Institutional embedding of e- learning: findings from the Adelie Pathfinder project Alejandro Armellini and Sylvia Jones Beyond Distance Research Alliance University of Leicester

The Adelie Project HEA Pathfinder pilot project Aims to embed good e-learning practice with a focus on re- designing to meet the e-learning needs of specific academic departments. Brings together pedagogy, subject knowledge and e-learning design

The learner experience Institutional change Online teaching practice: re-designing for learning

Contact meeting with dept CARPE DIEM Depts re- assess plans Plan and imple- ment Evaluate and re- design Patterns of implementation Types of e-tivities Review and re-design Developing a framework for implementation

No action Teams plan to incorporate e-learning but are still developing the course Teams imple- ment e- learning design Teams review their ideas and re- design the course based on the pilot Further help requested Steps towards embedding and framework for implementation

E-tivity type FeaturesEvidence Essay in hiding New technology, old method. Long task. A typical beginning: “ read the chapter and make notes …” Single answer The output is a right answer, with no extension, elaboration or opportunity for sharing of ideas. An online multiple- choice, matching exercise or crossword. Fuzzy rhetoric The e-tivity may aim at collaboration but its design leads to confusion. “ Critically appraise the following article ”. Fit for purpose Each feature or online tool is used effectively for what it does best, maximising engagement and focus. A range of e-tivities designed by some of the course teams.

Links between e- tivities & assessment RationaleTutors' actions 1 Output of e-tivities is (part of) the assessment. All e-tivities designed to be assessed and may replace essay. Assessed after submission. 2 Two sets of e- tivities: compulsory and optional. The former to carry a proportion of grade and may replace essay, the latter not formally graded. Assess compulsory e-tivities. Some e- moderation and monitoring needed. 3 E-tivities are optional, but their output builds towards an assessed assignment. E-tivities designed to align the development of ideas and content with the requirements of a subsequent assessed assignment. Formative feedback as part of sustained e-moderation is paramount. 4 E-tivities are optional (not assessed). Keen students given opportunity to learn more. E-moderation key to maximise learning opportunities and do justice to contributions.

E-tivity 3a: Is Performance Appraisal Working? This e-tivity is not the assignment itself. It helps you plan the content of the report you are required to submit for assessment. You have been given privileged access to one document and two audio recordings. All parties have given their consent for you to see and use this information, which will help you understand some of the issues that you could include in your report. (1) Document: Job, performance and statistics information.docJob, performance and statistics information.doc (2) Interviewer Training Audio File (55 seconds). (3) Audio File of a "typical" performance appraisal for In-Branch Customer Services Staff (2 minutes and 34 seconds). Purpose To identify and elaborate on three key issues on performance appraisal. Task Identify 3 major issues that arise when you have listened to and read these resources. In no more than 150 words explain why you have chosen these 3 issues. Post your message to the discussion group by Friday 2nd March Post your message to the discussion group Respond By the Friday 9th March 2007 return to the forum and elaborate on one or more of your fellow participants’ posts, responding to their arguments.elaborate on one or more of your fellow participants’ posts

Interactive design Patterns of implementation Collaborative knowledge construction

Discipline Carpe Diem Participants Level On campus students DL Company Law5UG  Modern Languages5UG  Geology4UG  Occupational Psychology5PG  Criminology (2 groups)10UG & PG  Education (2 groups)14PG  Media Studies6PG  Institute of LLL4PG  Labour Market Studies6PG  Inter-Prof Education (Medicine) 6UG  Medical Education Skills5PG & CPD  Geography6PG  Total76

Capacity building Pedagogic Increased ability to apply technology to teaching & learning Greater capacity to design for collaboration and interactivity in e-learning Institutional/departmental Sustained departmental team planning of courses Implications for staff time to plan courses Implications for policy around assessment

The learner experience Institutional change Online teaching practice: re-designing for learning

Conclusion Adelie is helping UoL build capacity in e- learning design in terms of –Understanding of pedagogy –Technology-enhanced learning –Departmental change Many thanks to Helen Whitehead, Learning Technologist on the Adelie team