Oxford Centre for Staff and
Learning Development
Oxford Centre for Staff and
Learning Development
Implementing the strategy
individual
institutional
departmental
Oxford Centre for Staff and
Learning Development
Federated
structure
Just another brick in the wall?
Semiautonomous
schools
Lack of
strategic vision
No Targets
Deans not
involved
HoDs not
involved
semesterisation
Local
needs
Local
cultures
No money
Initiative
overload?
Dispersed
support
services
Lack of
recognition and
reward
Portfolio review
Oxford Centre for Staff and
Learning Development
Understanding the context
Strengths
Brookes Virtual & WebCT
Energetic innovators
Pockets of good practice
Existing eL strategy
Weaknesses
Strategic direction & vision
Recognition and reward
Deans not involved
Ambiguous targets
Opportunities
HR Strategy
SD planning & PDR process
Funding
Threats
Review of course portfolio
Semesterization
Oxford Centre for Staff and
Learning Development
Implementing the strategy
• Harness the energy of our innovators to
drive change forward
• Make senior managers aware of the
groundswell of energy and good practice
already occurring
• Involve all stakeholders in the continuing
process of (re)defining an appropriate
strategic direction for e-learning at
Brookes.
Oxford Centre for Staff and
Learning Development
Managing educational change
Goal
setting
Policy
making
Planning
Evaluation
Implementing
Budgeting
Caldwell, B. & Spinks, J. (1988) The Self-Managing School, London,
Falmer Press.
Oxford Centre for Staff and
Learning Development
Targeted staff
development
Implementing E-learning @ Brookes
School supported
projects
Course design
intensive
School
strategies
E-learning
strategy
Exemplar
database
Learning
Technologists
& E-learning
Champions
SD/HR funding
Annual monitoring
& updating
Modes of
engagement
Research
& evaluation
Partnerships in Practice
Business Team Challenge
PGDip Embedding
Learning Technology
module
Oxford Centre for Staff and
Learning Development
Understanding your context
Take time to do a SWOT analysis of
your own e-learning context
Note
• some of the bricks in your
University’s wall(s)
• some of the levers available to you
for breaking open those walls
Oxford Centre for Staff and
Learning Development
E-learning Champions
• Write an e-learning strategy for their school
• Identify local areas of action
• Manage the learning technologist [in almost all
cases] and use that person’s time and skill to
shape school actions
• Consider staff development needs for the
school using a cascade model
Oxford Centre for Staff and
Learning Development
Advantages
• raises the profile
• local power base
• owned, local and relevant
eL strategies
• recognized longstanding
activity and rewarded
success
• a named group for
dissemination and upskilling
Disadvantages
• the skills, interests and
time allocated vary
• there is no central
resource
• objection to the name
• lack of a support group
Oxford Centre for Staff and
Learning Development
Learning Technologists
• Job description and person spec
• JISC/ALT funded project on accrediting learning
technologists
• Tiny amount of HR strategy funds
• Learning technologists forum
• Audit of current e-learning operation
• Exemplar showcase
Oxford Centre for Staff and
Learning Development
School strategies
• Template to aid strategic thinking and develop
action plan
• Covering memo explaining why
• Linked to staff development planning process
• Linked to LT&A strategy
• Promoted discussion and debate
• Short turnaround time
Oxford Centre for Staff and
Learning Development
M o d e 1 – b a s elin e c o u rs e a d m in istratio n a n d le a rn er s u p p o rt (e -L e arn in g
S tra te g y A c tio n 6 a )

Mode 1:
baseline admin and
support
M o d e 2 – b le n d e d le a rn in g le a d in g to sig n ific a n t e n h a n c em e n ts to le arn in g a n d
te a c h in g p ro c e s s e s

C o m m u n ica tio n

P ro vid e im p ro ve d tu tor-stu d e nt,
stu d e n t-stu d en t co m m u n ica tio n s,
m a in ly u sin g d iscu ssio n b o a rd s o r
e m a il. E n a b le stu d e n ts, e sp e cia lly
in d isp a ra te g ro u p ing s a nd
lo ca tio n s, to e xch a ng e in form a tio n ,
a sk q u e stio n s a n d d iscu ss issu es
re la tin g to th e co urse .
Mode 2: Blended
learning
B a se lin e co u rse a dm in istratio n a n d le a rn e r su p p ort (ch o se n from th e
fo llo w in g ): u se w e b to d istrib u te co u rse inform atio n a n d ca rry o u t co u rse
a d m in istratio n , e.g . a im s a n d o b je ctive s, a sse ssm e nt criteria /p rofo rm a s, p a st
e xa m q u estio n s a nd m o d e l a n sw e rs/a ssessm e nt sh e e ts, tim eta b lin g
a n n o u n ce m e n ts, re a d ing lists, tuto r co n tact d e ta ils, co u rse e va lu a tio n to o ls,
F A Q s, a d d itio n a l w e b re so u rce s, lin k s to fie ld le ve l re so u rce s, co urse /m o d u le
h a n d b o o k, le ctu re n o te s.

