7 Impact on teaching, learning and assessment
This section reports on the findings relating to
the impact of networked learning on teaching, learning and assessment.
The interview questions focused on the impact of
networked learning on the role of the teacher, pedagogy, the development
of teaching
materials, the role of collaboration and discussion, and the
student experience.
7.4 Development
of teaching materials
The interviewees were not asked specifically
about the impact of networked learning on the development of teaching
materials, except in relation to the role of special support units
and academics developing their own resources. However, the development
of teaching materials did arise in some of the discussions in relation
to issues on teaching and learning. Some differences emerged between
the HE and FE institutions. In the majority of HE institutions,
the development seems to be located with individual academics (90%);
this contrasts with only 60% of FE colleges stating that this was
the case. This is also reflected in comments from two of the HE
institutions that there is a need for ‘ownership’ of
the process by academics. Additionally there is also a suggestion,
from a small number of HE institutions, that traditional paper-based
materials such as lecture notes are being transferred into the
VLE without alteration or modification, ie the VLE was being used
as a repository for traditional content. Evidence from the section
on staff development and training suggests that some institutions
had selected a particular VLE for its perceived ease of use and
that therefore there staff did not need a lot of training in how
to use the VLE; both WebCT and Blackboard were referred to as falling
into this category.
FE institutions, however, also seemed
to be developing and encouraging greater use of reusable resources
designed specifically for online delivery. There is also a stronger
emphasis on the role of the support unit in actually uploading
materials and in some cases checking them and developing them.
One respondent commented on problems in relation to copyright when
developing materials and stated that textbooks were used in conjunction
with online resources. The issue of copyright also emerged in relation
to business developments.
Generally a picture emerged where is
appears that HE institutions are more likely to use in-house produced
resources whilst FE colleges tend to use freely available resources
more frequently.
Overall, the majority of teaching materials
used to support networked learning appear to be electronic versions
of traditional materials (lecture notes, presentations, exercise
etc) that are made available via a VLE. They are produced by individual
academic members of staff and uploaded either directly by the academic,
particularly in HE, or by a support unit. Some institutions have
specialist units that help academics develop materials designed
for networked learning or develop these for the academics. In FE,
there is some evidence of sourcing online learning materials from
external providers or sources such as the National Learning Network.
| CS |
Development of teaching materials for networked learning |
| H1 |
By individual lecturers. |
| H2 |
Rapid development team; intention to bring together all module
leaders involved in a course team and take them through the
development process with the intended outcome of creating a
fully developed online course. |
| H3 |
By Individuals; but have requested support unit. |
| H4 |
The introduction of a learning technologists' unit has allowed
for the production of some very high quality materials. |
| H5 |
By individual lecturers. |
| H6 |
Limited mention that it is individual development with traditional
resources transferred to VLE, and that development of materials
is the responsibility of the individual lecturers. |
| H7 |
No mention of development of online resources but it is noted
elsewhere that the VLE is used for providing information that
is traditionally provided in paper format (eg module outlines,
handouts etc). Different support was in place for the distance
learning programmes. |
| H8 |
For one specific programme a team approach was used with
initial pilot face-to-face first, peer review. For others there
is a suggestion that traditional materials are made available
in the VLE. One respondent emphasis the need for organic development
and that academics should have control over their own materials. |
| H9 |
Some suggestion the VLE is used mainly to post traditional
resources (lecture notes etc); in some cases academics put
notes online themselves but help is also available. One respondent
emphasised that that academics should have control over what
is posted to ensure ownership. |
| H10 |
Takes a team approach and develops in-house materials to
IMS standards; developed template. Developed own content management
system so that different parts of modules can be reused in
other modules (eg research methods contextualised in different
programmes). |
| F1 |
Separate unit to produce web versions of staff materials,
administrative staff transfer academic notes into html format. |
| F2 |
Separate e-learning unit develops materials. |
| F3 |
Limited mention in interviews but there is a suggestion that
staff do not regularly develop their own resources, although
a web development team is there to assist academics in developing
their teaching materials. |
| F4 |
Special multimedia unit to support development and production
of online materials. |
| F5 |
A web development team whose role is to assist academics
in developing their teaching materials. |
| F6 |
A materials development unit exists. There is some mention
in the interviews of in-house materials developed by one section,
which won an award; however, there was recognition that sharing
is problematic. Use of reusable materials noted. |
| F7 |
It is noted by one person that the academic produces an electronic
version of the materials and the support team then does the
technical part and uploads the materials into the VLE; allowing
academics to focus on pedagogy. |
| F8 |
Team approach with academics preparing the materials that
are then checked and uploaded by the materials development
unit, ensuring quality. Copyright an issue, so key texts used. |
| F9 |
The main emphasis is on the use of already available resources
(eg NLN materials); academics identify these. Some individuals
develop own materials. |
| F10 |
Use small number of (now) experienced authors to ensure high
standard with incentives available for those authors (for targeted
courses). Emphasis on moving towards reusable learning objects
route - expects national repository - but notes this not well
developed yet. Reuse of materials developed within the college
for other areas. |
Figure 7 5: Impact of networked
learning on the development of teaching materials
|
