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Implementing E-Learning in Blended Learning:  Experiences and Practice in Law<br />Mr Warren Barr <br />& <br />Dr Robert ...
Overview<br />Background:  <br />Teaching Delivery:  Familiarity vs Innovation<br />Existing Good Practice in E-Learning<b...
Background:<br />Teaching Delivery:<br />Familiarity vs Innovation<br />
Traditional Teaching Methods<br />Professional Subject<br />Required Modules –  7 subjects (225 credits)<br />250+ student...
‘Teach Smarter’ Initiative 2009<br />“It is necessary to rethink the way in which teaching is delivered, so that an effect...
‘Teach Smarter’ Initiative 2009<br />Savings for Staff<br />22 Lectures (and support materials)<br />3x2 hour seminars (30...
Existing Good Practice in E-Learning<br />E-Support Materials<br />
Effective Use of VITAL<br />E-Lectures<br />Full interactive lecture transcripts<br />Available for browsing, not download...
Podcast Feedback<br />Equity & Trusts<br />Example Podcast<br />Podcast<br />Audio File<br />Written transcript<br />Benef...
MCQs – Formative Skills<br />e.g. Commercial Real Property<br />Problem Solving Scenarios<br />Improvement in Student Enga...
Video <br />Even in traditional, non-clinical subjects<br />English Legal System and Skills<br />Mooting Exercise<br />
Future Development in “Teach Smarter” <br />New Delivery Methods<br />
E-Learning:  Support & Delivery<br />Use of Wikis to structure preparatory group work<br />Webcast lecture materials	<br /...
Moving Forward:E-Learning Development<br />ELLS II (first year, compulsory 15 credits)<br />Online simulated legal case (l...
Enablers and Disablers:<br />Issues, Challenges and <br />Possible Solutions<br />
Internal Enablers<br />Engagement<br />Student Engagement in Learning Process<br />Maximising Student Attainment<br />Degr...
University Drivers<br />University Strategic Statements<br />Significantly Improve Research Performance<br />‘Research-Led...
Disablers: Process<br />Time Sensitive<br />Current TQSD and ASC deadlines<br />Bureaucracy <br />Other Calls on Departmen...
Disablers: Internal<br />Staff Consensus/Participation<br />Staff Resistance and Issues of Engagement<br />Sharing Good Le...
Possible Solutions<br />Identify ‘Enablers’<br />Need Motivated Individuals Within Level 1 structures<br />Resources for ‘...
Shared Online Resource Bank<br />VOCAL Repositories<br />Examples of Good Practice<br />Literature Review<br />Summarised ...
E-Learning Development Officers<br />Law has dedicated IT Unit<br />Enables staff to utilise resources they would not have...
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Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law

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Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law. Slides from the University of Liverpool Learning and Teaching Conference 2009.

To consider and reflect on integrating e-learning into module delivery in a 'traditional', professionally accredited subject, and to share examples of good practice and consider some of the enablers and risks involved in integrating e-learning methods into delivery.

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Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law

