Presentation on theme: "Tom Browne, University of Sussex 1 Teaching GIS using a VLE Connecting local experiences with institutional and national contexts LTSN-GEES Conference,"— Presentation transcript:
Tom Browne, University of Sussex 1 Teaching GIS using a VLE Connecting local experiences with institutional and national contexts LTSN-GEES Conference, 18/11/2003 Dr Tom Browne Academic IT Support Manager Information and Technology Services University of Sussex
Tom Browne, University of Sussex 2 GEES motivations Note emphasis in the GEES text for this w/shop – Community of Practice – Action research Will regularly draw upon both those idea in various contexts Will assume the arguements (drivers): why online, why a VLE? need not be rehearsed here
Tom Browne, University of Sussex 3 3 interlinking Roles 1. Action-researcher - teach GIS using a VLE 2. Institutionally: VLE infrastructure to University 3. Nationally: (UCISA, JISC L&T committees) - funding much VLE (and MLE) activity. For us all, 1 can only take place within context of 2,which in turn is heaviliy informed by 3 You cannot function as an individualised island
Tom Browne, University of Sussex 4 (1) Locally - GIS Action Researcher 1991 - 2nd u/g yr Geography 1993 - 3rd yr u/g Geography – 1995 - Online, using hand-crafted Web pages, Perception (assessment) and Bulletin Board (discussions) linked as one-stop shop – 2001 - WebCT 2001 - MSc - Social and Cultural Studies 2001 - MA - Social Policy and Develpment 2004 - 5th yr u/g p/t Landscape Studies 1990 - central support - available to all
Tom Browne, University of Sussex 5 Impressions / Experiences Positive: – GIS students reasonably IT literate – anywhere / anytime access – formative quizzes, with feedback – online discussions – one-stop-shop – tutor-monitoring of student usage Negative – Front-loaded effort to set up courses – Expectations of immediate response to queries – Admin of registering students – Student complaint: off-loading printing costs
Tom Browne, University of Sussex 6 (2) Institutional Wrappers Are you totally self-sufficient? If not, what are: institutional barriers and bridges? How have you influenced those decisions? – hardware, network - who manages and maintains? – software - mixed or single product? black-box or best of breed? – embedded service infrastructure or project-driven? – multiple skills sets - where do they come from? – physical teaching space, appropriately kitted out? Do you contribute to an institutional CoP?
Tom Browne, University of Sussex 7 Sussex - Background Currently: – Much grassroots online activity, organic growth – only involving enthusiasts Ambition: – To obtain transforming gains to L&T: Need institutional approach – But such changes will impact on culture / organisation beyond the domain of just your dept
Tom Browne, University of Sussex 8 Sussex - Developments SIG - all stakeholders a CoP 2002/3 Unfunded Pilot projects, some support 2003/4 Funded Projects - bought into: – educational technology support – design support – course creation support – CoP of Project Leaders 2004/5 Commissioned Projects e.g. online assessment Therefore, scaling up, developing suite of resources an individual academic can draw upon.
Tom Browne, University of Sussex 9 Sussex Challenge Scaling bottleneck of accelerating demand – Staff Development needs - how to satisfy? – Limited WebCT licence, adequate hardware – IPR, scanning, costs and provision – insufficient appropriate teaching-space – Embed in MLE Still at Project not Service provision – Uncertainty: will resources needed be developed? – May prevent e.g. new Geography course using VLE
Tom Browne, University of Sussex 10 Sussex - Response Building (another) CoP. Personnel from: – IT – Learning and Teaching – Library – Plus departmental Learning Technologists supporting projects / collaborating with academics developing e-learning strategy (incl. costings) move to service environment Senior Management need evidence of value-added and cost implications
Tom Browne, University of Sussex 11 (3a) National Context UCISA - Universities and Colleges Information and System Association JISC - Joint Information Systems Council – JCLT Committee for Learning and Teaching strategic: http://www.jiscinfonet.ac.uk/ standards / interoperability resusable content awareness-raising – (note also Alt, LTSNs, ILTHE etc etc) Everyone!
Tom Browne, University of Sussex 12 2001 - 2003 VLE Longitudinal Study Origins: 1. 2001 UCISA VLE Survey UK HE http://www.ucisa.ac.uk/groups/tlig/vle/index_html 2. 2003 JISC/UCISA MLE/VLE Survey UK HE/FE http://www.jisc.ac.uk/project_mle_activity.html Outcome: 3. 2001-3 UCISA Longitudinal VLE Survey http://www.ucisa.ac.uk/groups/tlig/vle/index_html
Tom Browne, University of Sussex 13 2003 Sample observations 86% of HE have VLE (includes Intranet) – (transforming opportunities of e-learning recognised?) <=50% employed in all subjects – (broad appeal) Use primarily supplementary – giving weight to approach of complementary usage. Motivators enhancing L&T (markedly so) – Recognition that it is not necessarily a cost saver? – Distance-learning v. low in 2003 compared with 2001 e-learning has potential in a campus-environment? Primary disincentives: – lack of staff development – lack of clarity regarding career incentive.
Tom Browne, University of Sussex 14 Number of Students using a VLE
Tom Browne, University of Sussex 15 Nature of Usage - 2003 A = supplementary C = fully online
Tom Browne, University of Sussex 16 Support for Staff - 2003 Many institutional, central agencies involved: Central or Distributed IT Learning Technology Support Unit Learning and Teaching Support Unit Educational Development Unit Dedicated VLE Support Unit Staff Development Unit – Recognition that many of the above support the individual course and departmental tutor
Tom Browne, University of Sussex 17 Old and New Cultures - 2003 QuestionPre-91(%)Post-91(%) All subjects 5.323.7 All Departments 18.431.6 No, students >10,0005.336.8 No. staff >20031.644.7 No. modules 500-99910.523.7 No modules > 1000-13.2 VLE–stud-rec-auto-link15.844.7 Stated targets13.252.7 Driver = efficiency13.223.7 Project Funding78.957.9
Tom Browne, University of Sussex 18 (3b) Pedagogy New JISC programme – Increased adoption insufficient justification. – Need evidence of learning quality improvements. Co-ordinate networks of subject-based centres of excellence to debate and articulate principles of pedagogy and practice for e-learning Build CoP: e-learning research and evaluation methodology Exploit value of lecturers use of e-learning in their subject as an opportunity for action research (in reflective practice) Reflection: - we all need to be part of a wider community
Tom Browne, University of Sussex 19 Beyond HE July 2003 the Govt (Dfes) issued a White Paper: Towards a Unified e-Learning Strategy E-learning has the potential to revolutionise the way we teach and how we learn You cannot achieve the real potential of e–learning until most people are using it – Reflection: Link HE with ALL education
Tom Browne, University of Sussex 20 Conclusion Must have > local view of VLE activity Will be greatly influenced by institutional decisions and support In turn - informed by national (and international) developments in best practice. Big Conclusion: Be part of multiple CoP!