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

Preface

Introduction
You have reached the webpage for discussion of the Preface of the DCU eLearning Strategy Staff Consultation Document. The Preface is the Executive's response to the eLearning Strategy Team's report. You are invited to make any comment you have on the Preface by clicking on post a comment below.


Preface
In November 2007, the DCU Executive requested Dr Kay MacKeogh and Mr Seamus Fox, Oscail, to investigate elements of an eLearning strategy for DCU. A draft report was considered by the DCU Executive at its meetings on 1^st July 2008 and 2^nd September 2008. The Executive advised that the eLearning report should be circulated to colleagues throughout the university for information purposes, and in order to foster a better understanding of the potential of eLearning in DCU. The Executive also made the following recommendations:

1. Developing the new learning innovation strategy is a priority for DCU. The authors of the eLearning Report should work with the VPLI/Registrar and the LIAP in the development of this particular aspect of the new Learning Innovation Strategy. This would include building on the excellent material in the current report, the outcomes of the Foresight exercise and wide consultation with colleagues at School and Faculty level. This work should fit in with the current strategic planning cycle. The development of this aspect of the learning innovation strategy should include a SWOT analysis of the full integration of current Oscail programmes into Schools/ Faculties of DCU and or linked Colleges, and should also include a financial plan and relevant market research.The authors should identify and work with a small number of colleagues in Schools/Faculties who are keen to develop on-line modules/courses/programmes and/or transform current face-to-face modules/programmes. This would be in order to develop and evaluate university pilots.
2. The authors should work with the SIF team to determine potential for funding support and appropriate market research for the above in order to ensure that DCU delivers on its SIF objectives.
3. The authors should link with Professor Martin Henry and the AFI team to identify if and how the above work can facilitate the roll out of AFI and the AFI objectives.
4. As the Oscail experience, and the skills set of staff, is an important resource on which to build the development and delivery of important aspects of the DCU learning innovation strategy, the university should continue to integrate the current Oscail activities and staff closer into the university structures. In order to facilitate this, a transitional unit comprising the LIU and the Oscail programme delivery and administration teams should be formed under the Office of the Vice-President for Learning Innovation.

The Executive welcomes the response of the University community to the content of this report.

Professor Ferdinand von Prondzynski

President

Executive Summary

Background
You have reached the webpage for discussion of the Executive Summary of the DCU eLearning Strategy Staff Consultation Document. Below is an introduction to the Executive Summary and (at the bottom of this page) a link to the complete Executive Summary (in pdf format) which includes the summaries of each of the chapters. You are invited to make any comment you have on the Executive Summary by clicking on post a comment below.

Introdcution to Executive Summary
For over twenty five years, DCU has been a leader in terms of distance education and eLearning provision in Ireland. However, the time is now ripe for the university to devise a formal eLearning strategy with the aim of ensuring that DCU maintains its lead position. In November 2007, DCU Executive appointed a two-person team with a brief to investigate elements of an eLearning strategy for DCU. Kay Mac Keogh and Seamus Fox were seconded from Oscail (National Distance Education Centre) to the Deputy President’s office to work on the strategy. DCU Executive considered earlier drafts of this report on 1^st July 2008 and 2^nd September 2008 and recommended that the report should be circulated to colleagues throughout the University for information purposes and to foster a better understanding of the potential of eLearning in DCU. Specifically, this report aims to contribute to the process, currently in train, of developing the new Learning Innovation Strategy 2009-2012.

The authors of the report welcome comments and feedback on this blog. (Alternatively, you can contact the authors at seamus.fox@dcu.ie and kay.mackeogh@dcu.ie) It is also envisaged that there will be a series of meetings/workshops during the first semester of the 2008-2009 academic year.

