Virtual Learning Environment Presentation Richard Walker 27 th

Virtual Learning Environment Presentation Richard Walker 27 th November, 2003

Presentation Aims 1. Introduction to the Learning Technologist – Background – Outline of the post – Role and responsibilities 2. E-learning: a working definition 3. What is a VLE? - What should a VLE do? 4. E-learning at York: current position 5. E-learning – goals and objectives 6. Critical success factors in a VLE implementation

1. Learning Technologist’s Background – Background • BA, MA, PGCE (History); MMD (Management Development); Ph. D (Educational Technology) • Academia – Cambridge University, SOAS - London University, Euro-Arab Management School, Nyenrode University - The Netherlands Business School • Work Experience – Monbusho (Toride City, Japan) EFMD & EAMS (Granada, Spain), Nyenrode University (The Netherlands)

Contact Details • Office: Room HG 10, Heslington Hall • E-mail: rw 23@york. ac. uk • Telephone: 3850

Outline of the Learning Technologist’s post • • • Based in Academic Support Office TQEF funded (July 2003 - Jan. 2004) Reporting to OLSIG Promoting case for VLE Pedagogical, not technical expertise!

Role and Responsibilities 1. Investigate requirements for a centrally supported VLE at York 2. Investigate conditions for implementation of VLE (2004 - ) 3. Raise staff awareness of e-learning / present case for a VLE 4. Identify and implement pilot projects with departments 5. Future tasks (2005 -)

2. ‘Online’ & ‘e-learning’: definitions • Online: synonymous with web-based learning - materials on the web & some ancillary (collaborative) discussion • E-learning: represents the whole category of technology-based learning (network/wireless/satellite) • “The use of technology to manage, design, deliver, select, transact, coach, support and extend LEARNING (of all kinds)” (Elliott Masie, 2001) • Holistic, systemic, competence-oriented • Courses, modules, smaller learning objects • Synchronous/asynchronous access - distributed geographically with varied limits of time

3. What is a VLE? • Communication tools (email, bulletin boards/ chat, whiteboard) • Student tools (calendar, check grades, submit assignments, glossary, search • Course information (syllabus, timetable, assessment) • Course material (activities, library and multimedia resources, assignments) • Self-assessment tools

What does a VLE do? • Controlled access to curriculum - mapped to elements (or “chunks”) that can be separately assessed and recorded • Tracking student activity and achievement against these elements • Support of on-line learning, including access to learning resources, assessment and guidance. • Communication between the learner, the tutor and other learning support specialists to provide direct support and feedback for learners, as well as peergroup communications that build a sense of group identity and community of interest • Links to other administrative systems, both inhouse and externally

4. E-learning – Current Position (a) • Online Learning Strategy – Approved 2002 (? ) – Learning Technologist appointed 1 July, 2003 • Committees and Working Group – OLSIG – Online Learning Strategy Implementation Group – OLSIG VLE Subgroup

E-learning – Current Position (b) HEFCE Capital Round 3 bid – Requirements gathering • Departmental audit – summer (FELT / best practices) • Student survey ( – 1 Dec. ) www. york. ac. uk/systems/feedback/user • WP & Careers • External consultation (Oxford, Sheffield) – Two specifications being compiled • Helicopter view document – Short and palatable • Detailed specification – Consultation & staff awareness • VLE Awareness Conference – 26 November • Departmental feedback on specifications (Jan. 15)

E-learning – Current Position (c) • VLE Experience at York – Good departmental initiatives • DERS – Web. CT Nathan Bodington – Open source • HYMS - Blackboard • Mathematics – Moodle – Open source • Social Policy and Social Work – UKe. U – Masters in Public Policy and Management – Sun, TALL and BBC

E-learning – Current Position (d) • E-learning projects (TQEF funded): – Jeanne d’Arc: an internet-enabled Special Subject module (Bbd software) (History) – Online In-sessional Support for International students in DERS (EFL) – Text-based annotation and discussion (Philosophy)

5. E-learning – Goals and objectives • Centre and departments – Avoid: • Fragmentation • Duplication of effort and expenditure • Information rich, information poor • Support blended learning

A VLE could bring the following benefits to York: • · Support new courses (open and distance learning) on a costrecovery and for-profit basis • · The development of shared teaching and learning resources across departments and reusable resources within departments • · The development of joint courses with other institutions, providing a basis for international partnerships and strategic alliances • · Flexibility in study benefits for all students, with special provision for disadvantaged groups, strengthening the University’s Widening Participation initiatives • · Support for student-centred learning, with provision for new learning experiences that complement class-based activities • · More efficient use of teaching space and contact time with students • · A coordinated means of collecting and collating student admissions and matriculation data E-learning discussion document Dr. R. Walker, Learning Technologist, 8 September, 2003

Strengths • Firm support from the foot soldiers • Human capital • Web Manager Post + Learning Technologist Post • “Second mover” advantage

Challenges (Weaknesses) • Many major projects competing for funding – Web Strategy, Online Learning Strategy, Records Management Strategy, … – New buildings – etc. • Cynicism – E-learning = the latest fad – E-learning = just shovelling course notes on the web • Funding – Centralised vs. decentralised – Post YIMS

6. Critical success factors in a VLE implementation (a) 1. Stakeholder buy in 2. Adequate resourcing – “A VLE is not just for Christmas” – Hardware and software minor financial components – Ongoing cost of support staff 3. 4. 5. 6. Consultation VLE champions Pilot stage Data feeds MLE

Critical success factors in a VLE implementation (b) 7. Training • • Staff Students 8. Set realistic aspirations 9. Paced rollout

End of Presentation • Thank you for your attention