1. 1 elearning@SHU – a case study Paul Helm Associate Head: Learning Technology p.a.helm@shu.ac.uk www.shu.ac.uk/e-learning

2. 2 A bit of context –There is a need for research on university teaching, including the application of the new methods of communication made available by modern technology. The need is now for experiment –Conventional teaching procedures are based on lectures – there needs to be a re-examination of both the purposes and techniques involved and more extensive use made of new methods –The programme was launched to encourage the higher education sector to work collaboratively and explore how new technologies could be exploited to improve and maintain quality within teaching

3. 3 SHU Learning, Teaching and Assessment Strategy Teaching Quality Enhancement –Flexible learning opportunities –Appropriate use of ICTs –Support for a diversity of learners

4. 4 Drivers External –Govt initiatives, LLL, LearnDirect, e-university –Employers –Competition in HE sector Internal –Pedagogy –Student expectations –Staff interest Contradictory – quality, cost, effectiveness

5. 5 Choices The do nothing university Borderless education The add on solution Full integration Partial integration Phased?

6. 6 Choices Learner strategies Student support Staff development Balance between conventional and e- learning approaches Quality and standards Selective and developmental change

7. 7 Barriers Infrastructure –Support IT? Or learning and teaching? Time Academic view of e-learning: –Different vocabulary; relies on IT; academic dependent on expertise of others; privacy and ownership; disaggregate the teaching role; another weapon in the armoury;

8. 8 Successes Hybrids, breaking down barriers Secondments Different types of support, (different types of dependency) Student feedback Low tech innovations Devolved approach

9. 9 Could do better Portal wars The enthusiasts Staff feeling exposed CAA Devolved approach

10. 10 Trends Face to face learning opportunities will continue for most students Viral growth in web enabled/supported learning The imperative of the networked university Opportunities and challenges of (dis)investment

11. 11 A glimpse of the future The “new” students From enquiry and application to enrolment Cohort management, records, progress files Synchronous and asynchronous interaction Timed release of content/activities Assessment (self, formative, summative)