Home

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 H9

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 robustness and security, the interoperability of the managed learning environment (MLE), technological support and centralisation/decentralisation of the services.

Robustness and security

Robustness and security were both mentioned. In terms of robustness it was noted that the system was now functioning effectively and there were no particular problems; however, this had not always been the case.

That was decided basically… that we would go big and we built a cluster to run it on… [so that] the chance of it actually falling over was remote, because it’s designed so it can’t… if one mode fails it moves over to another one and if that fails it goes to the third one and so on. So the chances of it disappearing completely are remote... (H9I5)

The same respondent commented that the robustness had not always been there:

So it is very rare to have problems… we had problems from… the old network infrastructure [which] was fragile at best so you’d get someone saying they can’t see the server but that was because the network was out... (H9I5)

Another respondent generally supported this increasing robustness of the system but also felt that there was a need to limit development to what the system was capable of doing. In response to a question about server breakdowns the following was stated:

No, not a lot… in that first year, we came across a problem and that is one of the things we learnt from it. So... we have held people back from using... stream video… People were using computer aided assessment, automated systems... we are saying try things out but always make sure that you have got a fall back position… (H9I4)

Another respondent noted that as the system became more robust it would encourage more staff to make use of it.

The problem was that the network wasn’t stable [to do all that staff required]... but I think as soon as the networks become more stable, become capable of supporting more traffic, I think the schools will see the potential for delivering stuff on the VLE. (H9I2)

Issues around security were mentioned but they were mainly around the need to ensure that students did not access unsuitable materials from the internet as monitoring of this, it was stated, was the responsibility of the institution. This need to monitor required a centralised system, which has created some tensions between different units of the institution. This will be considered below in relation to centralisation of services.

Interoperability of the MLE

Issues surrounding administration of student records and the integration of the VLE within an MLE were commented upon. The institution is currently engaged in upgrading the finance and student information system in order to create a fully operable MLE. This, it is suggested, will improve the integration of student records with the VLE database and allow for a more effective and easier administrative process.

... the [VLE] software that we are using at the moment was never designed to run in that manner and we have had a few technical problems in terms of how the database is reacting... there have been niggles causing administrative headaches but they haven’t stopped the function doing what it is paid to do... We are now looking at a replacement, a commercial replacement, we are upgrading the student [information] system… which would give us real time and updates into [the VLE] which would again make things a lot easier in terms of student administration... (H9I5)

… the whole thing is being upgraded... the end result is supposed to be an MLE, a Managed Learning Environment. (H9I5)

Issues surrounding enrolment of students on to modules were noted by another respondent and reflected those commented upon above.

The actual module leader has to tell the data administrator in each school and they press the button on [the VLE] but sometimes people forget to do that and they phone up and go absolutely ballistic “my students can’t get to do this”. The other ties in with enrolment and registrations. If that works properly... then all goes swimmingly... but if it doesn’t you will tell the students “this is how you get into [the VLE]”… and they are not registered… they can feel quite distressed... So it is those kind of… technical details. (H9I3)

This suggests that whilst the network is robust there is still a need for some further developments in order to make the technical aspect of the administrative process more effective.

Centralisation of services

The introduction of the VLE had led to the installation of a central server managed by one unit for the whole institution. In addition to this central unit schools also have their own servers. The robustness of the centralised server was noted in comparison to the more fragile school servers. This, it is perceived, is leading to a greater centralisation of services but this is not entirely without problems.

We haven’t had an outages [on the central server], whereas the school run ones have, they disappear, they are not well maintained... they fall over because they are overloaded, they were never designed to do the level of work that they are doing… so they end up coming to us anyway, and we say we well we are not looking after that box you have to put it on my box. (H9I5)

The problems with such centralisation included that of control – both by the institution in terms of what materials students access whilst online and a potential lack of control for the academic.

If you are on my server I have got it secured to the hilt, I have got log files, I am monitoring access or limited access as to what the students can and can’t do. If the school is running their own we don’t have that sort of control and they could be doing anything, under the new legislation we are responsible for anything that one of the students happens to do so we want to bring them back under our separate control for that reason. So there has been a bit of reluctance… but we seem to be winning the battle because of the homework we did in the early stages in terms of resilience has paid dividends because our server hasn’t gone down… They come into the fold that way, that has been successful as well. (H9I5)

… there have been issues over intellectual property, where... who owns the copyright of any[thing]... on [the VLE], does the university own it or is it the lecturer’s notes for the lecturer: So there is a lot of issues about that… (H9I5)

Centralisation of services seems to be progressing mainly due to the need for technical back-up and institutional control over materials accessed via the internet. There is a reluctance to hand over materials; however, the pressure created by the need for robust technical infrastructure and support is encouraging greater centralisation.

Access to the network, computers and support

Access to computers for staff is essential and the responses do not mention any difficulties for staff, in fact one of the respondents commented on being provided with a new computer; however there were some difficulties in getting training when that was needed.
I was given a new computer, I didn’t ask for it, but anyway I was given a new computer... so I am on Windows XP but nobody gave me any training for this... (H9I6)

Another respondent also stated that staff access was evident.

… we have got more staff machines than... when we did a review two years ago we had more staff machines than student machines… but we are also moving towards trying to increase... wireless networking, so we have a deal with [computer supplier] that we provide at really good discount prices for students, laptops ready... already configured with the university desktop on it... (H9I4)

It was also noted that students had access to computers but that some changes were likely to take place in terms of availability of computers.

