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*******************************************
Equally, the nature of the support required changes over time.
To put my original post in context, we launched our VLE at the start of last
year having had two years of funding already to support the planning process
and buy-in from academic areas. We gained another two years funding to
support the initial uptake which was well planned and, as far as all our
review data demonstrates, well executed.
However, planning support models beyond these initial two years is almost
impossible as it was difficult to predict both funding streams and the
nature of the use of the VLE once established.
Interestingly, our predictions were as follows:
Years 1 & 2 would see high requirements for technical support and basic
training with the VLE being adopted primarily in "filing cabinet" mode
Years 3 & 4 would be a continuation of the filing cabinet operation but with
a gradual increase in requirement for deeper use and better understanding of
how the nature of learning & teaching needs to adapt to make most
appropriate use of the tools available.
Whilst these predictions were broadly correct, we were surprised by the
following:
Massive initial take up of the VLE resulting in far less than predicted work
required this year to bring stragglers on board
Equally significant take up of the training programme to the extent that we
are now having real difficulties filling this term's workshops
Far more rapid consideration of deeper uses of the technology and the
resultant gaps in our pedagogic support becoming clear
One of our responses to this is to consider a staff education programme
which explicitly avoids the use of the word training and targets specific
course/module development teams rather than individuals with 2 day sessions
that provide "training", discussion of subject-specific issues and an
outcome that attendees will leave the session with real content already made
available in their areas on the VLE (as opposed to the example content we
used last year with everyone).
We're just about to trial this so I'm happy to report back to the list once
we have an idea of how successful or not it is!
Best wishes,
Stan
-----Original Message-----
From: Peter Waterhouse [mailto:[log in to unmask]]
Sent: 14 November 2003 11:23
To: [log in to unmask]
Subject: Re: [VLES] Pedagogic support for VLEs
Remember that replies go to the entire list
*******************************************
Ken
While I agree to some extent - however my experience is that it is difficult
to identify the need before using the product.
As to the proposed research - I am not really surprised at our lack of
understanding of Pedagogy and the use of VLEs - it is only relatively
recently (post Dearing?) that we have actually tried to disseminate an
understand of the pedagogical models that supports face to face learning and
teaching in HEIs.
Peter
-----Original Message-----
From: Ken Smith [mailto:[log in to unmask]]
Sent: 14 November 2003 11:19
To: [log in to unmask]
Subject: Re: [VLES] Pedagogic support for VLEs
Remember that replies go to the entire list
*******************************************
Just to add my two pennieth to this thread,
Is this not what the regional support centres were supposed to provide?
I must admit that I find it somewhat ironic that we are looking into how we
provide support after we have purchased the product. Surely all that should
have been thought through before the decision was made. Perhaps this says a
lot about the ability of sales people in the technology field. After all
probably the only gadget that people buy for their home without knowing what
they are going to do with it or how they are going to use it, is the
computer.
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf Of
Tom Browne
Sent: Thursday, November 13, 2003 11:14 AM
To: [log in to unmask]
Subject: Re: [VLES] Pedagogic support for VLEs
Remember that replies go to the entire list
*******************************************
Stan, Megan et al,
This is a very timely conversation.
The Learning and Teaching Sub-Committee (JCLT) of the JISC are about to
embark upon a study to examine exactly this question. A certain amount of
scoping has already taken place but a great deal of work will be undertaken
in the calendar year 2004.
Just to give a flavour, two key objectives (N.B. currently in draft) are:
1. to review and enhance current knowledge about effective pedagogies for
e-learning 2. to explore how this can be effectively applied .....
So, if this list generates an active dialogue on this subject, I'm sure it
will prove of immense value.
Tom
Dr Tom Browne, Academic IT Support Manager, ITS
University of Sussex, Falmer, Brighton BN1 9QJ
tel: 01273 87 2967 email: [log in to unmask]
--On 13 November 2003 10:07 +0000 Megan Robertson
<[log in to unmask]> wrote:
> Remember that replies go to the entire list
> *******************************************
>
> ===============
> We are about to undertake a review of the pedagogic support for our
> VLE. Currently we have 5 seconded members of academic staff who act as
> first line of support to teaching staff and provide a link between
> teaching staff and our central learning & teaching and learning
> technology sections. As part of our review it would clearly be useful
> for us to see what other models are in use out there.
>
> So, if you can spare the time, could you reply and briefly describe
> the models used in your institutions? ===============
>
> Very informal here... It's mostly a case of my scampering around and
> seeing what sort of things teachers in various subjects do now, and
> think they might like to be able to do... and then see if there's a
> way of using ILT to support and enhance what it is they'd like to do.
>
> Sometimes I put it as 'encouraging them to dream dreams, then I'll
> help them turn the dreams into (virtual) reality' :-)
>
> As it gets rolling here, we will be using the Ferl Practitioner
> Programme to provide some pedagogical background.
>
> Seems to work, though...
>
> Megan.
> ILT Champion, City of Stoke-on-Trent Sixth Form College.
>
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> The Ferl VLE Focus Area is at
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***************** List information: *****************
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To unsubscribe, email [log in to unmask] with the message: leave vle
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
The Ferl VLE Focus Area is at http://ferl.becta.org.uk/display.cfm?page=76
To unsubscribe, email [log in to unmask] with the message: leave vle
***************** List information: *****************
Remember - replies go by default to the entire list.
Access the list via the web on http://www.jiscmail.ac.uk/lists/vle.html
The Ferl VLE Focus Area is at http://ferl.becta.org.uk/display.cfm?page=76
To unsubscribe, email [log in to unmask] with the message: leave vle
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