Implementation Plan

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					                                                                                        E-Learning Strategy
                                                                                           SMT 6 Feb 2006


Approved by the Learning and Teaching Development Committee 11-01-06

1. Purpose of the strategy

The aim of this E-learning Strategy is to articulate the developments necessary to embed e-learning in
support of enhancing the student experience, for learners both on and off-campus, with particular
reference to their expectations following the introduction of variable fees. The strategy also recognises
the importance of implementing appropriate change management processes to support staff and
student adoption of e-learning. E-learning should also increase the potential for staff to manage their
teaching in relation to research in support of the intentions expressed in “Releasing the Potential”. E-
learning can also facilitate the development of links with employers and the professions in the support
of work-based learning or enterprise activities.

2. Definition of e-learning

It is proposed that the HEFCE definition of e-learning is adapted, so that e-learning is understood as
the use of technologies to support the full range of pedagogic opportunities, encompassing flexible and
distributed learning, and as a communications and delivery tool between individuals and groups, to
support students and improve the management of learning. The use of the term blended learning,
“learning and teaching approaches which contain a mixture of online activities and face to face
activities” (Rothery 2004:3), may also be an appropriate description of learning and teaching strategies
using technologies.

3. E-Learning in support of the Learning and Teaching Strategy and the Curriculum Think Tank

E-learning is a tool that, when used appropriately, can enhance all aspects of the student experience.
Its use will influence and be influenced by the University’s Learning and Teaching Strategy which aims
to achieve:

  •   Increased flexibility of learning opportunities in all areas of the curriculum;
  •   Enhanced global employability prospects for graduates;
  •   Student centred approaches to supporting learning;
  •   The highest quality of learning and teaching.

E-learning should be used to further the outcomes of the Curriculum Think Tank and support the
development of Bournemouth University graduates as:

  •   Independent, reflective and ambitious learners;
  •   Secure and confident in their subject knowledge and understanding;
  •   Effective team players;
  •   Adaptable to change;
  •   Good communicators;
  •   Confident in using, analysing and manipulating quantitative information;
  •   Clear thinkers who can translate ideas into appropriate actions;
  •   Competent IT users;
  •   Informed and responsible global citizens;
  •   Positive contributors to a variety of work environments and locations.

Learners who might benefit from increased use of e-learning include:

  •     School-leavers who have had constant exposure to ICT and are accustomed to instant
        communication but who are possibly less accustomed to academic study;
  •     Work-place learners and their employers who require flexible sequencing through
        programmes with learning delivered in short chunks;
  •     Learners at a distance in rural locations;

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    •       Learners in Partner Institutions who need the added enhancement of remote access to
            university library resources and other learning resources available to on-campus students;
    •       Learners with specific additional learning needs and disabilities;
    •       International students who may find it easier to contribute to online discussions than in face to
            face sessions;
    •       Learners located overseas;
    •       Learners on placement;
    •       Mature learners with the pressure of job and family responsibilities;
    •       Part-time students;
    •       Postgraduates on research programmes located across the Schools;
    •       Pre-sessional learners who can gain an introduction to University life and study prior to
            starting their programme.

4. Link with other strategies

This strategy has been developed as an annex to the University’s Learning and Teaching Strategy but
it should also be integrated with other internal strategies including:

        •   Employability
        •   Internationalisation
        •   Global perspectives
        •   Widening Participation
        •   Diversity
        •   Regional/Partnerships
        •   Information/Information Systems
        •   Estates
        •   Human Resources
        •   Quality
        •   Research
        •   Marketing

The e-learning strategy should also seek to identify how the Partner Institution’s information and
learning technologies (ILT) strategies might be extended to cover e-learning for their HE programmes
and how their allocation of HE funds for e-learning are being used to support these.

External influences on this strategy have included the DfES1 and the HEFCE2 e-learning strategies.
There is no requirement from HEFCE for the University to produce a separate e-learning strategy and
the Council is not being prescriptive about the form or use of e-learning within institutions. It proposes
to embed its e-learning strategy within its own revised L&T Strategy, which suggests that this would be
an appropriate procedure for the University to adopt.

5. Development of the e-learning strategy objectives and actions

Annex 1 provides details of the objectives and actions that will support the embedding of e-learning.
They have been developed in consultation with the E-learning Strategy Steering Group. The ten
strands used to structure the Annex have been derived from the HEFCE E-learning Strategy.
Following discussion of an earlier draft of this document at the Learning and Teaching Development
Committee on 13th April 2005, the strategy was remitted to Heads of Learning and Teaching for
discussion within Schools. Feedback was provided to the E-Learning Strategy Steering Group, and
following further consideration by this group, the final draft was approved by LTDC on January 11th.