Structure of the Report

• Chapter 1 defines eLearning and introduces the brief of the eLearning Strategy Team.
• Chapter 2 outlines the policy environment for eLearning and discusses the policy drivers which are creating a demand at international, national and institutional levels to adopt eLearning strategies.
• Chapter 3 discusses the type of emerging innovative technologies which are creating the conditions for ubiquitous adoption of eLearning in higher education.
• Chapter 4 outlines the reasons leading to the adoption of eLearning by higher education institutions throughout the world.
• Chapter 5 discusses the development of institutional eLearning strategies and analyses a number of university eLearning strategies with the aim of informing DCU’s strategy.
• Chapter 6 focuses on the environment in DCU, identifying those strategic objectives which eLearning could fulfil. The chapter will also look at DCU’s competitors and potential collaborators in eLearning. The current status of eLearning provision in DCU will be outlined, and the potential for the further embedding of eLearning will be discussed.
• The final chapter reports on the extensive discussions carried out by the eLearning strategy team with individual members of DCU staff and reports on the results of a survey of academic staff opinions on eLearning developments in DCU.

Complete Executive Summary (in pdf format)

Chapter 1: Introduction

Introduction
You have reached the webpage for discussion of Chapter 1 of the DCU eLearning Strategy Staff Consultation Document. Below is a summary of Chapter 1 and a link to complete chapter (in pdf format). You are invited to make any comment you have on this chapter below by clicking on post a comment below.

Summary
This Chapter outlines the brief of the eLearning Strategy Team; provides a definition of eLearning adopted by the Team; describes the methods used in its investigations; and overviews the report structure.

The brief given to the eLearning Strategy team was to investigate a range of areas and to make recommendations to Executive on an eLearning strategy, based on evidence from its research. The chief areas of investigation were:

• The eLearning policy environment – national and international (e.g. HEA, EU/Bologna, OECD etc) including the funding climate
• Identification of best practice in other HE institutions with regard to sustainable organisational structures for implementing & embedding eLearning
• The external eLearning environment – competition and potential collaboration
• The potential for eLearning in modernising and improving DCU’s teaching and learning
• The existing capacity for eLearning in DCU in terms of programmes and expertise
• The internal environment in DCU – attitudes and support for eLearning; infrastructure, capacity and feasibility
• The potential for embedding eLearning in existing DCU programmes & modules so that they can be delivered to off-campus students
• Identification of new DCU programmes & modules using eLearning
• The potential of Oscail as a centre of eLearning expertise working with faculties & schools.

The following definition of eLearning is used: ‘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.’

The methods used in investigating the environment for eLearning included:

• Consultations with key stakeholders in DCU and in external institutions
• Meetings and workshops with Faculty and Schools
• Baseline survey of 139 academic staff
• Extensive review and analysis of the literature on international, national and institutional eLearning strategies and policies; case studies of organisational change involved in embedding eLearning; developments in eLearning technologies and practices; and potential funding sources.

Chapter 1 (in pdf format)

Chapter 2: The Policy Environment for eLearning

Introduction
You have reached the webpage for discussion of Chapter 2 of the DCU eLearning Strategy Staff Consultation Document. Below is a summary of Chapter 2 and a link to complete chapter (in pdf format). You are invited to make any comment you have on this chapter below by clicking on post a comment below.

Summary

Chapter 2 outlines the policy background which is driving the adoption of a number of strategies for modernisation in Irish universities, of which eLearning is one element. These include:

• A number of international bodies such as the OECD, Council of Europe, World Bank and, especially, the European Union have developed eLearning strategies.
• A number of countries, for example, New Zealand and the UK, have developed national eLearning strategies which in turn have stimulated eLearning strategies in their Higher Education institutions.
• Two key drivers for the adoption of national eLearning strategies are the need to upskill the population to meet the challenge of the information and knowledge society and the need for accessible and flexible access to tertiary education to meet the changing nature of society and the lifelong learning agenda.
• There is no national eLearning strategy in Ireland. The review of Open and Distance Learning instituted by the HEA in May 2008 may lead to the formulation of elements of such a strategy.
• Even though 70% of the Irish adult population have not attained third level qualifications, there are few mechanisms to support the participation in higher education of this group. In particular, there is virtually no funding to support the participation of this group in distance/online higher education (the form of education which would best suit their needs and circumstances).
• The lack of funding to support off-campus higher education has acted as an inhibitor in Ireland to the development of fully online eLearning programmes aimed at the adult population.
• It is unlikely that funding from the Education budget will be made available, in the current climate, for developments in eLearning aimed at off-campus students. However, one potential source is the Human Capital Investment Fund 2007-2013 which is aimed at supporting upskilling of the workforce.

