Beyond the baseline: working with e-learning champions to transform e-learning at a research-led university

Jessica Gramp, University College London

Outline

• Context• Approach• E-Learning Champions’ Network• E-Learning Data Analysis• Faculty E-Learning Reports• Initial Successes• Areas for Improvement• Conclusion & Next Steps

Context: UCL - London’s Global University

• London’s first university - established 1826• Very strong research focus• One of top 10 global universities• Traditional campus-based teaching • 24,000 students (40% postgraduates)• 4000 academic and research staff• 80+ departments• Multidisciplinary • e-Learning is ‘strategic’

Administrative

Supplementary

Enhanced

Integrated & fully online

0% 5% 10% 15% 20% 25% 30% 35%

27%

28%

12%

33%

How do students describe the use of technology in teaching at UCL?

Dale, V, Rowett, S, Tyson, J. & Strawbridge, F. (2013) ISD student survey of IT services and facilities – 2013. Unpublished report, University College London.

How do we encourage and support the uptake of learning technology at UCL?

Approach

SurveysUsage data:

Moodle, lecturecast, GoogleE-Learning Champions’

Network

Departmental Meetings

Faculty E-Learning report

Faculty meeting of E-Learning Champions’

Innovation Adoption Curve

Adapted from Rogers, E.M. (2003) Diffusion of innovations. 5th ed. New York, Free Press.

Laggards

16%

Innovators

(including e-learning champions)

2.5%

Late Majority

34%

 

Early Majority

34%

Early adopters

13.5%

UCL E-Learning Champions

For each department/division• Academic champion• Admin/support champion

Role• Develop departmental e-learning statements highlighting

support needs.• Work with ELE and CALT to support development.• Measure and review departmental e-learning provision periodically,

feeding back into departmental and central quality frameworks.

• Identify and help disseminate good local, UCL and sector-wide practice, and support local events and networks.

Champions to initiate institutional change

CONFIRMATIONKNOWLEDGE PERSUASION DECISION IMPLEMENTATION

e-learning support team influence

e-learning champions &e-learning support team

influence

 

 

Adapted from Rogers, E.M. (2003) Diffusion of innovations. 5th ed. New York, Free Press.

Establishing communication channels

• Departmental meetings with Champions & HoDs• E-Learning Wiki (Confluence Wiki) • E-Learning Champions’ Network Moodle course • E-Learning Yammer group (social networking)• E-Learning Champions’ Newsletter (monthly)

E-Learning Data analysis

• Google analytics of Moodle usage– mobile access & devices– operating systems– web browsers

• Student IT survey• Champions’ survey of e-learning priorities• Lecturecast recordings• Electronic Reading Lists• Moodle course usage data

Moodle course usage data

E-Learning Champions’ survey key e-learning themes

Video Lecture capture, “flipping” the lecture, developing short clips and demonstrations.

E-assessment Turnitin for plagiarism detection and prevention, as well as marking using GradeMark comment banks; Moodle quizzes for diagnostic, formative and summative assessment; and providing feedback via lessons and quizzes.

Collaborative & Group work Blogs, wikis and electronic voting handsets to initiate discussions; and audio for providing podcasts and group feedback to students.

Online discussion Forums, instant messaging, web conferencing and distance learning, including short courses and CPD.

Classroom Technologies New ways of presenting using tablets, online voting and electronic voting handsets.

Young, C. (2013, March 15) Champions’ priorities? Video, assessment and feedback! E-Learning Environments’ Team Blog. http://blogs.ucl.ac.uk/ele/2013/03/15/champions-priorities-video-assessment-and-feedback

Faculty E-Learning reports

Initial successes

• E-Learning Champions’ Network• Endorsement from Senior Management• Innovative e-learning projects• E-Learning use is slowly growing & maturing• E-Learning Champions’ Newsletter

Areas for improvement

• Communications– Sharing good practice among colleagues– Sharing ideas & events– Difficult to find existing case studies– How many people are reading the e-learning

newsletter?

Conclusion and next steps

• Special Interest Groups– video & media, digital literacies, e-assessment and

feedback, social media, distance learning)

• Face to face events to supplement online activities– learning lunches, networking events

• Pass ownership of online spaces to Champions’• Student E-Learning Champions’ Network• Further analysis of e-learning tools

Any Questions?

Jessica Gramp - j.gramp@ucl.ac.uk