
communication
85% - - -
Summative e-
assessment
81% - - -
Blog 76% 73% 72% 74%
Document sharing 76% 45% 51% -
E-portfolio 74% 78% 76% 72%
Media streaming 73% 65% - -

15. TEL tools – VLEs
 Main institutional VLE
 88% of respondents use either Blackboard or Moodle as their main
institutional platform (unchanged since 2012).
 Blackboard Learn remains the leading enterprise solution (45%);
Moodle has increased in usage (up from 39% in 2014 to 43% in
2016).
 Overall VLE use
 Moodle is the most commonly used VLE platform (53%); followed by
Blackboard Learn (46%).
 FutureLearn is the leading open learning solution (24%), followed by
Open Education by Blackboard (9%): Canvas usage has increased,
but SharePoint is on the decline
 44% of institutions are using hosted services for their VLE provision.

16. VLEs (ALL) currently used in UK HEIs
0%
10%
20%
30%
40%
50%
60%
70%
Moodle Blackboard Futurelearn Open
Education
(Bb)
Other VLE
Total
Pre-92
Post-92

17. Types of courses
a) Blended learning: lecture notes and supplementary
resources for courses studied in class are available;
b) Blended learning: parts of the course are studied in class
and other parts require students to engage in active learning
online (e.g. engaging in collaborative or assessed tasks);
c) Fully online courses;
d) Open online learning courses for all students at your
institution: internal access only;
e) Open online boundary courses: free external access to the
course materials for the public, but assessment restricted to
students registered at your institution only;
f) Open online learning courses for public: free external access

19. Proportion of courses using tools
Tool 100% 75% - 99% 50% - 74%
VLE 42% 50% 1%
E-submission 20% 38% 20%
Text matching 16% 42% 19%
Content management system 11% 9% 2%
Reading list software 9% 21% 12%
Digital / learning repository 6% 9% 6%
Mobile apps 5% 9% 6%
Asynchronous collaboration 4% 10% 15%
Lecture capture 4% 9% 4%
E-portfolio 3% 0% 3%

20. TEL developments making new support
demands
Recent and prospective TEL developments making new support demands
1. Electronic management of assessment (e-submission / marking / feedback)
2. Lecture capture
3. Mobile technologies / BYOD
4. Multimedia (use / provision / management / support)
5= Distance learning / fully online courses
5= Learning analytics

21. Challenges to TEL development
Challenges over the next two to three years
1. Staff development
2. Electronic management of assessment (e-submission / marking / feedback)
3. Lecture capture / recording
4. Technical infrastructure -addressing growth, new technologies
5= Lack of support staff / specialist skills / resources
5= Mobile technologies / BYOD

22. Barriers to future development
 Lack of time (still the most significant barrier)
Longitudinal view of the top 7 of 16 rankings
Barriers – lack of… 2016 2014 2012 2010 2008 2005
Time 1 1 1 1 1 1
Departmental/school culture 2 5 3 - - -
Internal sources of funding 3 - - - - -
Academic staff commitment 4 7 6 5 - -
Institutional culture 5 4 8 7 4 8
Staff knowledge 6 2 5 3 2 7
Recognition for career dev. 7 8 4 4 6 4
Support staff 8 10 9 8 5 3

23. Accessing the Report
 The 2016 TEL Survey report is available on the UCISA
website at:
https://www.ucisa.ac.uk/tel
 Case studies of institutional TEL developments will be
published in a companion report, targeted for publication
by the end of the year.
 Feedback on the Report (question-set and findings)
would be greatly appreciated to inform future surveys.

24. Acknowledgements and thanks
 To the Survey team:
Martin Jenkins (Coventry University); Elaine Swift
(Nottingham Trent University); Jebar Ahmed (University
of Huddersfield); Phil Vincent (York St John University);
Julie Voce (Imperial College London) & Richard Walker
(University of York), with help from Nick Smith (The
Research Partnership).
 To the UCISA Executive & Operational Support Team.
 To UK Heads of e-Learning Forum (HeLF) members
 To UCISA Academic Support Group members