Chapter 2 (in pdf format)

Chapter 3: The eLearning Technologies

Introduction
You have reached the webpage for discussion of Chapter 3 of the DCU eLearning Strategy Staff Consultation Document. Below is a summary of Chapter 3 and a link to complete chapter (in pdf format). You are invited to make any comment you have on this chapter below by clicking on post a comment below.

Summary
Chapter 3 provides a review of the various online technologies used in eLearning. A brief introduction is given to the more established online technologies such as the communications technologies (online chat, web-conferencing, e-mail, online forums, etc.) and the learning resource technolgies (online journals, e-assessments, screen casts, courseware, etc.) before going into more detail on the newer (mostly Web 2.0) technologies such as blogs, wikis and social networking software.

The key points to emerge from this review are:

• Innovations in content development technologies will reduce the time and cost of development of eLearning materials.

• Developments such as screencasting software and ‘grassroots’ video will mean that it is easier for the individual academic to create eLearning materials. Significantly, the form of teaching facilitated by these technologies is relatively close to the current practice of most academics.

• The availability of an ever-increasing number of learning resources via open access learning resource repositories, online journal databases etc. will mean that the individual academic will be able to incorporate these materials into their own eLearning materials thus improving their quality.

• Online support for students will incorporate a range of Web 2.0 technologies.

• The key development in the provision of online support to students will be deepening use of (often quite simple) online technologies in educationally innovative and creative ways with the aim of engendering a high quality learning experience. Of particular importance will be the development of methods of teaching online that are educationally effective but do not result in significant additional workloads for academics.

Chapter 3 (in pdf format)

Chapter 4: The Rationales for eLearning in HE

Introduction
You have reached the webpage for discussion of Chapter 4 of the DCU eLearning Strategy Staff Consultation Document. Below is a summary of Chapter 4 and a link to complete chapter (in pdf format). You are invited to make any comment you have on this chapter below by clicking on post a comment below.

Summary
This chapters reviews the reasons put forward for the use of eLearning in Higher Education. The key points to emerge are:

• Worldwide, universities report many different and sometimes opposing reasons for engaging in eLearning.
• Enhancing the quality of teaching and learning (for both on-campus and off-campus) is a dominant rationale for engaging in eLearning.
• The key issue in the use of eLearning for enhancing quality will be identifying and refining those technologies/methods which greatly enhance teaching and learning without significant additional cost, especially in terms of staff time
• ePortfolios are emerging as a widely used technique because (a) they can align teaching and assessment in an organic way; (b) they allow for a wide range of student outputs or artefacts and (c) they can be used in the assessment of a wide range of learning outcomes.
• The flexibility offered by eLearning (for both on-campus and off-campus students) is seen as a major reason for engaging in eLearning. Blended programmes (which are taught both online and face-to-face) are seen by many universities as a way of harnessing this flexibility in a way that is close to their current practice. In addition, along with enhancing the capacity of staff in eLearning, blended programmes can make small programmes viable by enlarging the catchment area and/or attract a higher quality student.
• In many instances, eLearning represents a significant ‘step-wise’ gain for students and staff with disabilities. Further gains can be achieved for relatively low inputs.
• A number of universities have reported that the use of e-assessment for large cohorts of students has resulted in cost savings after a relatively short period.
• Fully online programmes (usually aimed at off-campus students) can result in significant cost-savings when compared with comparable programmes delivered in the traditional face-to-face manner as long as there is a sufficiently high student enrolment. However, the management of online programmes has to be significantly different from the organisation of traditional on-campus programmes if the cost-savings are to be realised.
• The cost of developing eLearning content is falling (see Chapter 3) and online programmes cost much less to administer than traditional distance education programmes. These two factors make the financial risk associated with developing and delivering a fully online programme much less than was the case heretofore. It is therefore likely that, over the coming years, there will be an increasing number of fully online programmes aimed at off-campus students being offered by higher education institutions from both within and outside Ireland.

