1. Joined up Thinking: Integrating eLearning with QA and Enhancement Emma Rose: Teaching and Learning Office Linda Irish: eLearning Team Cath Dyson : eLearning Team University of Manchester Faculty of Humanities

2. Overview and Introduction Teaching and Learning Function Teaching and Learning Office eLearning Team Embed eLearning in policy and procedure This presentation will: Give an overview of the periodic review process Outline in more detail how eLearning engagement and support was embedded Consider the impact and next steps www.humanities.manchester.ac.uk/tandl/

3. What is Periodic Review at UoM? Requirement of the Quality Assurance Agency (www.qaa.ac.uk)www.qaa.ac.uk Enhancement led Reviews of the School led by the Faculty External input www.humanities.manchester.ac.uk/tandl/

4. Embedding eLearning 60 minute review of each selected course unit 1:1 meetings with course convenor(s) for feedback and recommendations Each eLearning technologist focused on a discipline Outcomes: discipline specific reports with recommendations overall School report with recommendations follow up with discipline leads and T&L Directors all reports fed into Periodic Review process www.humanities.manchester.ac.uk/tandl/

5. Impacting QA Robust quality assurance processes Identify areas for discussion Strategy Implementation of policy and procedures Good practice/areas for improvement Periodic Review Report and action plan Considered by School, Faculty and University www.humanities.manchester.ac.uk/tandl/

6. Impact on eLearning engagement Academic staff and School Process viewed positively by academic staff Some change of practice reported, for individuals and across the School For the eLearning team: Helps us to foster positive relationships with individuals and disciplines We gain a greater knowledge and understanding of what eLearning practice exists across the Faculty Improves team working, motivation and course development skills Impact on workload needs to be considered – to be sustainable, adjust to fit resources www.humanities.manchester.ac.uk/tandl/

7. Impact on individuals How was the process received? “I was initially a bit sceptical but found the review supportive and encouraging on ways that I had used elearning so far.” “It was very simple things.. the reviewer pointed out things that were confusing, from a user's perspective, and helped us 'streamline' the presentation.” “Being visited in my office and with one to one advice was superb and opened my eyes to key aspects of BB9 as a communication medium. Although I'm sure it was labour intensive it was very efficient in the outcome achieved.” “The personal meeting meant we could discuss how to do things rather than require me to have specific questions. It also meant the reviewer could review the course page as a whole and tell me when I had done something well - we don't necessarily know, and many academics feel they're making it up as they go along.” www.humanities.manchester.ac.uk/tandl/

8. Conclusions Change of practice - individuals “I am now a lot more confident to use more features of BB9.” “I plan to reform the file structure, use Turnitin, and video files.” “Not large changes, but small things with big impact.” “I can now organize the files on the blackboard site much more effectively. I can embed video in the site, which is very important for my PG course” “Labelling, organisation of folders, had a go at interactive session.” www.humanities.manchester.ac.uk/tandl/

9. Conclusions Change of practice – discipline/School “The process certainly helped me and I have heard from others that they understand things better. I think the meetings should be compulsory to ensure best practice.” “I think it has helped staff in general to improve their bb9 sites and their awareness of its features.” “You can put up a lot more resources on the web, so the whole teaching (not only for my discipline) experience has changed” “We have become more productive.” “It has the potential- the problem is enabling uptake or providing support and feedback on how to redesign.” “We all share good practice informally and as a result of periodic review some of this will become more formalised.” www.humanities.manchester.ac.uk/tandl/

10. Next steps To build on the experience, review and evolve. School: School eLearning leads play a pivotal role in ensuring recommendations are followed up Recommendations from eLearning Review and Periodic Review feed into School strategic planning eLearning team: Use the process to identify projects for future development, including the use of reusable learning objects Develop a framework for an approach to course design – can target disciplines “I would like to have the same meeting again in another year's time. These skills are easily lost over time and a refresher would be helpful. We also have many new colleagues in the Discipline and they would benefit as well.” www.humanities.manchester.ac.uk/tandl/

11. Questions? www.humanities.manchester.ac.uk/tandl/

12. Examples of recommendations A review of feedback provision with a view to implementing consistent and effective feedback mechanisms at least across subject areas within the School. A review of the role of the Blackboard learning space with a view to creating a methodology for using Blackboard to support face-to-face teaching. This could be in the form of subject-based approaches, including a statement on what is expected. Encourage the exchange of ideas among tutors, perhaps facilitated by events similar to the eLearning “showcases”, to help in developing awareness and practice. Arrange a Link2List session with the library concentrating on journals, digitising content and copyright, and including a practical guide on working with Pdfs. Training in Blackboard’s communication tools, particularly discussion boards, journals and wikis. Training should include a discussion on how these tools can support student engagement, personal reflection and feedback to develop such practice within an articulated pedagogical framework. Discipline based introduction for new staff as to how they might use the learning environment, with academics staff demonstrating examples from their own sites, and eLearning staff giving guidance on the Standard Course Structure and the discipline specific elements. Each course convenor to spend 10-15 minutes ‘tidying up’ by hiding or deleting unused tools and folders. A list of commonly unused tools and folders will be sent round all staff. www.humanities.manchester.ac.uk/tandl/

13. University of Manchester Faculty of Humanities FTE Academic Teaching StaffStudentsCourse Units Manchester Business School2293022300 Languages Linguistics and Cultures1682311374 Arts, Histories and Cultures1523052409 Education67979145 Environment and Development821493177 Law631397122 Social Sciences1663485276 Combined Studies11961 Faculty Totals928159351804 www.humanities.manchester.ac.uk/tandl/