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Executive Summary

1 Introduction

2 Context

3 Methodology

4 - 9 Findings, Analysis and Discussion

10 Summary of Findings

11 Discussion of Findings

12 References

13 Case Studies

Acknowledgments & Partners

Case Study Map 

Institution H4

6 Impact of networked learning on infrastructure and support services

The infrastructure in relation to networked learning requires examination of both the technological aspects of networked learning and the support that is required by both staff and students.

Technological

The technological aspects that were identified by the participants in this study explored issues of robustness and security, the interoperability of the managed learning environment (MLE), technological support and centralisation of the services.

Robustness

The questionnaire responses indicate that systems have been introduced to reduce the risk of breakdown, and the very limited comments about system failure (only one reference in interview) suggests that this may be quite an uncommon event.

Introduced a new consolidated server farm to support network learning and other mission critical systems. (H4I4 questionnaire)

I think failures we’ve had a couple, well we had one technical failure but that is inevitable… (H4I3)

The questionnaires indicate that technology, both hardware and software, has been standardised. This view is supported by the interviews and this standardisation has enabled the integration of different systems across the institution, as described in the quote below:

Server technology has been standardised. Total standardisation on [the VLE] for Managed Learning Environment, integration with Student Information Systems, Finance and student portal. (H4I5 questionnaire)

Questionnaire responses indicate that secure systems (eg firewalls) are being implemented (H4I2 questionnaire).

Interoperability of the MLE

The university appears to be well on the way to a fully interoperable MLE: the student record system, library services and VLE are integrated; the online registration has been piloted; and the single sign on system should be operating by the end of the 2003 04 academic year. Different aspects of these processes were referred to by five of the respondents, but one respondent explained the present stage in detail:

The other things that have worked very well has been the integration, that’s been a big success. So that’s the integration of our VLE into our student record system, into the library system, … a lot of other universities have come over and been very keen to [see what we have achieved]…. We are building an MLE … fully integrated. So … the way the process works, is that a student will apply for a course in the university, faculty then put [the student’s details] onto the registration system … and they write off to the student and offer them a place. The students say yes and the faculty just go in [to the system] and hit a button [which converts the application] to a valid student. Once they are a valid student [the system] automatically generates … a [VLE] account for them and various other bits and pieces … it automatically emails them and an induction pack is sent out to the student. The student then can go and enrol [on their modules] online… By the end of this academic year [2003 04] we will have our single sign on project finally in place so that all [users] will need is one password and [they] will be into all the areas [they have] been assigned privileges to. (H4I4)

One aspect of the MLE is seen as particularly valuable by the university is the integration of the library services:

The library integration is a success for two reasons, one it addresses a user need and it has a pedagogic impact, and it also has a big impact on user support. (H4I3)

So I think we were very interested in … e learning and from the library perspective. We were trying to link into that because if you have an area that students had to go to, in other words all their learning material, then by linking into that we could then deliver in a much more focused way materials of interest to them. … if we could hook into the creation content within [the VLE] we could become part of that process, and [the students] would actually get material, eg the reading lists … [This would] enable the library to play a key role in the whole e learning process …[and] also then provide an administrative backend system whereby you can then just email module coordinators saying ‘this is your current reading list we have for you, your module is set to run then, are there any changes?’ (H4I2)

Centralisation of services

There was little mention was made of centralisation of services, but one respondent indicated that this had occurred and that it had led to some redeployment of staff.

… what we said was that teaching and learning as a primary goal of the institution needed a central, strong central support and development and we went for that option. That meant then that we needed more staff to deliver it because we were very limited in the amount of support that we gave and that was brought about then by recognising that there were people in faculties who had a role to play in the area and in so recognising that then we offered them the opportunity to redeploy into another division. Some chose to come, some chose not to come. That left us with vacancies. Now this only took place, the full centralisation of the service only took place at the start of the academic year just past. We had redeployment and a faculty reorganisation, which gives rise to more redeployment. (H4I5)

Access to the network, computers and support

Networked learning in the campus environment brings with it a need for access to computers. It was noted that a great deal had been invested in providing an extensive range of PCs and other hardware.

Added 400+ new computers. (H4I4 questionnaire)

… it was the first … educational institute in Northern Ireland to have a deployment of 300 machines all on one floor. (H4I5)

So I think it was £2.1 million which was to get appropriate servers in place, and to get appropriate network enhancements in place. We had some quite old video conferencing [equipment which we also] upgraded, because we saw that as one of the synchronous elements that would be quite important [in networked learning]. (H4I3)

Support

The technology itself is an important aspect of the development of networked learning but along with that goes a need for people to be able to use it effectively and to develop new skills. The questionnaire responses indicate that there have been changes in support for staff and students.