JHanson/BNewland/Academic Services/01-11-2006

  DfES Harnessing Technology: Transforming learning and children's services. March 2005. Available
at: Last accessed: 12 April 2005.
  HEFCE Strategy for e-learning. March 2005/12. Available at: Last accessed: 12 April 2005.

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Annex 1          E-learning Strategy objectives and actions for implementation (Lead responsibility and Timescales need further development)
Strand 1 Use e-learning to enhance pedagogy, curriculum design and development
Objectives                                        Actions                                                                                Lead                   Timescale
1. Through e-learning promote flexible learning          i.   All units to have a minimum presence on the VLE; this to include the       Heads of Learning      By December
   strategies that encompass many-to-many                     unit specification, current reading list, teaching scheme, and             and Teaching with      2006
   student interaction as well as 1-to-1;                     assessment details;                                                        Schools

2. Promote flexibility of time and place of             ii.   All communication with students to be by electronic means in the           Academic
   learning;                                                  first instance. (Note: i and ii need to align with policy in Information   Administration
                                                              Strategy eventually);                                                      Team
3. Develop an inclusive curriculum;
                                                       iii.   Schools to take a strategic view of the inclusion of e-learning across     Heads of L&T with
4. Promote increased collaboration across                     programmes, including the use of components such as                        Schools
   disciplines – online and f2f (eg: doing joint              conferencing, group work and assessment, with due regard to
   projects, online activities);                              programme coherence and student workload within each
5. Identify the potential for negotiating routes
   through programmes according to individual          iv.    All lecturers to be encouraged to publish their teaching materials         Heads of Academic
   student need, eg: for learners already in work;            through the VLE;                                                           Group/Heads of
6. Promote e-learning for work based learning eg        v.    Good practice guide on communicating electronically with students          Academic Services
   online top-up route from foundation degree;                to be produced;                                                            with Schools

7. Support and encourage a variety of pedagogic        vi.    Guidelines on copyright and IPR issues relating to the publication of      CRKT with              Jan 06- June
   approaches ranging from blended to full e-                 resources on the VLE to be produced;                                       Academic Services      06
   learning.                                                                                                                             (EDS)

                                                       vii.   Guidelines on accessibility of e-learning resources and systems to         Academic Services      By June 06
                                                              be updated and promoted.                                                   (EDS & ALNS)

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Strand 2 Learning resources and networked learning
Objectives                                       Actions                                                                         Lead                 Timescale
1. Remove barriers to electronic access to            i. Guidelines on copyright and IPR issues relating to the publication of   CRKT with AS         Jan 06- April
   learning resources;                                   resources on the VLE; including the protection of BU IPR, to be         (EDS)                06
                                                         produced, with due reference to flexibility and openness

2. Encourage the efficient development and            ii. Review and revise the Information Systems Strategy;                    UEG/ISSG             Ongoing
   adoption of e-learning resources for multiple
   uses;                                             iii. Integrate Library resources strategies such as e-books/journals        AS (Subject
                                                          provision effectively within academic programmes;                      Librarians)          Ongoing
3. Engage with regional, national and
                                                     iv. Promote development and sharing of resources for skills, eg:            AS with Schools’     Ongoing
   international networking opportunities to
   develop and share e-learning resources.               languages, academic study skills, research, information literacy;       Learning
                                                                                                                                 Advisers (LTA)
                                                     v. Promote development and adoption of subject online resources; eg
                                                        Handling Data package, global perspectives resources;                    AS (EDS/Subject      Ongoing
                                                                                                                                 Librarians) with
                                                     vi. Identify and link to international and national repository and
                                                         resource-sharing initiatives, eg: JISC, HEA, assessment question
                                                                                                                                 AS (EDS)
                                                         banks, CETLs;

                                                     vii. Review the compatibility of PI VLEs with BU and develop strategies
                                                                                                                                 AS (EDS) with ITS,   Jan-Dec 06
                                                          that promote access for PI staff and students and support
                                                                                                                                 PACE & Schools
                                                          progression opportunities.
Strand 3 Student support, progression and collaboration
Objectives                                        Actions                                                                        Lead                 Timescale
1. Ensure appropriate systems, that both              i. Review and articulate standards for supporting distance e-learning      ADQ
   establish and meet student expectations, are in       students;
   place to support students engaged in e-
   learning;                                          ii. Review and articulate standards for supporting work-based e-           ADQ
                                                          learning students, including the employer’s responsibility for
                                                          enabling successful access, eg: through secure firewalls;