Chapter 4 (in pdf format)

Chapter 5: Implementing eLearning Strategies in HE

Introduction
You have reached the webpage for discussion of Chapter 5 of the DCU eLearning Strategy Staff Consultation Document. Below is a summary of Chapter 5 and a link to complete chapter (in pdf format). You are invited to make any comment or give any feedback you have on this chapter below by clicking on post a comment below.

Summary

The purpose of Chapter 5 was to explore what can be learnt from the eLearning experience of other universities (and the eLearning strategies they have devised) which could be useful to DCU in devising its eLearning strategy. A key point to emerge is that, while comprehensive statistics are difficult to access, there is considerable evidence that the number of students on fully online programmes is growing at a considerable rate (especially in the United States).

The majority of UK universities have adopted eLearning strategies. An analysis of a sample of strategies reveals that:

• Most universities have adopted a ‘bottom-up’ rather than ‘top-down’ implementation policy
• The eLearning strategies of nearly all the selected universities foreground the potential of eLearning to enhance teaching and learning
• eLearning is seen as a method to foster a wide variety of learning outcomes
• Nearly all the strategies envisage potential benefits of implementing e-assessment and ePortfolios
• Blended eLearning delivery is implicit as a major way to develop eLearning in most of the strategies and is explicit in some of the strategies
• Most of the strategies see many potential benefits from fully online programmes but caution that decisions to develop such programmes must be based on careful market analysis
• Staff training is seen as essential to successful eLearning but flexible mechanisms to support eLearning at the level of schools/departments and individual academics are seen as even more important
• Internal organisational structures to support eLearning need to be flexible and permeable
• As eLearning can assist in the achievement of a very wide range of strategic objectives, aligning the eLearning strategy with a few key strategic objectives would seem to be a pragmatic way to proceed
• eLearning research is essential to maintain currency
• The dominant organisational model to support fully online programmes is control from the providing school/department
• If engaged in large-scale fully online eLearning, part-time etutors are essential. There are a number of arguments for putting them on a more formal contractual footing
• There is some potential for exploring alliances with specialist eLearning companies.

While the use of eLearning for off-campus distance learning programmes in UK universities is still limited, many Australian universities have adopted a dual mode system where academics combine teaching on-campus and off-campus students to the point where this mode of operating and teaching has become part of normal practice.


Chapter 5 (in pdf format)

Chapter 6: The Environment for eLearning in DCU

Introduction
You have reached the webpage for discussion of Chapter 6 of the DCU eLearning Strategy Staff Consultation Document. Below is a summary of Chapter 6 and a link to complete chapter (in pdf format). You are invited to make any comment you have on this chapter below by clicking on post a comment below.

Summary
Chapter 6 reviews the environment for eLearning in DCU in terms of its strategic plans, especially in relation to enrolment levels and potential programmes. DCU’s strengths in eLearning are outlined, as well as the role of other Higher Education institutions as competitors as well as potential partners in eLearning developments.

• eLearning can facilitate a number of strategic initiatives in DCU which call for flexibility, widening access, increasing retention, and increasing quality. It is envisaged that the next strategic planning exercise (currently in train) will take account of the range of objectives whose attainment can be assisted through eLearning.

• It is recognised that DCU is a small player in Irish higher education and therefore at risk from competitor institutions. The current strategic planning process will need to consider an enrolment growth strategy aimed at securing DCU’s independent position in the Irish higher education system

• The changing balance of enrolments within DCU has led to a situation where some programmes are oversubscribed and others undersubscribed. This provides cause for concern in terms of the viability of some programmes. eLearning can mediate some of the short-term difficulties caused by enrolment fluctuations.