C o lla b o ra tio n
P ro vid e a p la tfo rm for co lla b o rative
stu d e n t p roje cts, in vo lvin g sh a re d
re sp o n sib ility for re so u rces a n d
o u tco m es. S tu d e nts u se
co m m u n icatio n to o ls a n d sh a re d
d ire cto ry to co lla b o rate o n ta sk
p ro ce sse s a n d o utcom e s.
Mode 3:
Fully online/flexible
A sse ssm e nt a n d fe e d b a ck
P ro vid e im p ro ve d fe e d b a ck to
stu d e n ts o n th e ir le a rn in g via
co m p u ter assiste d a sse ssm e n t fo r
e ith e r fo rm a tive (se lf-a ssessm e nt
a n d m o n itoring of prog re ss) o r
su m m ative (e xa m in a tio n a n d
g ra d in g ) p urp o se s o r b o th. M a y
in vo lve e le ctro n ic se ttin g ,
su b m issio n a n d retu rn of stu d e nt
a ssig nm e n ts u sing d ig ita l artefa cts
a n d p rofo rm a s w h e re o bje ctive
te sting in a p pro p ria te.

Q u a lity le a rn in g m ate ria l
D e ve lo p fle xib le a cce ss to h ig h
q u a lity, re u sa b le le a rn ing co nte nt,
w h ich m a y in clu d e stru cture d
g ate w a ys to w e b a n d o th e r
re so u rce s w ith a ccom p a n yin g se lfp a ce d in d e p e n d e n t le a rn in g
a ctivitie s, in te ra ctive tu to ria ls w ith
fe e d b a ck , sim u latio n s, stu d y a n d
le a rn in g sk ills re so u rce s a n d
a ctivitie s fo sterin g in d e p e n d e n t
le a rn in g .
M o d e 3 – o n -lin e c o u rs e /m o d u le

D e ve lo p co u rse /m o d u le prim arily o n -lin e , in co rp o ratin g a ll o r m ost of th e
a b o ve , fo r fle xib le d e live ry, a llo w in g le a rn e rs to le a rn a t tim es a n d p la ce s of
th e ir ch o osin g . L ik e ly to in clu d e le a rn in g m a teria ls, com m u n ica tio n b etw e e n
tu tor a n d stu d e nts, a sse ssm e n t a n d m o n ito ring of p rog re ss, le a rn er sup p o rt
a n d co u rse a dm in istratio n .
Oxford Centre for Staff and
Learning Development
School supported projects
• Business school - diagnostic testing of large,
first year cohorts to improve module selection
& team challenge
• School of Health & Social Care - to enhance
two very large multi-professional courses with
online activities
• Technology - to introduce large scale CAA for
formative feedback and diagnosis
• Theology - to convert paper-based DL MA to
online
Oxford Centre for Staff and
Learning Development
Targeted staff development
• The course
(re)design
intensive
• On-demand in
response to
specific needs
• Course teams
involving learning
technologists,
teaching fellows
and administrators
Oxford Centre for Staff and
Learning Development
•
•
•
•
Blue skies checklist
Risk analysis template
Critical friend prompts
Storyboarding
Planning tools
Oxford Centre for Staff and
Learning Development
Storyboarding
Oxford Centre for Staff and
Learning Development
Monitoring and evaluation
• Annual cycle of revisiting school strategies
linked to school staff development plans
• Annual interviews with e-learning champions
• Support in designing, conducting and analysing
course evaluations, e.g.
• Focus groups with Business Team Challenge
students
• Interviews with PiP staff and analysis of student
feedback
• JISC learner experience scoping study
Oxford Centre for Staff and
Learning Development
Summary of benefits
• Schools thinking more clearly about how to use
e-learning
• Stimulating the growth in the use of the Brookes
Virtual Learning Environment (WebCT) from
fewer than 250 learners in 2002, to nearly
15,000 today
• E-learning activists now working on key ‘school
supported’ initiatives
• Enabled us to reach and involve parts of the uni
who have been difficult to engage before
• Made explicit effective staff development
Oxford Centre for Staff and
Learning Development
What have we learnt?
Find opportunities to work with academics earlier
Work in wider (no – wider!) course teams
Use setting of absolute targets wisely
Allow for lumpy development e.g. through schools
setting their own agendas
Take the support of individuals and their career
development seriously
Use developers time in targeted staff development.
Find some from inside or outside the institution
Oxford Centre for Staff and
Learning Development
Revised E-learning strategy (2005-8)
aims to apply Learning Technology to the provision of flexible,
active, collaborative and professionally authentic learning
5 key projects
Supporting
e–learning
through
curriculum
design and
development
Developing,
enabling and
valuing e–
Learning
practitioners
Improving
and
expanding
environments
for e–learning
Widening
participation
and creating
effective e–
learning
partnerships
Researching
and
evaluating
e–learning
Oxford Centre for Staff and
Learning Development
Dr. Rhona Sharpe
Oxford Centre for Staff and Learning Development
Oxford Brookes University
[email protected]
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Implementing e-learning strategy at Oxford Brookes