1. © University of Reading 2006www.reading.ac. uk12 November 2015 HEA e-Learning Benchmarking and Pathfinder Project Professor Ginny Gibson & Maria Papaefthimiou Director of Teaching and Learning e- Learning Manager FESS CDOTL

2. Agenda What was the e-learning benchmarking exercise? What did we learn about Reading? Where did Reading stand against the benchmark group? What actions have emerged? What is the Pathfinder project?

3. What was the e-learning benchmarking exercise? Sponsored by the HEA with a focus on process and structures for managing e- learning Run by the Observatory for Borderless Higher Educations (OBHE) with a self reflective methodology Brought together 20 HEIs to form the “Benchmark group” including Birmingham, Bournemouth, Brunel, Cambridge, De Montfort, Exeter, Greenwich, Hull, Keele, London South Bank, Middlesex, Westminster Aim: to help institutions understand their own position regarding the development of e-learning in relation to other HEIs

4. What did we learn about Reading? - what have we done well Developed strong operational platform E-learning (ICT in T&L) on the Strategic T&L agenda for over 6 years Encouraged and supported academic staff and engendered sustained enthusiasm Created Community of Practice Fostered an environment where academics have a sense of ownership and control of their innovations

5. What did we learn about Reading? - where can we improve Lack of clarity between the “core business” strategies (T&L, Research and Enterprise) and the “resource strategies” which support these (IT, Library, Estates, Personnel etc.) Lack of connection between the e- learning strategy and the resourcing decisions / bids Few mechanisms for evaluating the costs and benefits of various e-learning activities in order to set priorities Lack of clarity of the role and position for e-learning in the enhancement agenda Variability in student experience of e- learning

6. What did we learn about Reading? - what are we particularly good at Development and support of “academic champions” who have acted as early adopters and change agents within their Schools and beyond The quality and embedding of e-learning training The provision of effective daily support for users Creation of strategic committee for the use of ICT in T&L Non-prescriptive, evolutionary and flexible approach to the development of e-learning

7. Where did Reading stand against the benchmark group? e-Learning Strategy Development +++ Collaboration and Partnerships ++ Management and Leadership of e-Learning +/- Resources for e-learning and Value for Money +/o e-Learning Delivery ++ e-Learning and Students +/o e-Learning and Staff ++ Communications, Evaluation and Review o/- Key: + towards top of group o middle of group - toward bottom of group

8. What actions have emerged? Ensure that e-learning strategy and the revised University T&L Strategy are aligned Sustainable resourcing for e-learning Develop a robust process for evaluating the costs and benefits of e-learning activities Monitor student expectations and student experiences Embedding e-learning- Going beyond the “champions”

9. What is the Pathfinder project? From Assurance to Enhancement- Reforming the Quality Management Processes Aim To develop a process that will enable Schools to drive forward enhancement To improve current institutional support and develop a more proactive approach to working with Schools To appropriately embed e-learning in the design, development and delivery of programmes