Warwick case study

 

 

Author: Cath Fenn

 

Warwick LRA case cover.doc

 

1. Why did you use this e-learning approach?

During the academic year 2005-06 I managed a project developing e-resources for the new core postgraduate module Understanding Research and Critical Appraisal in Health Care (UReCA). Development of a sustainable and transferable team based approach to the provision of e-resources. Although this project had some considerable success it highlighted weaknesses in staff development. Specifically these related to lack of familiarity and confidence with the tools used to deliver materials and support online discussions and conceptualising the link between paper based activities and e-resources. I have since been appointed as Project Officer with a range of accountabilities including ‘to support service and academic development in line with Institute strategies, Directorate priorities and user needs.’

2. What was the context in which you used this e-learning approach?

Part of the Institute of Clinical Education the Directorate for Masters Accredited Programmes focuses on the provision of flexible modular postgraduate programmes. Over 1000 part-time students currently registered and more than 80 modules offered within the flexible framework. Module study patterns are based around 5 days face to face contact on campus with pre-course preparation with further self directed study leading to submission of an assignment for accreditation.  Established practice followed a pattern whereby learners received paper based module guide booklets covering module outline, preparation work, timetables, assessment and reading. Development of e-resources limited to enthusiastic but isolated individuals.

Students and staff with varied expectations, experience and skills levels.

The UReCA project had provided the evidence-base for the advantages of:

• flexible access to resources via 24/7 online environment
• differentiation of resources online increasing the range of options available and matching them to specific groups where appropriate
• reflections on the structure and design of e-resources informing the developing structure and design of the modules taught sessions

 

UReCA dissemination events highlighted that key points for effective practice included

• varied mix of skills and experience amongst staff team taken into account and confidence levels increased through co-operation
• supportive approach to e-tutoring and moderation of forum required to engage learners and staff team members

3. What technologies and/or e-tools were available to you?

In line with the institutional strategy technology supporting these teaching and learning activities is part of the University’s Web Architecture which is supported and developed by E-lab the division of Warwick IT Services which is responsible for co-ordinating the delivery of the e-strategy programme and researching and developing new technologies, especially in the areas of web services and e-learning.

The online support aims to showcase the technology available. The design of online staff development content and activities integrates a range of features available web content and related activities including those for creation of forms, quizzes, forums, blogs, personalised content etc.

4. What was the design?

I was looking to design a programme of activities that would promote a gradual understanding and enable team members to communicate on ‘similar wavelengths’. This would take an integrative approach with online support complementing a series of face to face sessions. Some of the face to face sessions involved hands on experience in the IT training room.

Based on known model for planned educational change RD&D sequence moving from research, to development to dissemination.

5. How did you implement and embed this e-learning approach?

As mentioned above the UReCA project had provided an insight into information gaps and with this knowledge as a starting point I organised a series of face to face sessions around the theme of developing skills for the embedding e-learning. These were a series of interactive sessions open to all staff (teaching and support) and as an incentive hot lunch was provided. The opening session included a group exercise over the lunch whereby A3 suggestion sheets were scattered for brainstorming and voting on ideas for future sessions. This approach promoted feeling of group ownership over the sessions. Summary reports of each session were posted to the staff blog. Session updates and news posted to the staff forum including links to the blog.

Although the skills mix provided a challenge it also reaped benefits in the support that I gained as a facilitator and the group gained in terms of the sharing experience. The feedback from these sessions was extremely positive with an overwhelming cry for more!

Staff coments: 

‘As we were talking about forum's this morning it seems very apt that I should attend this session as I am totally ignorant of them!  I look forward to being enlightened.’

‘Thanks Catherine for the informative session and the lovely lunch too.’

‘Thanks Catherine, this session sounds useful.  I shall attend.’

‘Thanks for this lunch invitation and sorry I wasn't able to make it.  If you have any notes PowerPoint’s etc. of the meeting I would be interested to view.’

‘Thanks for the invitation - looks interesting, however, I'll have to offer my apologies. Hope you have another successful event’

‘unfortunately I am unable to go to this workshop which is of great interest to me as I am teaching up in Telford. Will you be running any more? If so could you let me know the dates?’

Summary comments from post module student focus groups:

Warwick plan for student focus groups v1.2.pdf

The website was described by all participants as very good, well-designed, informative. All said they would access it after the end of the course.

Students would like to have some feedback on pre-course task.

Communication via, post, email and web supportive.

Interest in further online support/tutorial packages, especially in relation to statistics.

Would like to have 1/2 hour face to face session to put faces to names on forum.

6. What tangible benefits did this e-learning approach produce? (approx. 400 words)

Benefits to date can be measured by significant improvements amongst staff in:

• understanding
• enthusiasm for investigating e-resources
• ability to deliver e-learning
• wider participation in e-learning developments
• confidence in the use of e-tools
• networking

For example the staff forum is increasingly being used as a space for collaborative activity.

During 2006-07 there were 70 recorded PG module occurences for which template module sites were provided. An audit of these module sites attempted to quantify the level of development taking place. Warwick web resources auditcover v2.0.doc

Figure in brackets () indicates number of module sites in each score group.

• 0 = nothing added to template (15)

• 1 - 6 = text files uploaded (15)

• 7 - 11 = some HTML content published (22)

• 12 - 19 = use of hyperlinks & online activities (18)

The results highlighted a couple of course teams with high staff participation rates and those with zero participation. These results directly correlate with participation (or lack of) in the emergent staff development activities.

7. Did implementation of this e-learning approach have any disadvantages or drawbacks?

Deliberately ambitious in bringing together all staff under one umbrella. Investment in time on the design, planning and facilitation of face to face sessions was considerable. Providing a good lunch as both incentive and reward for attendance also had cost implications.

Investment of resources required in maintaining parallel online support for face to face sessions and preparing supporting  notes in hard copy for colleagues who find operating in an online environment more of a challenge. Developments here seem to be driving forwards local (Faculty) projects based on staff induction and staff development. We are seeking the embedding of the development of skills for e-learning into broader staff development activities.

8. How did this e-learning approach accord with or differ from any relevant departmental and/or institutional strategies?

Developing staff skills for embedding e-learning accords with both institutional and faculty strategies. The evidence produced to date for the strength of a team-based approach has led to continued support at faculty level.

9. Summary and Reflection

Bringing staff together as a team provides a supportive environment. Additional support online using the tools that also support the students learning environment aims to promote familiarity and a gradual understanding encouraging team members to communicate on ‘similar wavelengths’.

The team-based approach has opened up networking opportunities for colleagues and improved confidence levels. The investment in time has been considerable but the benefits of taking a strategic approach to staff development are already becoming apparent in the growth of collaborative (peer to peer) initiatives and the dissemination of outputs via the staff forum. In many ways the skills required of our staff and the pressures under which they work are similar to those of our part time postgraduate students. We are in the process of planning student induction activities for the coming academic year with plans to include a range of online orientation activities using the tools showcased during staff development activities.

 

This is only the start of the journey.