Institutional embedding of e-learning: findings from the Adelie Pathfinder project

Alejandro Armellini and Sylvia JonesBeyond Distance Research Alliance

University of Leicester

The Adelie Project

• HEA Pathfinder pilot project• Aims to embed good e-learning

practice with a focus on re-designing to meet the e-learning needs of specific academic departments.

• Brings together pedagogy, subject knowledge and e-learning design

The learner experience

Institutional change

Online teaching practice: re-designing for learning

Contact meeting

with dept

CARPE DIEM

Depts re-

assess plans

Plan and imple-ment

Evaluate and re-design

Patterns of implementation

Types of e-tivities

Review and re-design

Developing a framework for implementation

Noaction

Teams plan to

incorporate e-learning

but are still developing the course

Teams imple-

ment e-learning design

Teams review their ideas and re-

design the course

based on the pilot

Further help requested

Further help requested

Steps towards embedding and framework forimplementation

E-tivity type

Features Evidence

Essay in hiding

New technology, old method. Long task.

A typical beginning: “read the chapter and make notes…”

Single answer

The output is a right answer, with no extension, elaboration or opportunity for sharing of ideas.

An online multiple-choice, matching exercise or crossword.

Fuzzy rhetoric

The e-tivity may aim at collaboration but its design leads to confusion.

“Critically appraise the following article”.

Fit for purpose

Each feature or online tool is used effectively for what it does best, maximising engagement and focus.

A range of e-tivities designed by some of the course teams.

Links between e-tivities & assessment

Rationale Tutors' actions

1Output of e-tivities is (part of) the assessment.

All e-tivities designed to be assessed and may replace essay.

Assessed after submission.

2Two sets of e-tivities: compulsory and optional.

The former to carry a proportion of grade and may replace essay, the latter not formally graded.

Assess compulsory e-tivities. Some e-moderation and monitoring needed.

3

E-tivities are optional, but their output builds towards an assessed assignment.

E-tivities designed to align the development of ideas and content with the requirements of a subsequent assessed assignment.

Formative feedback as part of sustained e-moderation is paramount.

4E-tivities are optional (not assessed).

Keen students given opportunity to learn more.

E-moderation key to maximise learning opportunities and do justice to contributions.

E-tivity 3a: Is Performance Appraisal Working?This e-tivity is not the assignment itself. It helps you plan the content of the report you are required to submit for assessment.

You have been given privileged access to one document and two audio recordings. All parties have given their consent for you to see and use this information, which will help you understand some of the issues that you could include in your report.(1) Document: Job, performance and statistics information.doc(2) Interviewer Training Audio File (55 seconds).

(3) Audio File of a "typical" performance appraisal for In-Branch Customer Services Staff (2 minutes and 34 seconds).

Purpose To identify and elaborate on three key issues on performance appraisal.

TaskIdentify 3 major issues that arise when you have listened to and read these resources. In no more than 150 words explain why you have chosen these 3 issues. Post your message to the discussion group by Friday 2nd March 2007.

RespondBy the Friday 9th March 2007 return to the forum and elaborate on one or more of your fellow participants’ posts, responding to their arguments.

Interactive design

Patterns of implementation

Collaborative knowledge

construction

DisciplineCarpe Diem Participants

LevelOn

campus students

DL

Company Law 5 UG

Modern Languages 5 UG

Geology 4 UG

Occupational Psychology 5 PG

Criminology (2 groups) 10 UG & PG

Education (2 groups) 14 PG

Media Studies 6 PG

Institute of LLL 4 PG

Labour Market Studies 6 PG

Inter-Prof Education (Medicine)

6 UG

Medical Education Skills 5 PG & CPD

Geography 6 PG

Total 76

Capacity building

Pedagogic

Increased ability to apply technology to

teaching & learning

Greater capacity to design for collaboration and interactivity in e-learning

Institutional/departmental

Sustained departmental team planning of courses

Implications for staff time to plan courses

Implications for policy around assessment

The learner experience

Institutional change

Online teaching practice: re-designing for learning

Conclusion

Adelie is helping UoL build capacity in e-learning design in terms of– Understanding of pedagogy– Technology-enhanced learning– Departmental change

www.le.ac.uk/adelieMany thanks to Helen Whitehead, Learning

Technologist on the Adelie team