Author: Chris Hall (c.m.hall@swan.ac.uk)

JISC e-Learning Activity Area: technology-enhanced learning environments

 

Case study tags: online learning, staff support,an effect on learning, innovation in learning and teaching, staff satisfaction with e-learning, staff personal development, an influence on policy, modifications to learning spaces, management of learning assets, use of blogging, tangible benefits of e-learning, swansea university, technology-enhanced learning environments

Background & Context

 

Why did you use this e-learning approach?

 

Gilly Salmon once said that 'there is considerable evidence that most HEIs are still struggling to engage a significant percentage of students and staff in e-learning, and a real development beyond projects by innovators has so far been modest.' (Salmon, 2005). During 2006 we spent a lot of time listening to academic staff across the University on how they viewed e-learning. Many weren't sure what it actually was while some felt the VLE (Virtual Learning Environment) Blackboard was e-learning and vice versa. Additionally, while there were good examples of e-learning, they tended to be in isolation with little sharing of knowledge.

 

As a result an idea began to form, to provide a space with useful resources about e-learning for all staff. This would not be a place for the Learning Technologists/e-learning staff to dictate, but to facilitate a community where everyone had the opportunity to participate. Thus was born the idea of the Learning Lab.

 

What was the context in which you used this e-learning approach?

 

As part of the listening process we undertook a survey of both student and staff users of e-learning within the University. One of the main findings of the survey was that while e-learning was seen by many as an important addition it was not fully integrated into learning and teaching. The survey also showed that the use and effectiveness of e-learning varied considerably.

 

The survey also showed a desire from students to use 'Web 2.0' tools such as blogs, wikis and podcasts. While a number of staff were confident in the use of these tools, the majority of staff had little knowledge of them and how they could be useful in learning and teaching.

 

Our aim was therefore to move towards greater integration and engagement of e-learning in line with Francis and Raferty's (2005) arguments and, in order to achieve this, away from a driving lesson approach to staff training (Collis & Moonen, 2002).

 

What was the design?

 

The idea of the Learning Lab is for a loose, fairly informal collaboration between schools and departments on all aspects of e-learning. A forum to discuss, formulate and disseminate ideas and best practice and an area where learning and teaching rather than technology drive the process.

 

The underlying principal behind the Learning Lab website is that of Learning by doing, we are providing a number of different technologies in the Learning Lab site that allow people to have first hand experience with them, to experiment, to understand how they work, and to help them decide whether using such a technology would be of benefit to their classes.

 

How did you implement and embed this e-learning approach?

 

Our online presence started with the idea of providing information about e-learning which did not seem to be accessible to staff. This was in the form of a simple website which provided a number of documents and pieces of information, including the University's e-learning strategy, guidelines for e-learning, and general descriptions of what e-learning is and the tools available; combined with a number of technologies which suited the requirements of our community.

 

Some of these include:

 

• a Blog to share information about what's going on (in and outside the university), what things of interest are happening in the community; a place to write pieces to challenge ideas, somewhere where all comment/opinion is welcomed.
• a Wiki which enables staff to share with the entire community, e-learning related links and information, user stories, thoughts and ideas.
• Podcasts about e-learning activities within the university, as well as providing a blog documenting our progress and experimentation with methods of creation for the Podcasts.

 

It is important that the Learning Lab be what the community wants, and as such it has changed as the community have had ideas about what they want to see. We have recently restructured the site and added new navigation to be able to provide for the ideas that have been requested.

 

Technology Used

 

What technologies and/or e-tools were available to you?

 

The main site uses static HTML & CSS web pages with additional information via RSS feeds from other sites such as the BBC and Netskills. The site also contains a news blog incorporated into the site but hosted by Blogger. There is also a Dokuwiki wiki, which acts as a space for staff to share anything they have found useful and feel others may too. The site also has a podcast highlighting aspects of e-learning at the University with an accompanying blog outlining how each of the podcasts was created. There is also an open discussion forum.

 

Tangible Benefits

 

What tangible benefits did this e-learning approach produce?

 

Although it is still early days and the project is very much a work-in-progress there have already been some tangible benefits.

