Collaborative Learning EnvironmentPreliminary Report - DRAFT

November 2008

Definition

• The CLE is a virtual community platform that advances learning and knowledge creation through the innovative and effective use of technology.

Vision

The CLE…• connects the physical and virtual learning environments

and integrates with technology-enhanced learning spaces.• supports inter-professional education and collaboration by

facilitating the sharing of expertise and resources. • enhances content discovery by learners and instructors. • supports courses and curriculum. • provides collaborative spaces for non-course-based

learning activities.• overcomes barriers of physical distance and disciplinary

silos.

Vision

The CLE…• facilitates learner's ownership of his/her learning.• adapts, leverages, and incorporates new and

emerging technologies and trends. • is supported by an evidence-based evaluation and

research program. • supports research and innovation in education. • harnesses the power of educational innovation and

information technology to advance UCSF as a global leader in health sciences education.

About the Platform

• web-based environment

• integrates multiple tools and services customized to meet UCSF's needs

• employs standards-based solutions leveraging open source solutions where possible

• provides an integrated user experience

• provides a centralized environment and the flexibility to distribute content and functionality across other systems

Timeline – Phase I

Fall 2008 Initial launch of Moodle system foracademic instruction, including some courses from each school.

8/2008 - 7/2010 Migration of courses from WebCT to new CLE to complete in July 2010.

9/2008 - 7/2010 Two systems run in parallel.

Fall 2010 All content available on new system and WebCT retired.

Success Outcomes to Date

• Gwen, Chris and faculty: add here examples of evidence of success related to our vision statements such as facilitating learner’s ownership of learning and incorporating new technologies

• Gwen & others: Include quotes from students

• Gail/Brian: illustrate migration progress graphically

Success Outcomes to Date

• Infrastructure

• Migration progress

• CLE vision elements

Infrastructure & Migration

Sep-08 Fall Qtr 2008 Winter Qtr 2009 Spring Qtr 2009 Summer Qtr 2009 Fall Qtr 2009 Winter Qtr 2010 Spring Qtr 2010 Jun-10

CLE available

Fall quarter SOD course migration

Selected SON course migration

Academic course migration 25% complete

Winter quarter SOD course migration

Selected SOP course migration

Ongoing migration

Academic course migration 25% complete

SOM migration planning

SOM migration

Course migration 80% complete

Transfer non-academic courses to SumTotal LMS

Course migration 100% complete

Decommission WebCT

Vision elements: new technologies and overcoming distance

• Faculty utilizing new functionality– Blogs, social networking

• Students taking online exams off-campus

• Faculty incorporating video and/or web conferencing

• Faculty experimenting with wiki

• Faculty experimenting with social networking tools external to the CLE

Vision element: learner-centered

• SOD students use blog for individual learning plans and self-reflectionDS1: Reflecting on clinic lets me figure out what I need to work on in the subsequent clinic rotations.... I can apply similar reflection techniques to PRDS.

• SON forum activity is brisk, stimulating, and valued

Near Term Work Plan

• Foundational Work

– Establish and engage Advisory Group with broad representation (faculty, staff, and students)

– Define CLE

– Define success outcomes & identify risks

– Develop mechanisms for student input

– Identify needs to help set priorities

– Review and summarize literature

• Integration Projects

– Provide input on Library/SOM Ilios Project

– Provide guidance on enrollment strategies

SON Examples of CLE in Action

Significant level of forum

activity

Drop Box for Group

Assignment

Group Wikis

This course makes good use of the active learning / social networking tools. In addition to the resources that have been placed within each week, students are expected to actively engage with each other using discussion forums, wikis, and group assignments. The design of the course supports, encourages, and acknowledges participation.

(Used with permission)

This course makes good use a variety of the resource and activity tools:• Links to files and

websites• Questionnaires• Forums• Case Studies• Weekly Readings• And more …

Activities and resources are designed and placed to augment guest speakers (pre- and post-lecture).

(Used with permission)