ALT-C, University of Leeds, September 2008 Longitudinal survey of technology enhanced learning in UK higher education Tom Browne, University of Exeter.

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Presentation transcript:

ALT-C, University of Leeds, September 2008 Longitudinal survey of technology enhanced learning in UK higher education Tom Browne, University of Exeter Martin Jenkins, University of Gloucestershire Richard Walker, University of York

ALT-C, University of Leeds, September – why another survey? Written in 2001: UCISA is aware that a number of issues relating to VLEs are having a significant impact on Computing/Information services. They also represent cultural challenges for both academic staff and students in how they engage with their learning and teaching. Issues relate to choosing a VLE, its implementation, technical support and a whole range of support, training and pedagogic issues relating to its use. Replace VLE with TEL – text just as valid today!

ALT-C, University of Leeds, September 2008 Why now? Impact of HEA Benchmarking programme Institutional focus Challenge of Web2.0 Personalised, disruptive(?) Impact of HEFCE (OK, only England) e-learning strategy Support from HELF, ALT to continue analysis Support from JISC with some funding Stimulus of UCISA Top10 concerns (2006/7)

ALT-C, University of Leeds, September 2008 The Questions Old and New Removed ‘bean-counter’ questions Added questions to capture impact of Web2.0 5 sections Factors encouraging development of TEL Strategic Questions TEL currently in use Support for TEL tools Looking to the Future

ALT-C, University of Leeds, September 2008 The Survey VLE == MLE == e-learning == TEL 74 responses from 164 (=45%) Good spread by UK-country and Type of university 20 institutions not responded to earlier surveys 28 responded to both 2003 and 2005 surveys 7 responded to 2005 survey 19 responded to 2003 survey So not getting same cohort; results show consistency

ALT-C, University of Leeds, September 2008 Drivers ‘Enhancing the quality of learning and teaching activities’ – primary driver – longitudinal trend ‘Meeting student expectations’ is increasingly important ‘ Committed local champion’ continues to be the strongest influence on the rate at which TEL is developed ‘Availability of internal funding’ also continues to be very ‘important.

ALT-C, University of Leeds, September 2008 Barriers to development Top ranked barriers Lack of time (still the most significant barrier) Lack of academic staff knowledge Lack of money (especially in Pre-92 institutions) Institutional culture Lack of support staff Lack of recognition for career development Barriers generally ranked lower in Post- 92 institutions – except for career development

ALT-C, University of Leeds, September 2008 Barriers over time Top 7 of 16 rankings Extent to which lack of... Is a barrierRank 08Rank 05Rank 03 Time112 Academic staff knowledge274 Money321 Institutional culture48- Support staff535 Career development recognition64- Academic staff development64-

ALT-C, University of Leeds, September 2008 Institutional TEL provision Blackboard is the most common ‘Enterprise’ solution VLE (47%) Moodle is the most commonly used VLE (55%) But only 11% as main VLE Reduction in number of systems used since 2005

ALT-C, University of Leeds, September 2008 Web 2.0 provision Increase in Web 2.0 tools Provided both centrally and locally Centrally ProvisionDevolved provision Blog72%46% Podcasting69%31% E-portfolio68%11% Wiki64%34% Social bookmarking28%30%

ALT-C, University of Leeds, September 2008 New demands New demands expected by respondents: Streaming media Mobile computing Podcasting Web 2.0 Digital repositories E-assessment E-portfolios Recording of lectures

ALT-C, University of Leeds, September 2008 Usage trends Category A – web supplemented; Category B – web dependent: : (i) content; (ii) communication: (iii) both; Category C – fully online courses

ALT-C, University of Leeds, September 2008 Support Trends Support for TEL is provided by a range of units. There is a differentiation of roles within the different support units ranging from technical support to pedagogic support. Post-92 institutions have larger Education Development Units with greater numbers of academically-oriented support staff. Pre-92 institutions appear to provide more support locally.

ALT-C, University of Leeds, September 2008 Units providing support IT Support Unit Systems support, network, infrastructure and server support, helpdesk, troubleshooting LTSU Support for staff using TEL. Content development, staff development, advising EDU Pedagogical development Other Pedagogic and technical. Specific technologies and projects

ALT-C, University of Leeds, September 2008 Staffing levels IT Support UnitLTSUEDUOther Learning technology staff IT support staff Administrative staff Academic staff Other staff Mean Total Numbers are averages

ALT-C, University of Leeds, September 2008 Conclusions Web2.0 presents both: Greatest opportunities Greatest challenges Staff Skills Greatest challenge Staff development Primary remedy

ALT-C, University of Leeds, September 2008 What next? Questions for you! Online discussion of the Report? How useful are these snapshots? How would you like such information in the future Collected? Disseminated? What are the key limitations of such a survey?

ALT-C, University of Leeds, September 2008 Survey available on UCISA web site