Staff training

Four respondents gave detailed accounts of the staff development programme. The courses are voluntary and provide a range of opportunities for beginners and advanced users. As the tools become easier to use, they are also trying to shift the emphasis of these courses from how to use the tools to how to teach effectively online. It is clear from the responses that the university regards staff development as very important and has invested considerable resources into its provision.

It’s voluntary so the initial thing is get some familiarisation with the tools but what we are trying to do is simplify the tools that we are using so we can shift the staff development away from the mechanism of using the tools to why you would use them more [about the] benefits. I think as the e learning platform has become simpler to use there is more opportunity to focus on the why rather than the how. (H4I3)

What [the university has] realised is this isn’t going to work unless we invest heavily in providing development for staff. You can’t expect the staff to just go online and teach effectively. … we expect new members of the teaching staff to do the Postgraduate Certificate in university Teaching, and provide them with the skills that they will require to teach face to face. We should [also] be … providing them with the skills to teach online because it is very, very different. We are now developing a staff development strategy that will encompass that, and so we’ve got short term aims and long term goals in terms of providing staff with the skills. That is very, very important to us. (H4I4)

Support for staff

As well as staff development there are also learning technologists who work with academics to help them to develop materials. In addition the development team is encouraging staff to think about how they can enhance their students’ learning through the appropriate use of networked learning.

… in developing the online programmes … we appointed a learning technologist to work with the academics to develop their material. The learning technologist sits down with the academic and actually goes through how do you like to teach, what way do you teach this module, who is it aimed at, is it full timers, part timers, male, female, whatever, what are the learning outcomes. Then they go through the content with them and [identify] learning outcomes [that are] not really addressed, [or] a block of text [that] is rather boring [which could be replaced by an] animation … (H4I4)

… it’s trying to enhance the overall learning experience rather than saying you should be putting in this, this and this. I think that staff respond quite well to that because they don’t perceive us as pushing something, it’s more offering things. (H4I3)

Library and learning resources

There have been major changes in the Learning Resource Centre (LRC), particularly the integration of the library with the VLE via the use of Reading list software, which is referred to by written comments in the questionnaire by three respondents.

Institutional VLE – library integration developed providing “course to resource” single sign on. (H4I3 questionnaire)

Digital library resources enhanced via reading list software (H4I4 questionnaire)

This integration is seen as having many benefits; as noted above it has reduced the need for help desk support but it is also regarded as a means of enhancing the student experience and improving effectiveness of study.

More students are studying more effectively (using course and library resources) from home, work and outreach centres. (H4I3 questionnaire)

I think looking across the institution as a whole, certainly from my perspective there is a more user centred approach to what is happening rather than from the systems side. In the learning context, if the student is working on something’ what does the student need to do as part of our course?’ That is what led to the library integration. There is a well drawn path … to the library but that is what initiated a lot of the help desk stuff. So first of all, being very selfish, let’s reduce the [demands on the] help desk, and let’s improve the overall student experience and we get more out of it at a more fundamental level. (H4I3)

Support for students

Three of the respondents spoke about the support for students in the form of induction packages. These packages are available for all students to use on a voluntary basis, and include an introduction to basic IT skills, use of the VLE and LRC resources. These inductions appear to have been taken up by the majority of students and to have reduced the need for help desk support.

A lot of students are familiar with going on the Internet and the web and using that, but very few have used it for any sort of formal learning. So we’ve concentrated on developing the skills that the students will require we’ve got induction packages, skills packages, all online, and all students in the university can use those. (H4I4)

… we find that they are deficient in quite a lot of the fundamental skills that they require despite the fact even that they will have their own home accounts for email. … So that certainly has been a problem in that we have basically had to reintroduce inductions. Last year … we had a 70% uptake, which I thought, was extremely good given its voluntary… We used to do inductions year in and year out for many years right through into the mid 80s but we’ve only reintroduced them. Last year we did it with a little bit of hands on because the problems were so acute… [and] it has helped, reduced the queues in the LRC for support. (H4I5)

Summary

Systems have been introduced to reduce the risk of network failure, technology has been standardised, and secure systems are being implemented. The university appears to be well on the way to achieving full interoperability of all its systems and the development of a MLE. One aspect that is seen as particularly valuable by the university is the integration of the library services with the VLE. A great deal had been invested in providing an extensive range of PCs and other hardware. There have been major changes in the Learning Resource Centre (LRC), particularly the integration of the online resources within the VLE.

The university regards staff development as very important and has put considerable resource into its provision. In addition to staff development, learning technologists are available to work with academics to help them develop effective and appropriate online materials.

Online induction packages are available for all students to use on a voluntary basis, and include an introduction to basic IT skills, use of [the VLE] and LRC resources. These inductions appear to have been taken up by the majority of students and to have reduced the need for help desk support.