                                                     iii. Develop systems and processes, at School level and centrally, to       SMT
                                                          support students engaging with e-learning;

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2. Develop strategy for developing students’ e-
   learning skills, including independent learning      iv. Undertake a regular audit of student skills on entry to determine         ICR
   and group collaboration online;                          level of need to inform services and support, possibly within
                                                            Freshers’ Survey;

                                                        v. Incorporate development of e-learning skills into lengthened               Programme
                                                           induction being planned by FYE Task Group;                                 Leaders
3. Evaluate e-based systems to enhance student
   retention, including those that lead to greater     vi.    Conclude pilot of JISC plagiarism software and review use and           AcS/Academic
   personalisation of the learning experience.                policy; Develop policy for deterring plagiarism, as well as detecting   Standards
                                                              it, in order to help students manage their own self-regulation;         Committee

                                                       vii. Pilot PAL and other peer mentoring approaches online;                     Academic Services

                                                       viii. Continue strategy for embedding e-PDP in programmes and                  Employability Task
                                                             investigate the potential of e-portfolios for describing and recording   Group/Academic
                                                             learning achievement and personal development, in conjunction            Services
                                                             with JISC regional e-learning pilot project PDP4Life;

                                                        ix. Establish link to SSW Lifelong Learning Networks and flexible             PACE
                                                            learning pathways.

Strand 4 Strategic management
Objectives                                                   Actions                                                                  Lead                 Timescale
1. Develop a two year implementation plan for the        i. Decide the extent to which access to content is open or restricted;       SMT
   migration from current VLEs to the standard
   VLE;                                                 ii. Identify and prioritise developments needed to integrate VLE with
                                                            other University systems, including articulation between the VLE
2. Funding for implementation and migration to              and student and staff portals, and requirements for archiving and         SMT/ISSG
   be provided over two years beginning June                backup;
   2005 and finishing by June 2007;
                                                        iii. Embed e-learning within Learning and Teaching, HR, Estates,
3. Implications for joining up with other strategies         Information/I Systems, IT, WP, Regional, International, Research,
   to be discussed and necessary changes                     KT, Marketing strategies;
   identified by appropriate groups/committees;         iv. Develop policy statements on:                                             SMT
                                                                 • student ownership of laptops;
                                                                 • standards of attainment in IT and e-skills for staff and

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4. Review position on student ownership of                                                                                         SMT
   laptops, university expectations about ICT        v. Locus of responsibility for securing physical access from sites with
   skills level of students and staff;                  secure protection to be identified (eg hospitals and other
                                                        workplaces) and protocols about student access from these sites to
5. Engage with national initiatives to develop          be agreed as part of formal course development process though P2
   leadership and management of e-learning.             Form at Design Phase;                                                      ADQ

                                                     vi. Establish links with the national e-learning advice centre of the HE
                                                         Academy through engagement with Phase 1 of the HEFCE E-
                                                         Learning Benchmarking exercise.

                                                                                                                                   Academic Services
Strand 5 Human resources
Objectives                                              Actions                                                                    Lead                Timescale
1. Recognise and reward staff engagement with         i. Recognise and celebrate innovation by incorporating recognition of        Personnel/AS
   e-learning;                                           e-learning into criteria for staff appointment, probation and
                                                         promotion and L&T Fellowships, where appropriate;
2. Develop University-wide protocol for the
   resource commitment for online teaching, in       ii. Use Facility to identify staff time spent on e-learning and use this in   Personnel/Schools
   support of Realising Potential;                       calculation of balanced workload protocols;

                                                     iii. E-Learning Strategy Steering Group to monitor staff experience of        E-Learning
3. Ensure new staff undertaking PG Cert in                workloads and online teaching and evaluate staff experience of e-        Steering Group
   Academic Practice develop e-learning skills            learning;
   within Professional Standards accreditation;
                                                     iv. Embed consideration of e-learning issues into all aspects of              AS (EDS/Staff
                                                         University staff development programmes, eg: HEA accredited               Development)/
4. Incorporate use of e-learning into University         programmes, New Staff Induction, Leadership Programme, CPD                Staff development
   staff development programmes, Leadership              workshops.                                                                providers in
   Programmes, within induction for new staff and                                                                                  Schools &PS
   within CPD.

