DCU eLearning Strategy - Staff Consultation Blog
Welcome to the DCU eLearning Strategy Staff Consultation Blog
This blog has been set up to give staff a forum to respond to the eLearning Strategy Staff Consultation document. The full document is available HERE (in pdf format). If you would like to make a comment or give feedback on the overall document or on eLearning in general, please click on comments below
If you have a comment or would like to give feedback on a particular chapter, please click on the link to the chapter on the right hand side of the screen. You will be presented with a summary of the chapter and there is a place in which you can give your comments/feedback.
You can also give feedback by e-mailing the authors at kay.mackeogh@dcu.ie and seamus.fox@dcu.ie
The authors look forward to receiving your comments and feedback.
Seamus Fox & Kay MacKeogh
posted by Seamus Fox at
12:16 PM
29 Comments:
Please leave your comments or feedback by clicking on Post a Comment below
What's the definition of elearning?
The defintion of eLearning that we adopted for the report is: ‘The use of ICTs to improve the quality and flexibility of learning for all students and to extend access to higher education to those who are unable to attend on-campus for whatever reason.’
This defintion covers the two primary uses of eLearning i.e. to improve the quality of teaching and learning and to improve the flexibility.
Personally, I think that (as time goes on) the distinction between on-campus and off-campus students will become increasingly blurred. Current on-campus students are increasingly taking part-time employment during term time and off-campus students will increasingly engage in various forms of online/blended learning.
Kay, Seamus
Nice report - very detailed - but no recommendations at all ... which is odd given that as you say yourselves, your brief was to make recommendations !
So this looks like a very nice exercise, with nothing solid coming out of it.
Also ... you missed coverage of the great elearning work done in Computing for at least the last decade by people like Charlie Daly and Claus Pahl. These guys have developed specialist software to enable elearning and developed their own elearning approaches, which is much more difficult than "just" using something like Moodle !
- Alan
Alan,
Thanks for your comments.
With regards to recommendations, we thought it was too early in the process to come up with final recommendations. Before doing this, we would like to get feedback from colleagues to what is, as you say yourself, a very detailed report - i.e. feedback both to the background issues detailed in Chapters 2 to 5 and to the more DCU-centred material presented in Chapters 6 & 7. After getting this feedback, and after working with LIAP, the SIF team and AFI team (as recommended by Exec in the Preface), we think we will be able to come up with solid recommendations.
You are right that we missed the elearning work being done in Computing. We had a section in Chapter 6 on the work of both Charlie Daly and Nora Brophy. This section also included a piece on the work done by Alan - he would be too modest to mention this but Alan was a pioneer in what is now called screen-casting (see Section 3.3.1 of Chapter 3). I do not know how this section got omitted especially as the work of Charlie and Nora is so well known to us over the years. What I will do is find this section and post it to the blog for Chapter 6.
If anyone knows of any other use of elearning in DCU that we missed, could you give the details as a response to the blog for Chapter 6?
Seamus
Here is a feed for all comments on any page of this report:
http://blogger.com/feeds/477945856113499915/comments/default
Many thanks for the report - I have found it a very interesting read and it is clear that a very strong investment of time has gone into the creation of such a well-constructed strategy document.
I have some issues relating to the representation (or lack thereof) of the e-learning model used within the postgraduate programmes in the School of Electronic Engineering. Howevever, I will move those comments to Chapter 6 as requested.
As a summary I should say that it was disappointing that there was *almost* no coverage of the hugely-successful e-learning model that has been used in those programmes. A model which, together with other aspects, has resulted in massive growth in student numbers (400% since 2000) in a declining market.
As a more general note, I would also be quite cautious in such a report about the use of the concept of "student numbers". There is a considerable difference between a student taking/repeating a single module in a year and a student undertaking 90 credits worth of material. 150 students annually taking 10 modules proves a more efficient and sustainable concept compared to 1500 students taking 1 module per annum. It is all too easy to get lost in "student numbers".
Seasmus - I fully agree with your point above "Personally, I think that (as time goes on) the distinction between on-campus and off-campus students will become increasingly blurred.". This has been our experience and much of our motivation for producing our postgraduate model in the format we have. It is very positive to see others with such a viewpoint.
My thanks again for the document however - there are a considerable number of pearls of wisdom to be found within.
David Molloy
David,
Thanks for your comments. We by means meant to downplay the success of the School of Electronic Engineering's RACEE/IPME
programme - having some 200 students on the programme is indicative of a very sucessfull programme. Indeed it would be our opinion that the model of online education adopted by the School of Electronic Engineering could be very relevant to other schools thinking of designing and delivering online programmes. (I respond to your post on Chapter 6 in an effort to tease out more detail on the School of Electronic Engineering model.)
I agree with you about the importance of credit weighting instead of student numbers. The HEA funding model does not reflect this yet but I think it is only a matter of time until both the fee and core grant elements of HEA funding will reflect the number of credits that a student is taking rather than absolute student numbers.
Seamus
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Мне вот кажется, что такое написать мог то ли креативный гений, то ли героиновый наркоман :(
У нас в Дагестане за такие слова могут и камням изакидать :(
Не очень люблю такие тексты %:(
В Вашей RSS нельзя получать полные тексты записей, что ли?
Логотип мне нравится:)
У Вас долго загружается блог - видимо, хостинг плоховат
Об этом уже писал кто-то из моих ЖЖ-френдов :(
Прошу прощения за оффтопик.
Вы продаете сквозные ссылки с сайта? Если да, свяжитесь со мной, плз!
На словах ты Лев Толстой, а не деле ... простой!
На словах ты Лев Толстой, а не деле ... простой!
На словах ты Лев Толстой, а не деле ... простой!
А сегодня день архивного работника. У вас на сайте есть "Архив"? Можете праздновать! :))
А сегодня день архивного работника. У вас на сайте есть "Архив"? Можете праздновать! :))
А сегодня день архивного работника. У вас на сайте есть "Архив"? Можете праздновать! :))
А сегодня день архивного работника. У вас на сайте есть "Архив"? Можете праздновать! :))
А сегодня день архивного работника. У вас на сайте есть "Архив"? Можете праздновать! :))
У нас в жж за такой пост бы закидали какашками в каментах:)
У нас в жж за такой пост бы закидали какашками в каментах:)
Подскажите, а у вас сквозную ссылку купить можно? Если да, сообщите цену на мыло, пожалуйста?
Подскажите, а у вас сквозную ссылку купить можно? Если да, сообщите цену на мыло, пожалуйста?
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