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Project impact assessment of e-learning in the Extended Studies Academy Presented by Presented by Rose Masha: CLTD Rose Masha: CLTD Walter Sisulu University.

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Presentation on theme: "Project impact assessment of e-learning in the Extended Studies Academy Presented by Presented by Rose Masha: CLTD Rose Masha: CLTD Walter Sisulu University."— Presentation transcript:

1 Project impact assessment of e-learning in the Extended Studies Academy Presented by Presented by Rose Masha: CLTD Rose Masha: CLTD Walter Sisulu University

2 Extended Studies Academy Unit goals, objectives and strategies, encompass designing, developing and implementing an effective and efficient system-wide approach to student access and retention by assisting faculties and cooperating with related institutional units. Unit goals, objectives and strategies, encompass designing, developing and implementing an effective and efficient system-wide approach to student access and retention by assisting faculties and cooperating with related institutional units. The implementation of e-learning guided by the e-learning strategy /2012 within: The implementation of e-learning guided by the e-learning strategy /2012 within: - Tracking & Monitoring section - Writing Centres - Lifeskills - Academic Literacy - Computer literacy - Extended Programmes

3 NUFFIC Project The main objectives of the Netherlands Organisation for International Cooperation in Higher Education (NUFFIC) funded NPT Project centred around: The main objectives of the Netherlands Organisation for International Cooperation in Higher Education (NUFFIC) funded NPT Project centred around: - curriculum innovation at WSU, with the Schools of Engineering and Information Technology as pilots Information Technology as pilots - conducting institutional research in the form of throughput and employer studies - the establishment and implementation of e-learning - Staff development for improvement of throughputs - the review and development of the institutional quality policy as the main system and structure for managing throughputs Dwayi: 2011

4 Nuffic project terms of reference: ESA In 2009, four ESA staff members visited the Netherlands. In 2009, four ESA staff members visited the Netherlands. - become team leaders - develop e-learning materials informed by e-pedagogy and assessment practices - to cascade (through training) the concept of e-learning and e- assessment to colleagues in their respective sections. - Make follow-ups on their sections’ e-implementation plans and write reports for submission to the ETIU and ESA - Present at Grassroots events and e-learning conferences

5 WHAT IS A PROJECT? “An endevour in which human (or machine) material and financial resources are organized so as to undertake a unique scope of work of given specification, within constraints of costs and time, so as to deliver beneficial change by quantitative and qualitative objectives”, (Turner: 1996). “An endevour in which human (or machine) material and financial resources are organized so as to undertake a unique scope of work of given specification, within constraints of costs and time, so as to deliver beneficial change by quantitative and qualitative objectives”, (Turner: 1996).

6 THE PROJECT LIFE CYCLE Time Resources 0 Conceptualisation DesignImplementation Closure 6

7 WHO ARE THE STAKEHOLDERS? Students Students e-learning team leaders & lecturers (ESA & Extended Programmes) e-learning team leaders & lecturers (ESA & Extended Programmes) Departments Departments CLTD CLTD HEMIS HEMIS ICT ICT Funders Funders

8 METHODOLOGY Primary data Primary data - Structured questionnaires sent to 4 e- learning team leaders and 32 active (and non active) lecturers - Structured questionnaires to 289 students - Interview with 2 HEMIS officers Secondary data Secondary data - Video clip of an e-learning class - E-learning team term reports

9 7 ROLES OF THE e- learning EDUCATOR Learning area/subject/discipline specialist Leader, administrator Interpreter and designer of e-learning programmes and materials Competent e-Assessor Community, citizenship and pastoral role E-Learning mediator Scholar, researcher and lifelong learner and manager (Mc Grath: 2007)

10 FACEBOOK

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12 Project Manager Client Project Team Directly involved stakeholders Supportive and non-supportive stakeholders PROJECT ENVIRONMENT External stakeholders PROJECT STAKEHOLDER – SHOWS A RANGE OF PROJECT STAKEHOLDERS [BURKE, 2010]

13 SWOT ANALYSIS Strengths Strengths - Unlimited Internet access - 1 on 1 consultations - Already existing e-learning labs and assistants - Efficiency of ETIU in training implementation and support Opportunities Opportunities - Utilization e-learning during class disruptions - Facilitate lessons in different campuses - Students having cellphones Weaknesses Weaknesses - Unreliable network - Development of initial material - Insufficient lab space for big classes Threats Threats - Fear of computers - Unwillingness of lecturers to ditch traditional practices - Lack of funding to sustain the project Internal Environment External Environment

14 StakeholderInterestPriority of Interest Impact of interest on project using electronic media to learn, independent learning A, B, D, C InformConsultPartnerControl Conceptualization Design Implementation Handover Stakeholder Table Influence / Importance Matrix Participation Matrix Importance Influence A. Students B. Lecturers C. ICT, HEMIS D. Project Team: CLTD Throughput and retention, self-dev IT support as part of dept strategies Project success ESA e-learning implementation

15 Project’s alignment to objectives Were the objectives of the project achieved in ESA? Were the objectives of the project achieved in ESA? Yes (67 lecturers and 743 students) Yes (67 lecturers and 743 students) and not completely- staff do not use WiSeUp as much as they should: and not completely- staff do not use WiSeUp as much as they should: - Infrastructure - Time to develop materials - Not competent enough to use Respondus for e- assessment - Attitude change

16 Need to polish-up existing skills Although 67 lecturers were trained, 53% never put these skills in practice fully, citing reasons around infrastructural issues… contradiction at times, especially with the BC staff members. Although 67 lecturers were trained, 53% never put these skills in practice fully, citing reasons around infrastructural issues… contradiction at times, especially with the BC staff members.

17 GAP BETWEEN STRATEGY AND EXECUTION The lack of integration between WiSeUp and ITS and HEMIS continue to pose structural challenges for effective management of the online learning management system and the optimal use of this system for such important activities as tracking and monitoring of student performance (Dwayi: 2011) The lack of integration between WiSeUp and ITS and HEMIS continue to pose structural challenges for effective management of the online learning management system and the optimal use of this system for such important activities as tracking and monitoring of student performance (Dwayi: 2011)

18 Conclusion: project phaseout Conclusion: project phaseout By definition, projects (and even life cycle phase) have an end point. Closing out is a very important phase in the project life cycle, which should follow particular disciplines and procedures with the objective of: By definition, projects (and even life cycle phase) have an end point. Closing out is a very important phase in the project life cycle, which should follow particular disciplines and procedures with the objective of: Effectively bringing the project to closure according to agreed-on contractual requirements. Effectively bringing the project to closure according to agreed-on contractual requirements. Analysing overall project performance with regard to financial data, objectives, and technical efforts. Analysing overall project performance with regard to financial data, objectives, and technical efforts. Identifying and pursuing follow-up or sustainability activities Identifying and pursuing follow-up or sustainability activities

19 Recommendations Continued Grassroots events Continued Grassroots events E-learning interest groups E-learning interest groups Use of OpenCourseWare Use of OpenCourseWare Improvement of ICT support infrastructure Improvement of ICT support infrastructure Establishment of common shared folder on WiSeUp Establishment of common shared folder on WiSeUp The appointment of e-Learning specialists for Potsdam and Zamukulungisa sites The appointment of e-Learning specialists for Potsdam and Zamukulungisa sites More lecturers to be trained in Respondus More lecturers to be trained in Respondus Incorporating e-learning as part of curriculum innovation Incorporating e-learning as part of curriculum innovation

20 End of presentation Thank you


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