Developing networked learner support in UK higher education Perspectives from the NetLinkS project Phil Levy, UK-Nordic Conference 1997

Overview Research background Networked learner support (NLS) Adapting to NLS –which staff? –which skills? –routes to continuing professional development? –the organisation’s task? Developing NLS: an integrated view

R&D background Conceptual framework NetLinkS project –Focus groups Interviews CPD provision (action research)

A new educational space Transition towards “virtual” campus is clear –network infrastructure increasingly exploited for resource-based, open & distance learning & research Needs & opportunities –to deliver high quality information support across the networks –for information support staff to develop new educational role

Networked learner support l Networked delivery of user education, information skills training, reference/enquiry assistance » - Web - text, video, audio conferencing l Support for technical aspects of information/communication resource use l Support for the “information curriculum” in networked learning

Networked learner support l An educational role for information staff involving: »New partnerships between information, IT & academic staff »Cross-disciplinary skills & hybrid roles »Innovation and management of cultural change

Adapting to NLS: which staff? Heterogeneous group of staff –library/info specialists –“converged” roles (IT/info hybrids) –teaching/learning support staff –academic staff Collaboration, co-ordination Role perceptions, cultural change

Adapting to NLS: which skills? IT/network skills (grey areas...) Information discovery, evaluation, use Awareness & skills in on-line education –relevant networked technologies –current initiatives & good practice –involvement in professional forums on educational matters

Adapting to NLS: which skills? Awareness & skills in on-line education –awareness of local educational “cultures” –how people learn on-line (learning needs, styles, pedagogic approaches) –on-line communication skills (writing/speaking, diverse technologies) –design of on-line learning materials, tutoring Team-work skills Promotional & change management skills

Adapting to NLS: CPD NetLinkS –nls-forum discussion list –Web site –on-line course –

Adapting to NLS: the organisation’s task? Need for: –a strategic approach –dependent on local circumstances/roles –taking into account diverse CPD needs of a range of staff –building on multi-disciplinary expertise & interest –adequately resourced

Developing NLS: an integrated view NLS is about contributing to the development of a new & radically “converged” educational environment: information staff & services are key stakeholders & must be proactive in institution- wide, departmental and individual change The basis of strategies for organisational & professional development must be an integrated view of the support needs of the networked learner, teacher, researcher

Cultural change Change is not just a matter of adopting different tools & developing new skills, but – “a shared change in vision, between the learners, teachers, and support services as well.” (Research respondent) Change strategies must address core attitudes & assumptions underpinning professional roles & relationships as well as technical expertise - a key challenge for national & institutional change initiatives.