• There are a number of institutions which could present formidable competitors to DCU in terms of eLearning in the immediate future. This indicates that DCU needs to adopt a proactive stance if it wishes to retain its position as leading innovator in Irish higher education and safeguard areas of expertise. Some of these competitors are also potential collaborators.

• There is considerable eLearning expertise in DCU. Oscail has extensive experience of developing and delivering fully online eLearning programmes. Other schools with substantial expertise include the Schools of Electronic Engineering; Physics; Education Studies; Nursing and SALIS.

• A reorganisation of Oscail could involve embedding programmes within the faculties, schools and linked colleges and thus disseminate the eLearning expertise of Oscail staff to support eLearning and enhance staff capabilities.

• While a number of schools have adopted eLearning initiatives, the extent of programmes available to off-campus students is limited. It is envisaged that the full implementation of AFI, when combined with eLearning will, in the longer term, result in greater flexibilities in this regard.

• In particular, there appears to be potential in converting existing high demand postgraduate programmes to online learning, as well as some new undergraduate programmes. However, before proceeding, detailed costing and market research would be required.

Chapter 6 (in pdf format)

Chapter 7: Mainstreaming e-learning in DCU

Introduction
You have reached the webpage for discussion of Chapter 7 of the DCU eLearning Strategy Staff Consultation Document. Below is a summary of Chapter 7 and a link to complete chapter (in pdf format). You are invited to make any comment you have on this chapter below by clicking on post a comment below.

Summary

Chapter 7 focuses on the outcomes of the widespread consultations with staff and the survey of academic staff which aimed to identify factors that would facilitate or inhibit the mainstreaming of eLearning in DCU. Almost 60 consultation meetings took place and 139 academic staff responded to an online questionnaire survey (25.6% response rate).

The main findings of the staff consultation meetings are:

• There is evidence of enthusiasm and strong expertise for eLearning with a recognition of the need for new approaches. There is also, among other staff, a strong current of scepticism about eLearning, particularly around issues of quality, workload and loss of control. Many staff are not aware of the potential of eLearning or the type of pedagogical philosophy underpinning effective eLearning, indicating a need for training/awareness raising.
• Many staff suggest that the focus on research has tended to diminish the status of the teaching function, with teaching budgets cross-subsidising research projects, while key academics are no longer available to teach. There is a reluctance in some schools to involve postgraduates in the teaching function, with potentially detrimental consequences for developing eLearning programmes
• There is a need for funding to progress a number of vanguard eLearning programmes.
• Reduced funding in real terms for undergraduate and taught postgraduate programmes is seen as a threat to quality of teaching, assessment and student support. In particular there is concern about the prevalence of large class sizes which reduce the potential for innovative teaching and assessment approaches.
• Despite positive aspects of its small scale, DCU remains vulnerable in terms of potential future strategic initiatives designed to reorganise and streamline the HE sector in Ireland.

The survey results indicate:

• An extremely high penetration of Moodle in DCU modules, although relatively few use the more interactive and pedagogically innovative aspects of Moodle in their teaching.

• While positive views with regard to online teaching are expressed, the majority expressed a preference for face-to-face teaching and there is some scepticism with regard to the amount of learning possible with fully online programmes, and in a wide range of subject areas and qualification levels. In general, blended approaches are regarded more positively than fully online solutions.

• The potential to reach new students and experiment with new technologies rank highly as motivating factors, whereas factors likely to decrease motivation are more pragmatic, relating to inadequate technical support, time, and recognition of the work involved

• While there was general agreement with the establishment of a Central Unit to provide support, the importance of academic faculties retaining control over course delivery is indicated by the more favourable responses to the concept of eLearning units within faculties to deliver courses.

• The role of administrative support units will be crucial in ensuring the successful mainstreaming of eLearning.

Chapter 7 (in pdf format)