1. It’s the curriculum stupid!! Why pedagogy should drive the MLE. University of Durham 11 December 2001 Cathy Ellis cathy.ellis@citysun.ac.uk

3. BUSINESS DRIVERS CURRICULUM DRIVERS TECHNOLOGY DRIVERS Efficiency New markets Commercialisation Higginson (1996) Stevenson (1997) Dearing (1997) UFI (1999) Curriculum 2000 Internet Increased PC ownership Cultural saturation 1. The driving forces underpinning MLE development

4. ‘We wish to see a society within 10 years where ICT has permeated the entirety of education (as it will the rest of society) so that it is no longer a talking point but rather taken for granted - rather as electricity has come to be.’ Stevenson Report, June 1997 1. The driving forces underpinning MLE development

5. National Learning Network NGfI ILT Strategy BECTA Materials Development JISC & UKERNA Connectivity RSCs LSC National Targets

6. ILT STRATEGY 2000-2003 1. The driving forces underpinning MLE development INFRASTRUCTURE AND HARDWARE ISSUES STAFF AND ILT LEARNERS, LEARNING AND THE CURRICULUM ILT IN MANAGEMENT AND ADMINISTRATION

7. ‘Exemplary ILT strategies all started from a pedagogical and curriculum focus and had a clear vision of how technology should serve learners.’ Ferl, June 2001 1. The driving forces underpinning MLE development

8. Is popular Increases standards Improves retention Increases the impact of the learning experience Promotes inclusion John Harwood, CEO, Learning & Skills CouncilOctober 2001 E-learning is important because it:- 1. The driving forces underpinning MLE development

9. FUNDING ILT IN FE IMPLEMENTING ILT IN FE 1999-2000 FE spend £170m National Learning Network: £74m in 1999 2001 Further £84m allocated ILT Strategy 1:5 ratio of Internet connected PCs Robust network minimum 100Mb/s 2Mb/s JANET connection to all colleges 2. The ILT Strategy in FE

10. HE CONTEXT C& IT FE CONTEXT ILT Global market Research Level 4+ Local market Widening Participation Level 1+ National Targets 2. The ILT Strategy in FE

11. 3. From ILT Strategy to VLE Practice in FE

13. Part of a series of investments to support learning Supplement not replacement model COSC Curriculum agenda CITY OF SUNDERLAND COLLEGE APPROACH TO A VLE:- 3. From ILT Strategy to VLE Practice in FE

14. PAGE MATHS PSYCHOLOGY (85 students) (230 students) Announcements 5071196 Course Information 983622 Course Documents 8412906 Assignments 4913947 External Links 157282 TOTAL 2979 8953 COSC PILOT JAN-JUNE 2001 3. From ILT Strategy to VLE Practice in FE

15. Staff driven - staff editorial control Introduce to all full-time AS subjects for Sept 2001 Robust, reliable and easy to use CONCLUSIONS FROM PILOT 3. From ILT Strategy to VLE Practice in FE

16. Computing Carpentry Business Hairdressing Health and Social Care Childcare and Education (DNN) (CACHE) Early Years Education ICT Double Award Construction and the Built Environment Vocational Subjects 4. Embedding the VLE in the curriculum

17. SUMMARY OF USAGE 4. Embedding the VLE in the curriculum

18. HITS PER MONTH 4. Embedding the VLE in the curriculum

19.  Skills teachers  Changes teaching practice  Changes learners  Provides variation in learning (core & extension)  Spontaneous  Major tool for assessment & tracking  Informs teaching practice 4. Embedding the VLE in the curriculum Lecturers Conclusions A VLE :-

20.  Students are using Blackboard regularly (engagement)  Discussion forum proving popular (communication)  Text messaging language - a challenge for staff  Students are asking to participate in hosting content eg presentations, revision notes  Students contributing to VLE development 4. Embedding the VLE in the curriculum Students Conclusions

21. Curriculum content Tracking Communication Tools Interpreting & analysing data Using data to inform teaching M.L.E. Assessment It’s the curriculum stupid!! Why pedagogy should drive the MLE

22. To see a Blackboard course at COSC go to:- http://blackboard.citysun.ac.uk Username: cosc Password: sunderland