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On Wed, 16 Apr 2003 14:27:25 +0100, John O'Donoghue <[log in to unmask]> wrote: >> With the usual apologies for multiple posting. >> >> I am about to embark on a piece of research based around possible staff resistance to VLE/ MLE implementation - in the widest sense, not just or necessarily technological! >> >> I am making some general enquires to the mailbase for any current research being done in this area with regard to reasons, or any metrics for staff resistance which you may be aware of. >> >> Many thanks in advance >> >> John >> >> ____________________________________________ >> John O'Donoghue >> Voice: +44 (0) 1902 323854 >> FAX: +44 (0) 1902 323952 >> Mobile: 07808 795802 >> >> National ICT Research Centre >> University of Wolverhampton >> Shropshire Campus >> Telford >> TF2 9NT >> >> Electronic Mail: [log in to unmask] >> >> "I'd change the world but God won't give me the source code" - Anonymous >> ____________________________________________ >> >> >> >> > >***************** 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 John, Another interesting area for research is the question of the extra time that is required to develop and to load the materials onto the VLE. A paper that I am presenting on Friday 25 April at the BCS INSPIRE 2003 conference in Glasgow considers some preliminary findings of the acceptability and usability of the three different VLEs that I currently use. Key issues that academics should consider (and will have a formative impact on their expectations and reactions to the VLE) during the adoption process are (not necessarily an exhaustive list):- - Purpose of the VLE (electronic distribution of lecture slides and notes [paper reduction], or additional reinforcement mechanisms or distance learning provision) - Type of materials to be used (lecture slides and notes or specialised teaching and learning materials suitable for distance learning) - Time to create the materials (if different from lecture presentations and notes) - Ease of loading process to the VLE (variable between VLEs) - Loading process time to the VLE (variable between VLEs) - Levels of expected student interaction with the materials (just download and print lecture materials, or active reinforcement materials) - Minimisation of bandwidth requirements (ie minimise multimedia, particularly if to be used by off-campus students over the internet. Also important on-campus at busy times - response times during peak studying weeks can be up to 8 times worse than theoretical capability, even at 11:00 at night!) All the above will have a major impact on academic acceptance or resistance to the concept of VLE use. Additional aspects, that seem to colour our academic views, are the student reactions to the VLE. As an indication, our research, here at Derby, indicates that students like having electronic copies of lecture slides but don't like the cost of printing and off-campus internet conections and are concerned by variable and / or slow response times (confirming research by Jacob Nielsen and many others). I hope that this is of assistance to you. I am currently planning to follow-up several of these aspects in further research and will be happy to share any findings with you. Richard J Self University of Derby ***************** 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