The document discusses the need for research and innovation in university teaching, particularly through the use of modern technology to improve educational quality. It highlights various challenges and choices faced by educational institutions, including infrastructure, academic attitudes, and the balance between traditional and e-learning methods. Additionally, it outlines trends, successes, and future directions for higher education in a technology-driven environment.

1. 1
elearning@SHU – a case study
Paul Helm
Associate Head: Learning Technology
p.a.helm@shu.ac.uk
www.shu.ac.uk/e-learning

2. 2
A bit of context
– There is a need for research on university teaching,
including the application of the new methods of
communication made available by modern technology.
The need is now for experiment
– Conventional teaching procedures are based on
lectures – there needs to be a re-examination of both the
purposes and techniques involved and more extensive
use made of new methods
– The programme was launched to encourage the higher
education sector to work collaboratively and explore
how new technologies could be exploited to improve
and maintain quality within teaching

3. 3
SHU Learning, Teaching and
Assessment Strategy
• Teaching Quality Enhancement
– Flexible learning opportunities
– Appropriate use of ICTs
– Support for a diversity of learners

4. 4
Drivers
• External
– Govt initiatives, LLL, LearnDirect, e-university
– Employers
– Competition in HE sector
• Internal
– Pedagogy
– Student expectations
– Staff interest
• Contradictory – quality, cost, effectiveness

5. 5
Choices
• The do nothing university
• Borderless education
• The add on solution
• Full integration
• Partial integration
• Phased?

6. 6
Choices
• Learner strategies
• Student support
• Staff development
• Balance between conventional and e-
learning approaches
• Quality and standards
• Selective and developmental change

7. 7
Barriers
• Infrastructure
– Support IT? Or learning and teaching?
• Time
• Academic view of e-learning:
– Different vocabulary; relies on IT; academic
dependent on expertise of others; privacy and
ownership; disaggregate the teaching role;
another weapon in the armoury;

8. 8
Successes
• Hybrids, breaking down barriers
• Secondments
• Different types of support, (different
types of dependency)
• Student feedback
• Low tech innovations
• Devolved approach

9. 9
Could do better
• Portal wars
• The enthusiasts
• Staff feeling exposed
• CAA
• Devolved approach

10. 10
Trends
• Face to face learning opportunities
will continue for most students
• Viral growth in web
enabled/supported learning
• The imperative of the networked
university
• Opportunities and challenges of
(dis)investment

11. 11
A glimpse of the future
• The “new” students
• From enquiry and application to enrolment
• Cohort management, records, progress files
• Synchronous and asynchronous interaction
• Timed release of content/activities
• Assessment (self, formative, summative)