ELESIG is a Higher Education Academy project to start an Experiences of E-Learning Special Interest Group with an online community space and events to discuss learners' experiences with virtual learning environments and mobile technologies in higher education. The goal is to assess the impact on learners, highlight underrepresented voices, and make recommendations to improve the learner experience and institutional support for digital literacy.

1. Welcome to ELESIG Rhona Sharpe Oxford Brookes University [email_address]

2. What is ELESIG? Higher Education Academy Pathfinder Continuation project to start-up an Experiences of E-Learning Special Interest Group with an online community space, online and face to face events, a symposium and associated publication . . . and anything else you can think of . . . . . which will continue . . .

3. Why a focus on learners’ experiences? To assess the impact on the learner experience of the investment in VLEs/MLE in HE To highlight voices currently under-represented in the literature To explore the implications of the changes in the ways young people are using their own technologies To discover unanticipated learner perspectives To make recommendations for learners, learning design, teachers and their institutions

4. “ For me, it helped with the continuity in between face-to-face lessons on the classroom. I like the fact that every day, or whenever I felt like it, I could just go in and practise.” University of Deepshire internal evaluation, 2006 Review of undergraduate experiences of blended e-learning (2006) Rhona Sharpe, Greg Benfield, Richard Francis, George Roberts

5. "For some people who suffer from disabilities and have no choice but to take time out, it is an enormous benefit in order to keep up with what is happening in lectures and what areas to read up on. Brilliant!!!". University of Eastonhall VLE Survery Review of undergraduate experiences of blended e-learning (2006) Rhona Sharpe, Greg Benfield, Richard Francis, George Roberts

6. “ We can’t expect them to be able to use online tools and technology for their learning without help just because they use this stuff all the time at school and at home.” Currant, N. & Whitfield, R. (2007) ‘ Students aren’t prepared for web 2.0 learning, are they?’ ALT-C presentation

7. “ I use my laptop. I take it away, it's attached to me. I couldn't survive without it.” Emma, undergraduate business student, JISC LEX Report “ VLEs are owned by the institution, and the e-portfolio is owned by me.” Emma in JISC Learner Voices video Synthesis of learner experience projects Rhona Sharpe, Ellen Lessner, Greg Benfield Eta DeCicco, Helen Beetham

8. “ I find that quite frightening – the idea of a centrally stored database for life which contains everything I do and my world view” (visual & performing arts learner, MyWorld focus group) Myworld Evaluation of learner experiences of e-portfolios, with Rhona Sharpe & Greg Benfield

9. What are the implications for institutions of..? High levels of ownership of computers, esp. laptops in HE Expectations about using personal devices on and off campus Prior experience of learning socially and informally The wide range of confidence and competence in using technology in learning Predominance of online social networks by some groups of students

10. Some institutional responses Building of connected informal learning spaces, laptop docking stations IT departments need to be horizon scanning Planning induction, diagnosis, early intervention in technology skills Using online networking tools to maintain and build a connection with the institution Ensuring accessibility issues inform technology choices Improving learner skills, strategies, choices in using technology for learning Embedding the notion of digitally literate learner in programme planning

11. 1999-2002: Media Workshop

12. 2002-5: Working with Schools Modes of engagement targets Learning Technologists & E-learning Champions School strategies School supported projects Research & evaluation Course design intensive Partnerships in Practice Business Team Challenge Audit database Exemplar database SD/HR funding Annual monitoring & updating Targeted staff development PGDip Embedding Learning Technology module

13. 2005-8: Integration with L&T Supporting e–learning through curriculum design and development Developing, enabling and valuing e–Learning practitioners Improving and expanding environments for e–learning Researching and evaluating e–learning aims to apply Learning Technology to the provision of flexible, active, collaborative and professionally authentic learning 5 key projects Widening participation and creating effective e–learning partnerships

14. Graphics by Richard Francis, Head of E-learning, OBU

15. Graphics by Richard Francis, Head of E-learning, OBU

16. 2008: Digitally literature learners “ Brookes graduates should be digitally literate, self-regulating citizens in a globally connected society, capable of handling information and mediating their interactions with social and professional groups using an ever-changing and expanding range of digital technologies.” Brookes will make sure that every one of its learners is capable of participating effectively in online learning environments, both here at Brookes, and throughout their lifelong learning

17. DRAFT Strategy v4: some highlights We will work with schools to specify the digital literacies Brookes graduates will develop We will work with schools to support curriculum redesign and development that maps these skills across their programmes the Personal Learning Environment concept should be central to the development of the Brookes student portal. We will investigate the delivery of portal services to mobile, personal devices We will seek to stimulate research into the student experience of learning with technology, digital literacy and diversity

18. Sharpe, R., Benfield, G., & Francis R. (2006) Implementing a university e-learning strategy: levers for change within academic schools ALT-J, Research in Learning Technology Vol. 14 (2), pp. 135–151 Sharpe, R. & Benfield, G. (2007) Wider opportunities for reflection, learning and development (myWorld): Evaluation Report. January 2007. Sharpe, R., Benfield, G., Roberts, G. & Francis, R. (2006) The undergraduate experience of blended e-learning: a review of UK literature and practice undertaken for the Higher Education Academy. At www.heacademy.ac.uk/4884.htm Sharpe, R., Benfield, G., Lessner, E., & DeCicco, E. (2005) Learner Scoping Study: Final Report, available from www.jisc.ac.uk/index.cfm?name=elp_learneroutcomes. References