Rhona Sharpe

Implementing a University E-Learning Strategy: Levers for Change within Academic Schools

This paper describes the implementation of an e-learning strategy at a single higher education institution in terms of the levers used to promote effective uptake and ensure sustainable embedding. The focus of this work was at the level of the academic school using a range of change practices including the appointment of school based learning technologists and e-learning champions, supporting schools to write their own strategies, a pedagogical framework of engaging with e-learning, and curriculum development and evaluation of school supported projects. This implementation plan was driven by existing evidence on effective development practices and our experiences are discussed in the context of the current literature. The impact evaluation of these activities draws on existing audit data, documentation and feedback as data and uses illustrative examples to provide a picture of the student experience. It is clear that the implementation of the e-learning strategy has led to a large and increasing proportion of our students experiencing blended learning. In addition, there are initial indications that this has enhanced the learning and teaching processes in some cases and we point towards where these are being investigated further. Where there has been sustainable embedding of effective e-learning, the following levers were identified as particularly important: flexibility in practices which allow schools to contextualise their plans for change, the facilitation of communities of key staff and creating opportunities for staff to voice and challenge their beliefs about e-learning.

What Does It Take to Learn in Next Generation Learning Spaces

Abstract This chapter identifies the attributes that learners need in order to learn effectively in new technology rich educational environments. There are a number of different ways of synthesising the findings from this emerging literature which relies heavily on qualitative research. This chapter reports on a literature review which adopted a deliberately interpretative qualitative meta-analysis, synthesising the findings from 15 key studies. As such, the chapter demonstrates a way of reviewing and compiling current research. The synthesis resulted in the identification of six attributes that learners need to do well in next generation learning spaces. These are engaged, connected, confident, adaptable, intentional and self-aware. Although some of these attributes are applicable to all learning contexts, those of being connected, confident, adaptable, and intentional seem to be particularly important in learning in next generation learning spaces. The challenge is to design learning activities that encourage and reward the development of these attributes. The hope is that through both its findings and its method, this chapter provokes debate on what it now means to be a successful learner in today’s technology rich world.

Institutional strategies for supporting learners in a digital age

Abstract This study examined the policies and practices in nine UK institutions of further or higher education that had made a commitment to supporting students to develop their capabilities to learn in the digital age. Data were collected over a six-month period through multiple interactions with case study sites. Analysis of these data captures institutional practices and the results are mapped onto a developmental framework for effective learning in a digital age. Recommendations are made to institutions considering how best to support their learners, including the need to: specify digital literacies in learning and teaching strategies; prepare students for their experience of learning with technology; reconfigure campus spaces to enhance connectivity and support a range of social learning activities; and create a culture of engaging with students to inform decision-making. These institutional practices aim to support learners to make use of their digital skills and practices. The ultimate aim is to graduate students who can creatively appropriate technology to suit their own learning environment and needs.

Aligning corporate and financial plans in teaching intensive universities

ABSTRACT With recent changes in how UK higher education is funded, universities are operating in a context in which finances are uncertain. It is more important than ever that university leaders are able to manage the finances of their organisations in ways which both provide long-term security and allow for investment in strategically important initiatives. Teaching intensive universities must be able to generate income and oversee the allocation of resources in such a way that responds to student pressure to provide high-quality education and improve services. This article explores the benefits, disadvantages and challenges of aligning corporate and financial strategies in order to support delivery of their strategic aims and operational targets. Recommendations are made for well-managed, well-researched risk taking and developing autonomy within academic and professional services units, such that local resource allocation decisions are also in line with the organisations strategic aims.

Evaluating the development of a community of e-learning researchers: from short-term funding to sustainability

This paper reports an evaluation of a special interest group created to support e-learning researchers. The study aimed to examine the ways in which short term funding is used to support the development of a community and the sustainability challenges facing this emerging community of practice when initial funding ceased. The iterative, formative evaluation process drew on statistics of community membership and use of the online community space, and surveys responses. The challenges faced were found to be similar to those common to any community of practice, i.e., the determination of domain, the identity of the community and the processes of communication within and across community boundaries. Wengers communities of practice model was shown to be useful in diagnosing key tensions between the individual and the collective, between expert and novice researchers and between the core membership and the periphery of the community. The implications are discussed for the creation of project funded communities.

A snapshot of research in learning technology

r012ETCRAs089adhAhL.016yioa1TtL08lron0o-p-0Tra8Jr7ei0S ,0a7a& @JARhl/6nu0a e9dblF9rys 4 rpr6(Fe oa9p2e8aron9r0a7rkic2c1nn7eih00cst6s) 7i9.i/sa.n1.sc2 7gL.04ume11ka0-r1.n46i9n29g92 T(0o7enclhinneo)logy The papers in this issue present a convenient snapshot of current research in learning technology, both in their coverage of the issues that concern us and the methods that are being used to investigate them. This issue shows that e-learning researchers are interested in: what technologies are available and explorations of their potential (Nie et al. explore the role of podcasting), how to design technology-mediated learning activities in ways which support specific learning outcomes (Simpson evaluates the role of ‘book raps’ in supporting critical thinking), the identification of critical success factors in implementations (Cochrane’s observation of three mobile learning projects) and how such e-learning initiatives can be sustained within an institutional context (Gunn’s examination of the challenges of embedding ‘grass roots’ initiatives). Finally e-learning research is concerned with investigating the impact of emerging technologies on education – in this case Traxler’s discussion of mobile, largely student-owned, devices. Together these five papers demonstrate the scope of research in learning technology and it is with this in mind that we will soon be referring to this journal by its subtitle: Research in Learning Technology. DOI: 10.1080/09687769.2010.499207