  1. 1. Implementing E-Learning in Blended Learning: Experiences and Practice in Law<br />Mr Warren Barr <br />& <br />Dr Robert Stokes<br />
  2. 2. Overview<br />Background: <br />Teaching Delivery: Familiarity vs Innovation<br />Existing Good Practice in E-Learning<br />E-Support Materials<br />Future Development in ‘Teach Smarter’<br />Blended Approach, E-Skills<br />Enablers and Disablers<br />Issues, Challenges and Possible Solutions<br />
  3. 3. Background:<br />Teaching Delivery:<br />Familiarity vs Innovation<br />
  4. 4. Traditional Teaching Methods<br />Professional Subject<br />Required Modules – 7 subjects (225 credits)<br />250+ students per module<br />Traditional Delivery & Assessment<br />24 Lectures<br />5 Small Group Teaching Tutorials/Seminars (12 per group)<br />Unseen Examination or Coursework<br />If mixed, usually 75%/25%<br />Normal Delivery Hours: 129 hours (15 credit) <br />
  5. 5. ‘Teach Smarter’ Initiative 2009<br />“It is necessary to rethink the way in which teaching is delivered, so that an effective balance is achieved between delivery hours and research time.”<br />Necessary given new University Strategic Plan<br />Improve Student Experience<br />Free up research time<br />
  6. 6. ‘Teach Smarter’ Initiative 2009<br />Savings for Staff<br />22 Lectures (and support materials)<br />3x2 hour seminars (30 students per group)<br />Delivery Hours: 76 hours<br />Improvements for students<br />Structured and more engaging learning<br />E-support and e-tasks, including group work<br />
  7. 7. Existing Good Practice in E-Learning<br />E-Support Materials<br />
  8. 8. Effective Use of VITAL<br />E-Lectures<br />Full interactive lecture transcripts<br />Available for browsing, not download or printing<br />e.g. Equity & Trusts<br />Repository of Information<br />Lecture Materials, Handouts, etc.<br />Minimum standard for all modules<br />
  9. 9. Podcast Feedback<br />Equity & Trusts<br />Example Podcast<br />Podcast<br />Audio File<br />Written transcript<br />Benefits<br />Provides feedback on performance and ways to improve<br />Helps students see group sessions as part of the process of learning, not the end of the cycle<br />
  10. 10. MCQs – Formative Skills<br />e.g. Commercial Real Property<br />Problem Solving Scenarios<br />Improvement in Student Engagement<br />Better understanding through ‘doing’ <br />Instantaneous feedback<br />Improvement in Student Attainment<br />Used in Land Law (5% of attainment)<br />42% improvement in grades<br />
  11. 11. Video <br />Even in traditional, non-clinical subjects<br />English Legal System and Skills<br />Mooting Exercise<br />
  12. 12. Future Development in “Teach Smarter” <br />New Delivery Methods<br />
  13. 13. E-Learning: Support & Delivery<br />Use of Wikis to structure preparatory group work<br />Webcast lecture materials <br />Audio and visual lectures and updates<br />Increased of Podcasts and MCQs<br />Summative and formative assessment<br />
  14. 14. Moving Forward:E-Learning Development<br />ELLS II (first year, compulsory 15 credits)<br />Online simulated legal case (legal disputes)<br />Use of shared resources<br />e.g. UKCLE materials, at Liverpool<br />Entirely online delivery, supported by 12 single hour ‘drop in’ sessions<br />Uses examples from other compulsory modules studied alongside<br />Evolution, not revolution in support<br />Revolution is moving from teachers to learning facilitators<br />
  15. 15. Enablers and Disablers:<br />Issues, Challenges and <br />Possible Solutions<br />
  16. 16. Internal Enablers<br />Engagement<br />Student Engagement in Learning Process<br />Maximising Student Attainment<br />Degree classification relevant to entry grades<br />Improved Module Delivery<br />Better Quality Modules, Focused on Student Learning Needs<br />Colleagues: Diminishing the tension between teaching delivery and research outputs<br />Reacting to Student Opinion<br />Module Surveys, N.S.S<br />(New) Staff Interest in Learning Excellence<br />Fostered by University initiatives e.g. HE Training by Ed Dev<br />Improved Teaching Experience For Staff<br />Avoids repetitive cycles of teaching<br />
  17. 17. University Drivers<br />University Strategic Statements<br />Significantly Improve Research Performance<br />‘Research-Led’ Teaching<br />The ‘Liverpool Graduate’ Initiative<br />University Policies<br />E-Learning and Employability Policies <br />Blended Learning<br />
  18. 18. Disablers: Process<br />Time Sensitive<br />Current TQSD and ASC deadlines<br />Bureaucracy <br />Other Calls on Departmental Time<br />Issues With Procedure<br />Module Specifications Do Not Encourage Innovation<br />Procedure Designed For Audit Purposes<br />
  19. 19. Disablers: Internal<br />Staff Consensus/Participation<br />Staff Resistance and Issues of Engagement<br />Sharing Good Learning and Teaching Practice<br />Establishing an Effective Forum<br />Varying Skill/Knowledge Levels of Pedagogy<br />Time<br />Implementing Change<br />Addressing Student Perceptions<br />Engaging Students In Process<br />Selling Outcomes<br />
  20. 20. Possible Solutions<br />Identify ‘Enablers’<br />Need Motivated Individuals Within Level 1 structures<br />Resources for ‘Enablers’<br />Resource Bank<br />Need For Evidence<br />Examples of Good Practice<br />Engaging Staff<br />Presentations To Departments About Opportunities and Process <br />
  21. 21. Shared Online Resource Bank<br />VOCAL Repositories<br />Examples of Good Practice<br />Literature Review<br />Summarised Resource Bank<br />Camtasia/Webcast Presentations<br />‘Learning Delivery’ Wizards<br />Input Outcomes/Aims – Suggests Possibilities<br />Provides Clickable Examples of Practice<br />Provides Contact Details of Staff Members Using the Resource in Teaching Delivery<br />
  22. 22. E-Learning Development Officers<br />Law has dedicated IT Unit<br />Enables staff to utilise resources they would not have access to, due to:<br />Time<br />Lack of IT skills<br />Poor understanding of facilities available to support e-learning<br />Consider E-Learning Officers for all Level 2 structures<br />Resourced champions, leading the process and assisting the Level 1 enablers<br />

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