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Strand 6 Capacity development
Objectives                                              Actions                                                                Lead                Timescale
1. Develop systems and processes, within              i. Articulate and develop optimum levels of support for staff within     SMT
   Schools and centrally, to support staff               each School and PS that should be provided by Schools/PS and by
   engaging with e-learning;                             Academic Services, covering e-learning, IT support and corporate
                                                         web development;

2. Develop mechanisms for the AS (EDS) to work       ii. Ensure all schools have a Learning Technologist post to support e-    HoS
   in partnership and collaboration with Schools         learning;
   and Professional Services (PS) to develop
   capacity for e-learning;                          iii. Define relationships and responsibilities between EDS and Schools’   Academic Services
                                                          Learning Technologists;
3. Identify career pathways and development
   opportunities for Learning Technologists.         iv. Constitute a formal, collaborative forum for Schools’ Learning        Academic Services
                                                         Technologists to meet with Academic Services to discuss issues
                                                         and work in collaboration on e-learning projects;

                                                     v. Encourage learning technologists to achieve accreditation through a    Academic Services
                                                        professional qualification, eg CMALT, and identify their career
                                                        progression development opportunities, eg; by each taking
                                                        responsibility for different elements within the standard VLE.
Strand 7 Quality
Objectives                                              Actions                                                                Lead                Timescale
1. Utilising the QAA Code of Practice, develop        i. Develop guidelines for ADQ Guidance Notes series that articulate      ADQ
   quality assurance processes for e-learning,           the different approaches needed in the validation of e-learning
   that differentiate the QA needs of blended            programmes, eg: requirement for content in advance of programme
   learning, full e-learning and work-based e-           start; allowing External Examiners access to student discussion
   learning programmes;                                  fora;

2. Develop standards for the quality of e-learning   ii. Review externally developed standards for quality of e-learning       ADQ
   resources, covering style, standard of English,       resources and adapt as appropriate;
   accessibility etc.;
3. Develop guidelines for the use of online          iii. Use lab assessment protocols from DEC and CS to develop online       Registry
   assessment processes for summative                     summative e-assessment protocols;
4. Incorporate observation of e-tutoring into        iv. Identify examples of peer observation of e-tutoring and incorporate   Academic Services
   schedules for peer observation.                       in to Guidelines for Peer Observation.

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Strand 8 Research and evaluation
Objectives                                              Actions                                                                    Lead                 Timescale
1. Encourage research into e-learning and         i. Adapt TLAS (Unit Evaluation Questionnaire) to incorporate standard            ADQ
   facilitate evaluation of its use to inform        questions about e-learning;
   subsequent developments;                      ii. Evaluate student and staff expectations about, and experience of, e-          ICR
2. Use HEFCE e-learning benchmarking exercise iii. Evaluate impact of e-learning on approaches to learning and                     AS (all sections)
   to review University’s position and progress      teaching;
   with e-learning.                             iv. Collect and disseminate case studies of examples of e-learning that            AS (EDS)
                                                     demonstrate a range of pedagogical approaches;
                                                 v. Evaluate emerging technologies to identify their potential for                 AS (EDS)
                                                     supporting e-learning;
                                                vi. Continue to support pedagogic research through the Centre for                  AS (EDS and CAP)
                                                     Academic Practice and engage with HEA Academy, Subject Centre,
                                                     JISC, TLRP and E-learning Research Centre initiatives;
                                                vii. Seek additional funding for e-learning research.                              AS (EDS and CAP)
Strand 9 Infrastructure and standards
Objectives                                          Actions                                                                        Lead                 Timescale
1. Ensure the infrastructure of network and            i. Review use of wireless access;                                           IT Services
   servers remains robust enough to support e-        ii. Develop clear and transparent management of web services and             ICR/ITS/ISSG
   learning as a critical business system;                articulate the relationship between internal and external web sites,
                                                          the intramap and staff and student portals;
                                                     iii. Review purpose of and facility for student printing of e-learning;       ITS
                                                          resources and archiving and storage of student-created materials;
2. Raise awareness of the importance of              iv. Review JISC and CETIS developments on Interoperability;                   AS(EDS)/ITS
   interoperability and common standards for          v. Explore the potential of emerging mobile technologies;                    AS(EDS)
   sharing and re-using e-learning resources.        vi. Update accessibility guidelines and adopt as standard.                    AS (EDS/ALN)
Strand 10 Marketing strategy
Objectives                                              Actions                                                                    Lead                 Timescale
1. Within MRO7 “Review flexible delivery models       i. Review the role of e-learning, and the VLE in particular, in attracting   ICR and Marketing
   in use in BU and propose guidelines for               and retaining students;                                                   Strategy Steering
   determining the most appropriate model for                                                                                      Group
   different market segments” assess potential for   ii. Develop guidelines for determining whether or not to develop full e-
   e-learning for different markets.                     learning unit/programme, in relation to market potential.

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