It’s the curriculum stupid!! Why pedagogy should drive the MLE.

It’s the curriculum stupid!! Why
pedagogy should drive the MLE.
University of Durham
11 December 2001
Cathy Ellis
cathy.ellis@citysun.ac.uk
1. The driving forces underpinning MLE development
Efficiency
BUSINESS DRIVERS
New markets
Commercialisation
Higginson (1996)
Stevenson (1997)
CURRICULUM DRIVERS
Dearing (1997)
UFI (1999)
Curriculum 2000
Internet
TECHNOLOGY DRIVERS
Increased PC
ownership
Cultural saturation
1. The driving forces underpinning MLE development
‘We wish to see a society within 10 years where
ICT has permeated the entirety of education (as it
will the rest of society) so that it is no longer a
talking point but rather taken for granted - rather
as electricity has come to be.’
Stevenson Report, June 1997
1. The driving forces underpinning MLE development
National Learning Network
NGfI
ILT Strategy
BECTA
JISC & UKERNA
LSC
Materials Development
Connectivity
National Targets
RSCs
1. The driving forces underpinning MLE development
ILT STRATEGY 2000-2003
LEARNERS, LEARNING AND THE CURRICULUM
STAFF AND ILT
ILT IN MANAGEMENT AND ADMINISTRATION
INFRASTRUCTURE AND HARDWARE ISSUES
1. The driving forces underpinning MLE development
‘Exemplary ILT strategies all started
from a pedagogical and curriculum
focus and had a clear vision of how
technology should serve learners.’
Ferl, June 2001
1. The driving forces underpinning MLE development
E-learning is important because it:-
•
Is popular
•
Increases standards
•
Improves retention
•
Increases the impact of the learning experience
•
Promotes inclusion
John Harwood, CEO, Learning & Skills CouncilOctober 2001
2. The ILT Strategy in FE
FUNDING ILT IN FE
1999-2000 FE spend £170m
National Learning Network: £74m in
1999
2001 Further £84m allocated
ILT Strategy
IMPLEMENTING ILT IN FE
1:5 ratio of Internet connected PCs
Robust network minimum 100Mb/s
2Mb/s JANET connection to all colleges
2. The ILT Strategy in FE
HE CONTEXT
Global market
Research
C& IT
Level 4+
Local market
FE CONTEXT
ILT
Widening
Participation
Level 1+
National Targets
3. From ILT Strategy to VLE Practice in FE
Embedding ILT across the curriculum
The Issues
I.T. Infrastructure
JANET
IT SKILLS
staff
students
Curriculum Agenda
Curriculum 2000
Ntional Targets
Standards
Avoiding the Digital Divide
Accessibilty
Inclusion
Standards Fund
FENTO
Napster Generation
Scheme of Work
Differentiation
Core & Extension
Access to PCs
Techdis
Bobby Compliant
3. From ILT Strategy to VLE Practice in FE
VLE DEVELOPMENT
@
City of Sunderland College
Staff
Students
Teachers
ICT from school
Library Staff
e-citizens
Support Staff
Technical
PC Games
Internet
e-music
Administrative
Mobiles,
WAP
Text, etc...
3. From ILT Strategy to VLE Practice in FE
CITY OF SUNDERLAND COLLEGE APPROACH TO A VLE:-
•Part of a series of investments to support learning
•COSC Curriculum agenda
•Supplement not replacement model
3. From ILT Strategy to VLE Practice in FE
COSC PILOT JAN-JUNE 2001
PAGE
MATHS
(85 students)
PSYCHOLOGY
(230 students)
Announcements
Course Information
Course Documents
Assignments
507
983
841
491
1196
622
2906
3947
External Links
157
282
2979
8953
TOTAL
3. From ILT Strategy to VLE Practice in FE
CONCLUSIONS FROM PILOT
•Staff driven - staff editorial control
•Robust, reliable and easy to use
•Introduce to all full-time AS subjects for Sept 2001
4. Embedding the VLE in the curriculum
Vocational Subjects
•Computing
•Carpentry
•Business
•Hairdressing
•Health and Social Care
•Childcare and Education (DNN) (CACHE)
•Early Years Education
•ICT Double Award
•Construction and the Built Environment
4. Embedding the VLE in the curriculum
SUMMARY OF USAGE
Number of
Courses
Number of
enrolled Users
Number of
Instructors
Average Hits per
Day
661
3032
380
1932
4. Embedding the VLE in the curriculum
HITS PER MONTH
Date
May 2001
June 2001
July 2001
Aug 2001
Sept 2001
Oct 2001
Hits per Month
290
3980
4359
893
12572
109071
Nov 2001
155042
10 Dec. 2001
37810
4. Embedding the VLE in the curriculum
Lecturers Conclusions
A VLE : Skills teachers
 Changes teaching practice
 Changes learners
 Provides variation in learning (core & extension)
 Spontaneous
 Major tool for assessment & tracking
 Informs teaching practice
4. Embedding the VLE in the curriculum
Students Conclusions
 Students are using Blackboard regularly (engagement)
 Discussion forum proving popular (communication)
 Text messaging language - a challenge for staff
 Students are asking to participate in hosting content eg
presentations, revision notes
 Students contributing to VLE development
It’s the curriculum stupid!!
Why pedagogy should drive the MLE
Curriculum content
Using data to inform teaching
Communication Tools
M.L.E.
Assessment
Interpreting & analysing data
Tracking
To see a Blackboard course at COSC go to:http://blackboard.citysun.ac.uk
Username:
cosc
Password:
sunderland