... we have 1100 or 1200 PCs available to students... [ratio of 1:3]… there has been a push from certain quarters to remove the students’ machines from the computer rooms... the logic is that they use their own laptops then we don’t have to provide the machines… (H9I5)

However, it was argued that the push towards students providing their own machines was not necessarily feasible.

… how successful that [students using own machines] will be in terms of some of the software on those machines [it] is rather specific to modules… if you are doing arts you are doing Photoshop, you are doing Premier and they are thousands of pounds... I don’t see the disappearance of centrally controlled computer environments. (H9I5)

The issue for students is not simply one of accessing computers but that also that software can be expensive and not affordable for less well -off students and this has implication for the widening access agenda.

Helpdesk and technical support was also available within the schools.

Last year we had a merger… that brought the technical unit which is staffed by a technical manager and two technicians. So as a school we now have a group of four people who can actually support staff in getting materials into [the VLE]… (H9I3)

However, it was noted that across the institution there was an ongoing need for technical support and that this was not likely to disappear.

The main ones [obstacles] since then has been keeping it rolling in terms of getting enough technical support at the right time when the technical support people have got their own priorities but that is an ongoing obstacle. (H9I4)

Another member of staff echoed this view.

I mean... there is the IT support and they run some workshops… I went on one but I don’t know if then you go back to your office and you start wanting to do things and you hit a snag because one workshop is not very much then I think it is more difficult to get support, because in a way you maybe need somebody to come to you and sit with you… Also... this is a huge university where things are both centralised and decentralised it’s a funny mix… If you need the centre for one reason or another [to get help] then it becomes very difficult to get what you want... (H9I6)

Support

The technology itself is an important aspect of the development of networked learning but along with that goes a need to support people to enable them to use the technology effectively and to develop the new skills they need.

Staff training and support for staff

Support is clearly of importance; however, training that allows independence for those implementing e-learning is also needed. Staff training is commented upon in the previous section as well as here and different kinds were in evidence.

I think huge amounts of training, we started running training courses, X was doing it all with one other person... (H9I4)

One other thing we did is we paid for accredited trainer training for... X... it’s [the VLE]’s accredited trainer status... there are eight in Europe and six of them in the UK. We have just had four go through so we have nearly doubled the number of [the VLE]... and those people are out and about, the learning resource service, information learning resources... they picked up very quickly and got really involved and they got trained... (H9I4)

I mean I undertook the initial training obviously with [...] as I first started, I did the training course... (H9I3)

... we have somebody within… for staff training generally, for admin staff within the university and student officers are very interested in how we’re using it... (H9I2)

More informal support was also available to some members of staff.

At the moment they have got a little bit of support, I don’t think quite enough support... there are one or two champions who have got the expertise, they have got the skills and they have their subject pages up and running so we do have a technical person... but there is like a network... they will help each other when they hit a problem and it is usually something quite easy to solve once people get their heads together. It’s just getting familiar... because having gone through the initial training, which is great, the training has been very good, but then you need somebody… A network is evolving. (H9I2)

Training for a range of staff has, and continues to be available, though as the previous quotation shows the extent to which this is completely sufficient is questioned. Interestingly also, as development continues, there is evidence of informal support within sections. It was also noted that not all staff necessarily needed further training.

I’m pretty self-taught, again because of the way that the technology was put in. There wasn’t at the time it... it wasn’t as normal as it is today so we were working things out… as far as [the VLE] is concerned there wasn’t actually that much to learn, it’s a simple product to use, to maintain... (H9I5)

Library and learning resources

Online learning environments offer new opportunities for students to gain access to learning resources. These were noted by some of the respondents.

What we are looking at which is quite relevant... have incorporated a reading list module and we are looking at what we call reading list direction... we haven’t made a decision yet... but we are trying to get the academics on board so that we can deliver. We can get their reading lists from them and either working for them or with them we can get a standard sort of template within [the VLE] so that the students have the same experience... so that students can go straight to their reading list and link up straight to the catalogue... and also link to our subject web pages… (H9I2)

And I also think we will be able to open up all the electronic journals and all the other electronic sources that students don’t always know about… (H9I2)

Support for students

Support for students, especially those students who have little previous experience in using technology is clearly of importance. This is available and was commented on.

... in the transferable skills module... they offer two hour optional workshops which students who are not IT competent or don’t feel they are, can turn up at. We also produce a directed study guide so those who have some knowledge of IT can probably take the book and go and work through it... but those who have never turned a computer on have got the facility for somebody to support them. (H9I3)

Questionnaire data

The questionnaire data included responses in this area from four respondents. On the whole it supported the interview data. One respondent noted the development of the MLE as a major change; however, whether networked learning drove this was questioned. Major change in support for staff and staff training was commented on by two of the respondents.

In general this section suggests a considerable investment in infrastructure in terms of both the technical aspect and staff training. Resources are available for staff and also for students but there is possibly some expectation that students will increasingly provide their own resources in terms of hardware. The issue of specialised software is noted as a potential problem. The opportunity for linking learning resources and access to the library catalogue directly to the VLE modules is seen as a distinct advantage but one that requires collaboration between different members of staff.

Summary

The current infrastructure was seen as robust and further improvements were expected when the new system, including student information services, is updated to provide an integrated managed learning environment (MLE) which links these other systems straight to VLE. Technical support had been increased and staff have access to computers; however, it was noted that technical support may need to be provided on a more flexible basis. Students also have access to computers and have induction training showing them how to use online resources; however, there is an increasing expectation that they will buy their own laptops. There has been considerable investment in staff training for most staff and investment has been made in sending some staff on external training courses.