1. E-activity at Shetland College Simon Clarke

2. Shetland College, Lerwick Most northerly FE college in UK – same latitude as Alaska. Serves a local population of 22,000. 150 FT and 1200 PT students. Partner in UHI.

3. UHI e-activity e-technology central to UHI mission. Access to high quality infrastructure. Centrally supported services such as;  Groupwise email.  SITS student records system.  Virtual learning environment(s).

4. Video Conference Teaching Shetland College students. Inverness College lecturer.

5. Potential for e-activity Shetland College should be making heavy use of technology to overcome its circumstances. Has the opportunity to do so through its involvement with UHI.

6. Audit at Shetland Lacks a strong template for e-learning. No systematic evaluation specifically of e-learning. CPD in the area of e-activity available, but not strategically directed.  True even of college sections heavily involved in networked delivery of HE.

7. Impact on Staff and Students Isolated examples of innovation and good practice, but institution as a whole under-performing. Endless reinvention of the wheel – in a variety of shapes! Students getting an inconsistent experience.

8. Explaining Strategic Failure Many staff are knowledgeable and committed. Shetland College is relatively well resourced. Failure is mainly organisational.

9. UHI - Partner College Relationship Responsibility has fallen between college and UHI managements. College has expected UHI to offer a strategic lead. UHI has felt it lacked the authority for more than an advisory role.

10. Solutions UHI response will be part of the answer - need to lobby for change. College needs to accept responsibility – act locally without waiting for instructions from above.

11. Programme of Action Actively identify good practice – establish a basic template for e-activity. Set much higher expectations for e- activity within the college. Explicitly monitor and support e-activity. Accept that this is going to be a long process not a quick fix.

12. Examples Changes to college forms and procedures for a much more explicit focus on e-activity.  Staff review and CPD planning actively consider e-activity needs, of the institution as well as the individual.  Section development plans require active consideration of the e-dimension.

13. Conclusions Can make a significant start with relatively small changes. Certain the college will score much better in any future e-maturity survey. Ultimately a more effective institution and better students experience.

14. Wider Significance Always fun to see others have made elementary mistakes! Good practice doesn’t spread very far without active encouragement. Co-ordination from above is the ideal, but not if you have to wait for it. Don’t wait passively for direction – fill the policy vacuum at whatever level you are at.