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Working with VLEs- being a strategic practitioner Kathy Wiles

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1 Working with VLEs- being a strategic practitioner Kathy Wiles

2 Background zThe strategic context-HEFCE and DfES zWorking within an institutional strategy zBeing a strategic practitioner zMoving beyond the VLE

3 Foundation of DfES e-learning strategy ze-Learning is one of the drivers of the knowledge economy ze-Learning can reduce social exclusion (from education and the workforce) ze-Learning must be successful because we have invested so much in it ze-Learning should be pedagogically sound

4 Consequences for education zThere will be greater investment in e- learning, especially in schools zKnock-on effect: students will be better equipped and make greater demands of technology and of us zMore research into whether e-learning is effective will be funded zPressure to be cost-effective and demonstrate enhancement will increase

5 HEFCE e-learning strategy z7 strands Research, evaluation and strategic review Strategic and change management and funding for sustainability Curriculum design, development and pedagogy, and human resources Learning resources Collaboration, progression and student support Quality Infrastructure and standards

6 Consequences for the practitioner zYou will be expected to be strategic zYou may find yourself contributing to institutional strategy zYou may be put under pressure to collaborate zYou will have to consider reuse and interoperability issues zIPR will become very important to you zYou will be expected to carry out more research/evaluation zThere may be some recognition and reward

7 A typical e-learning strategy c.2000 zWe are one of the leading institutions in the use of ICT to support learning and teaching. To further develop our strategy every school will be required to put 20% of its modules online by 2005

8 A typical e-learning strategy c.2000 zWe are one of the leading institutions in the use of ICT to support learning and teaching. To further develop our strategy every school will be required to put 20% of its modules online by 2005

9 A typical e-learning strategy c.2000 zWe are one of the leading institutions in the use of ICT to support learning and teaching. To further develop our strategy every school will be required to put 20% of its modules online by 2005 teacher resources student L&T HR development estates

10 The new e-learning strategies zEmbedded within learning and teaching strategies zCost-benefit analysis- online courses are not for all zLinking of VLE to systems or MLE zLink to widening participation and student access

11 BUT zFocus still not on student learning/ achievement zDevelopment of staff not addressed zLinking of strategies still missing zLacking vision- still wedded to traditional modes of delivery zFocus only on VLE and not other technologies zManaged through projects

12 Being a strategic practitioner Exploring pedagogical issues Forming strategies for sustaining and embedding e-learning in our every day practice Tailoring what we do to meet student needs

13 Exploring pedagogical issues zCan the tools help you change your practice? zWhat teaching methodologies are you using? Could you explore others? zAre the students developing pedagogy? Are you comfortable with this? zRecord what you do- and share (LEAP)

14 Sustaining and embedding zTo get return on investment of your time zMust assess what impact it is likely to have on your teaching zShare the development with other staff- use their expertise zReuse online resources zShare your learning objects

15 Meeting student needs zEnjoyment and enhancement of student experience zFacilitates mobility and flexibility of access zEncourages students to choose own learning pathway/ adapt to own learning style zFacilitates greater communication zEquips students as lifelong learners zEvaluates ALL of these things

16 Beyond the VLE zGreater technological engagement ywireless and increased home ownership, more gadgets psi zWorking within the MLE yis it happening, does it make a difference? zWorking with the student progress file yintegration?


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