This document discusses implementing technology-enhanced learning at De Montfort University from 2010-2013. It provides an overview of the technologies currently used at DMU, including the virtual learning environment Blackboard. It notes increasing usage of these systems and emerging strategies around technology-enhanced learning. The document calls for taking a holistic approach to further development, considering people, technologies, data, policies and processes to enhance the student and staff experience while increasing efficiency and reducing environmental impact.

1. Implementing Technology-Enhanced Learning @ DMU, 2010-13 Richard Hall (rhall1@dmu.ac.uk, @hallymk1) e-Learning Co-ordinator, National Teaching Fellow

7. Blackboard usage: 2007-10 2007–08 2008–09 2009–10 [to April] Total logins 1,320,489 1,579,027 1,212,674 Active Students 20,677 20,574 22,358 Active Staff 1,704 1,933 1,822 Live modules on Bb 1,327 1,810 1,856 Live courses as a proportion of the validated curriculum 61.2% 83.7% 85.8%

14. Ravensbourne, 2008

26. “ the overall energy use is growing at a much faster rate than technological development and deployment can offset. According to the Smart2020 report the footprint of the ICT industry is set to rise [0.5 GtCO2e today] to 1.4 GtCO2e in 2020; ie a 280% increase at global level, largely due to the expected increased take-up of ICT in developing economies.” (ICT for Energy Efficiency EU Report) “ While the sector plans to significantly step up the energy efficiency of its products and services, ICT’s largest influence will be by enabling energy efficiencies in other sectors, an opportunity that could deliver carbon savings five times larger than the total emissions from the entire ICT sector in 2020.” (SMART2020 Report 2008) Taking forward change: r ebound/behaviours

27. Licensing This presentation is licensed under a Creative Commons, Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales license See: http://creativecommons.org/licenses/by-nc-sa/2.0/uk/