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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 H6

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 also the support that is required by both staff and students.

Technology

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

Robustness and security

Issues around robustness did not feature strongly in the interviews. However two respondents noted that the technical support had improved after some early technical problems with the VLE.

I think probably some of the basic technical problems have become better, but technical limitations then reveal themselves and, for example, we don’t have a stream video capacity... (H6I4)

I think maybe... yes it was last year, [the VLE] did crash a few times because really it just wasn’t being maintained so it just got completely overloaded but we now have proper technicians and very good technical support but that was a real battle actually… it was not being maintained on the server... (H6I2)

and by another that these systems were becoming mission critical before the institution realised it:

… well I can sort of give you a couple of examples where we have had say technical problems with the [the VLE] system and the system has failed for whatever reason... the fact that people are become more dependent on these systems and we don’t necessarily realise that they are becoming dependent on it so they are expecting that these systems will be there at a particular time and we don’t realise that they are expecting that... I fully expect that these sort of things will become much more what you would call critical services that need to be there day in and day out, properly supported and so there are problems if they are not there day in and day out. (H6I5)

The suggestion here is of a system that is reasonably robust but which is under increasing pressure as networked learning is expanding within the institution. Other members of staff did not mention problems of system failures or breakdown.

Interoperability of the MLE

Issues surrounding interoperability are noted above in terms of the requirement for funding to keep all parts of the institution functioning at the same level. The integration of the VLE with the student information system, which is currently happening, was commented on:
Originally [the VLE] was on its own… We are just upgrading to a new version of [the VLE] and building links so that student registration information can flow from the one system to the other so that is happening now. (H6I5)

… we are just upgrading [the VLE] and we are integrating [it] with our student information system, for that to be successful... there has to be a complete change of process because at the moment many departments don’t use that student information system in the way that you would have an up to date list of students at the beginning of term. They are... actually you can only get an accurate list of students from departments just before exams because it is used for exam timetabling... (H6I2)

The integration of information across different systems that interoperability offers is thus new to the institution. It was noted that the development of the new portal also depended on interoperability with the student information system and the information being timely and up-to-date:

… well, for the portal to be a success… it relies on the student information system being up to date... (H6I2)

Centralisation of services

It was acknowledged that one important impact of networked learning so far was in relation to the adoption of the VLE:

Quite significant in a way that what we do here is essentially we provide the central IT infrastructure for the University so we provide the data networks, all the central computing facilities, email, the web, corporate systems and so on so in my area I have got teams of people who are there to provide those services... (H6I5)

In addition, another member of staff stated that the university wide use of the VLE provided a more coherent and consistent approach to networked learning.

However, it is worth noting that whilst the provision of a centrally managed VLE potentially provides a university consistent approach to the development of networked learning, in practice this may not happen:

I mean for example, I was in the department of […] this morning and they don’t use [the VLE] and they can’t see any need for it but they have their own website and students use that and students I mean they use email to communicate with each other but they would be able to pick up things online and so on so you have many departments who develop their own facilities in that way so there will be quite some variation in approach there. (H6I5)

This indicates that technology is being used to support learning; however, it is tailored to an individual department’s perceived need.

Support

The technological side of the institutional infrastructure is vital for the effective development of networked learning but it is not sufficient on its own. Staff development, support for students and adequate library and learning resources are also needed.

Staff training

The availability of centrally organised training was commented on but it was also recognised the uptake of this training was patchy:

… they are all voluntary though, the courses are put on and people have to sign up for them, of course the vast majority don’t sign up. (H6I3)

... there are various training courses that […] already do some training, some training happens here... (H6I5)

Support for staff

In addition to staff training other support includes ensuring the availability of computers, with every member of staff having their own computer. Technical support for those using the VLE is available from the central support unit and departmental IT support is also available.

If it is a technology problem then typically departments have their own IT support staff… if it is things to do with accessing particular sorts of information, then again it depends on what it is. I mean if it is something that is in [the VLE] then they might go to the staff tutor... if it is do with say library resources they may well go to one of the subject librarians in the library and if it is a technical issue then that would come back to our library systems people so you tend get different levels of support from people who are experts in different areas so it is quite a complicated matrix there of who knows about what. (H6I5)

In addition support for staff comes in terms of funding (as mentioned in Section 5 under incentives, p16).

This section suggests that the view of the respondents is that the infrastructure in the institution is reasonably robust, it has improved, and support for staff is available both in terms of technology and staff development. Students are supported in a range of ways and this support is increasingly targeted as can be seen below.

Support for students

There are a range of support mechanisms for students. Training is available based on a survey of all incoming students.

We started off just with students in Arts and Social Sciences... many of them said that they were confident of their abilities, a few months down the line... they [found] they weren’t as adept as they thought they were… we are running targeted ICT training... So we are trying to target the training more to their needs and we are going to extend that so that we actually give them study skills training and different types of training on entry and we are going to begin to link that with progress files... (H6I6)

Library and learning resources

One area that networked learning has had an impact on is the library and learning resources; however, as in other areas the impact may not be uniform across the whole service:

In the area of networked learning, I suspect that it happens, the push comes from either side [academic or library] and you might get a subject librarian who is very keen on online resources and they will be talking to the library committee or academics... In other cases it will be individual staff or departments who will make demands and will want to know what is available and to have resources either available or integrated into [the VLE] or whatever. (H6I4)

Questionnaire data

In the main the questionnaire data supports the views from the interview data in that minor changes in the infrastructure are noted. The only exception is that the introduction of the VLE across the university is seen as a major change by one respondent as is the introduction of online journals by another. Notably the questionnaire from the IT member of staff was not returned, the perception of those providing the IT support suggests a different view indicating that the changes are seen as significant. This is corroborated with documentary evidence that suggests an increasing emphasis on the technological infrastructure and a commitment to ensuring that students are equipped to deal with, and use the technology for teaching and learning and this commitment is noted by the interviewees.

Summary

In the view of the respondents the infrastructure in the institution is sufficiently robust and has improved, and support for staff is available both in terms of technology and staff development. Students are supported in a range of ways and this support is increasingly targeted at those requiring the greatest level of support. The majority of respondents suggested that changes in the infrastructure have been minor; however, this view was not held by the technical staff who see the changes as major. Documentary evidence suggests an increasing emphasis on the technological infrastructure and demonstrates a commitment to ensuring that students are equipped to deal with, and use the technology for teaching and learning and this commitment is noted by the interviewees.