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Beyond the baseline: working with e-learning champions to transform e-learning at a research-led university Jessica Gramp, University College London.

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Presentation on theme: "Beyond the baseline: working with e-learning champions to transform e-learning at a research-led university Jessica Gramp, University College London."— Presentation transcript:

1 Beyond the baseline: working with e-learning champions to transform e-learning at a research-led university Jessica Gramp, University College London

2 Outline Context Approach E-Learning Champions’ Network E-Learning Data Analysis Faculty E-Learning Reports Initial Successes Areas for Improvement Conclusion & Next Steps

3 Context: UCL - London’s Global University London’s first university - established 1826 Very strong research focus One of top 10 global universities Traditional campus-based teaching 24,000 students (40% postgraduates) 4000 academic and research staff 80+ departments Multidisciplinary e-Learning is ‘strategic’

4 How do students describe the use of technology in teaching at UCL? Dale, V, Rowett, S, Tyson, J. & Strawbridge, F. (2013) ISD student survey of IT services and facilities – Unpublished report, University College London.

5 How do we encourage and support the uptake of learning technology at UCL?

6 Approach Surveys Usage data: Moodle, lecturecast, Google E-Learning Champions’ Network Departmental Meetings Faculty E-Learning report Faculty meeting of E-Learning Champions’

7 Innovation Adoption Curve Adapted from Rogers, E.M. (2003) Diffusion of innovations. 5th ed. New York, Free Press. Laggards 16% Innovators (including e-learning champions) 2.5% Late Majority 34% Early Majority 34% Early adopters 13.5%

8 UCL E-Learning Champions For each department/division Academic champion Admin/support champion Role Develop departmental e-learning statements highlighting support needs. Work with ELE and CALT to support development. Measure and review departmental e-learning provision periodically, feeding back into departmental and central quality frameworks. Identify and help disseminate good local, UCL and sector- wide practice, and support local events and networks.

9 Champions to initiate institutional change CONFIRMATION KNOWLEDGE PERSUASIONDECISION IMPLEMENTATION e-learning support team influence e-learning champions & e-learning support team influence Adapted from Rogers, E.M. (2003) Diffusion of innovations. 5th ed. New York, Free Press.

10 Establishing communication channels Departmental meetings with Champions & HoDs E-Learning Wiki (Confluence Wiki) E-Learning Champions’ Network Moodle course E-Learning Yammer group (social networking) E-Learning Champions’ Newsletter (monthly)

11 E-Learning Data analysis Google analytics of Moodle usage –mobile access & devices –operating systems –web browsers Student IT survey Champions’ survey of e-learning priorities Lecturecast recordings Electronic Reading Lists Moodle course usage data

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13 E-Learning Champions’ survey key e-learning themes Video Lecture capture, “flipping” the lecture, developing short clips and demonstrations. E-assessment Turnitin for plagiarism detection and prevention, as well as marking using GradeMark comment banks; Moodle quizzes for diagnostic, formative and summative assessment; and providing feedback via lessons and quizzes. Collaborative & Group work Blogs, wikis and electronic voting handsets to initiate discussions; and audio for providing podcasts and group feedback to students. Online discussionForums, instant messaging, web conferencing and distance learning, including short courses and CPD. Classroom TechnologiesNew ways of presenting using tablets, online voting and electronic voting handsets. Young, C. (2013, March 15) Champions’ priorities? Video, assessment and feedback! E-Learning Environments’ Team Blog.

14 Faculty E-Learning reports

15 Initial successes E-Learning Champions’ Network Endorsement from Senior Management Innovative e-learning projects E-Learning use is slowly growing & maturing E-Learning Champions’ Newsletter

16 Areas for improvement Communications –Sharing good practice among colleagues –Sharing ideas & events –Difficult to find existing case studies –How many people are reading the e-learning newsletter?

17 Conclusion and next steps Special Interest Groups –video & media, digital literacies, e-assessment and feedback, social media, distance learning) Face to face events to supplement online activities –learning lunches, networking events Pass ownership of online spaces to Champions’ Student E-Learning Champions’ Network Further analysis of e-learning tools

18 Any Questions? Jessica Gramp -


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