Beyond the baseline: working with e-learning
champions to transform e-learning at a
research-led university
Jessica Gramp, University College London
Outline
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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
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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’
How do students describe the use of technology in
teaching at UCL?
Integrated & fully online
33%
Enhanced
12%
Supplementary
28%
Administrative
27%
0%
5%
10%
15%
20%
25%
30%
35%
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 Unpublished report,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
E-Learning Champions’
Network
Usage data:
Moodle, lecturecast, Google
Departmental Meetings
Faculty E-Learning report
Faculty meeting of E-Learning Champions’
Surveys
Innovation Adoption Curve
Innovators
(including
e-learning
champions)
2.5%
Early
adopters
Early
Majority
Late Majority
Laggards
13.5%
34%
34%
16%
Adapted from Rogers, E.M. (2003) Diffusion of innovations. 5th ed. New York, Free Press.
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 sectorwide practice, and support local events and networks.
Champions to initiate institutional change
KNOWLEDGE
e-learning support
team influence
PERSUASION
DECISION
IMPLEMENTATION
e-learning champions &
e-learning support team
influence
Adapted from Rogers, E.M. (2003) Diffusion of innovations. 5th ed. New York, Free Press.
CONFIRMATION
Establishing communication channels
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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
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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
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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
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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