 

One of the main goals of the Learning Lab was to build and expand the community of e-learning practitioners within the University. While we have by no means reached a situation where the use of e-learning is embedded in learning and teaching we have managed to increase the community beyond the initial group of learning technologists and a few keen academics. Whilst the original group are still at the core of the community, it now involves a much larger and wider range of academics as well as library and support staff.

 

At the moment staff are beginning to look towards the next teaching block and we have started to see more interest in using 'Web 2.0' technology in innovative and interesting ways. In addition we have seen an increase in the number of staff using blogs for information, teaching and self-reflection.

 

There has been a great deal of sharing of resources as can be seen on the resources wiki. Staff have been sharing useful tools they have found for a whole variety of teaching and research related tasks as well as useful websites and reference material. Staff have also begun sharing their experiences of various aspects of e-learning.

 

A good community is all about people, in our online presence we facilitate ways in which people can connect with each other, share and collaborate. However, we are very aware that social elements are important to communities, and facilitate occasions where people can get together and talk in an informal environment. We hold regular 'e-learning and cakes' gatherings where people can meet face-to-face to discuss topics of interest related to e-learning in an informal environment (and there is cake!). These sessions were originally attended by learning technologists but have now expanded to include academics from a wide range of departments, librarians, staff development staff and IT support staff. This year we have also run short 'Lunch and Learn' sessions, where lunch is provided, alongside information about e-learning in general as well as specific topics such as Wikis and Blogs. They have been so popular, with each session for 25 people full sometime in advance, that we are scheduling more.

 

Did implementation of this e-learning approach have any disadvantages or drawbacks?

 

It is one thing to work with a few keen academics and some techies on a small project but it takes much more time when attempting to embed e-learning across the curriculum. As a result the initial stages were very slow and it took a while for the Learning Lab to grow and develop, which was frustrating at times. For the community to flourish the initial core group need to release control to the community as a whole, which can be difficult. This is particularly the case when there is still a need for encouragement for the community to grow. As we are attempting to put as few barriers as possible in the way for staff who want to experiment with e-learning, there is limited authentication required for the communicative areas of the website. Whilst this was done to encourage those with less confidence in using IT to take part, it has also encouraged spammers into the discussion board!

 

How did this e-learning approach accord with or differ from any relevant departmental and/or institutional strategies?

 

The first objective of the 2006-07 e-Learning Strategy is to:

 

'Create a virtual centre for e-learning at the University to support collaboration between schools and departments on all aspects of e-learning. To discuss, formulate and disseminate ideas and best practice and a forum where learning and teaching rather than technology drive the process.'

 

The University e-Learning Strategy states:

 

'e-Learning is just one of a selection of tools in the teaching toolkit and as with all learning and teaching should be guided by learning and teaching considerations rather than technical demands. Its success or otherwise depends on how these tools are used; how their use is planned, implemented and evaluated.'

 

'The use of e-learning should not be tied to specific proprietary systems and tools but related to learning processes which such tools facilitate.'

 

Thus the Learning Lab is not about technology as such but about providing information experiences to enable staff to decide which tools, if any, are appropriate of their use.

 

Lessons Learned

 

Summary and Reflection

 

This is our story; this is what has worked for us so far. It is still very much a work in progress but we have learned a number of things already.

 

A Community of Practice is about relationships, sharing, support, sometimes collaborating, openness of opinions and being social. Most importantly, it's about people, not the technology.

 

Further Evidence

 

As we are attempting to put as few barriers as possible in the way for staff who want to experiment with e-learning, there is limited authentication required for the communicative areas of the website. Whilst this was done to encourage those with less confidence in using IT to take part, it has also encouraged spammers into the discussion board!

 

A good community is all about people, in our online presence we facilitate ways in which people can connect with each other, share and collaborate. However, we are very aware that social elements are important to communities, and facilitate occasions where people can get together and talk in an informal environment. We hold regular 'e-learning and cakes' gatherings where people can meet face-to-face to discuss topics of interest related to e-learning in an informal environment (and there is cake!). These sessions were originally attended by learning technologists but have now expanded to included academics from a wide range of departments, librarians, staff development staff and IT support staff.