Effective, enhancing or exasperating

1
Effective, enhancing or exasperating? The
business of e-learning Perspectives from the
University of Ulster

C W Mulholland
2
Introduction The boring bit

• The University of Ulster
• Established 1984, merger of New University of
  Ulster and Ulster Polytechnic
• 4 geographically dispersed campuses
• Over 28,000 students, 30 part-time
• Largest University on the Island of Ireland

3
Context for Ulsters Approach to E-Learning

• 1999 - Dispersed activities across the
  institution
• Multiple platforms e.g. WebCT, Blackboard,
  TopClass
• Virtual School of Biomedical Sciences established
• Worlds first full online Masters in Biomedical
  Sciences
• QAA - Stamp of Approval

4
The difficult bitsand how to get over, around
or just straight through them

• Development seen as add on rather than
  core-activity
• Plethora of platforms created difficulties in
  terms of adequate services and support
• Multiple dispersed servers supporting e-learning
• Quality of content created
• Lack of appropriate staff development

5
Strategic Approach Needed

• July 2000 - established strategic Institute for
  Lifelong Learning (ILL)
• ILL - major remit to develop e-learning
• Emphasise connection between e-learning and
  institutional mission
• Co-ordinate e-learning activities
• Leadership Role - drive forward e-learning

6
Institutional E-learning Strategy

• Predicated on mainstreaming e-learning activities
• Make e-learning a priority area for development.
  
• Raise profile
• via - Planning Committee, monthly reports
• - Standing agenda items on all faculty boards
• - e-learning sub-committee (sub-committee of
  Teaching Learning Committee)
• e-Learning sub-committee charged with developing
• an institutional e-learning strategy

7
Institutional e-Learning Strategy

• Identified 3 core strands-
• Establishment of an enabling infrastructure
• Development of a suitable skills base for
  e-learning
• Prioritization of e-learning activities
• Faculties asked to develop e-learning strategies
• that complement overarching e-learning strategy.
• Considerable time went into integrating all
  e-learning
• activities within the context of the larger
  mission of
• the institution

8
Campus OneThe focal point
9
(No Transcript)
10
Infrastructure the glue and string

• Video-conferencing
• Consolidated server system
• ODL - Outcentres
• Additional 500 pcs for on-campus access
• Institution wide managed learning environment
• Remote access services and support

11
Skills base for e-Learningthe bit that really
matters

• Critical to successful role-out of e-learning
• Recognised skills deficit among academics
• Team-based approach adopted
• Specialist in-house development teams created
• Development teams work in partnership with
  faculties

12
Skills base for e-Learning

• Staff development is a major focus
• Development of online instructors, e-tutoring
  skills
• Workshops and awareness raising events
• Strategy for staff development including-
• Online tutorials
• Staff induction
• PGCUT
• e-Learning activities linked to promotion

13
Student InductionWithout them we aint got
nothing

• Vital for success
• Reduce technology problems
• Develop appropriate skills
• Dropout rates lt7

14
Prioritization of e-learning activitiesGrowing
the business

• Initial objective was to secure an enabling
• infrastructure.
• Current priorities-
• International Markets
• Continuing Professional Development (CPD)
  opportunities
• Support to on-campus courses

15
Where have we got to?

• --------------------------------------------------
  -------
• January 2005 20 online masters programmes
• --------------------------------------------------
  -------
• 1300 active WebCt modules in 04/05
• WebCT Institute Status (1 of 28)
• CETL- Institutional E-Learning Services
• QAA Institutional Audit March 2005
• Features of good practice the Universitys
  coherent
• and comprehensive strategy for the development
  and
• Implementation of e-learning
• --------------------------------------------------
  -------
• 40 of taught postgraduate students now study
  online!

16
Part B The Interesting Stuff!

• What have we learned since we began our journey?
• Its expensive, can we afford it? (business
  aspects)
• Pedagogic approaches, is there a right way?
• Cultural aspects, can students and tutors cope
  with it?
• Empowering content. Its what the Web is good at

17
What have we learned since we began our journey?

• Its very easy to get caught up in the
  technology
• Technology can enhance dramatically critical
  parts of the learning
• experience, such as- dynamic representation of
  complex
• ideas, peer interaction, feedback, and access
  to resources.
• Technology challenges us to rethink the delivery
  of education
• It provides choice for students
• Its a fertile field of research waiting to be
  ploughed

18
Its expensive, can we afford it? (business
aspects 1)

• We have started to use TRAC methodology
• Is this the right approach? Not sure it is
• The economics of e-learning need exploring
• How do we cost content development? depends on
  model used
• and other factors such as reusability,
  currency, outsourcing etc.
• Whats the best way to cost tutor support? How do
  other institutions
• do it? Can we learn anything from the
  For-Profits in the US?
• Is it possible to truly disaggregate the costs
  between F2F and e-courses?

19
Its expensive, can we afford it? (business
aspects 2)

• Scalability? How do we maintain quality growth
• What about ROI? Should we, can we measure it?
• Are partnerships a better way forward? Do they
  work?
• How do we keep up with technological change?
• Do traditional quality systems work?
• In house versus outsourcing

20
Pedagogic approaches, whats the right way?
Depends on what you mean by e-learning - fully
online - blended - with/without
instructor At UU we have focused on creating
learning communities via student interaction with
tutors, content and other students. At UU
Pedagogical approaches utilised underpin the
above (a team of 28 support development)

21
Pedagogic Approaches
Empowering Content (Its what the Web can excel
at in terms of e-learning) Examples from UU
Flash Animations, Simulations Digital Games

22
Pedagogic Approaches
Empowering Content (Its what the Web can excel
at in terms of e-learning) Research
Questions What we dont know yet is just how
effective these are, or when, or where, to use
them. Initial research has shown that most
students find them useful. Learning styles and
student demographics important

23
Pedagogic Approaches
Tutors as facilitators of learning - very
different toF2fF teaching, often intimidating -
requires training and practice - need
opportunities for development Questions - What
are the most effective facilitation techniques -
Can we compare effort between online and F2F
tutoring - Tutor perceptions of workload -
Maintaining teaching quality whilst encouraging
innovation. Teaching online is very
transparent!

24
Pedagogic Approaches
Student Induction and Support - Critical for
success

Induction Course
Welcome Pack
25
Pedagogic Approaches

• Student Induction and Support
• - Critical for success
• Induction
• - compulsory or voluntary?
• - IT skills support is important
• - A good induction package can be used for
  online and blended
• - Need to provide opportunities for pre-course
  communication
• Support Services
• e-resources can make or break a course. Need
  flexible access
• traditional admin processes dont always work.
  How do we do it?
• Whats the best way to organise services such as
  counselling etc?

26
Cultural Aspects

• Students
• How do we
• encouraging interaction, comment and
  participation?
• deal with global students?
• tackle the thorny issue of plagiarism?
• Tutors
• dealing with workload balance
• develop skills
• measure effectiveness

27
Some key research areas at UU

• Student Induction and support
• Empowering content- learning styles, simulations,
  digital games
• Tutor skills development
• Effective organisational structures
• Assessment

28

• And finally

29

• Groucho Marx speaking on technology.
• A child of 5 could understand this!
• well then send someone to fetch a
  child of 5