E-learning Strategy 2012-2015
Strategy for e-learning at UCL 2012-2015
Background
This strategy draws on the UCL Council White Paper 2011-21 and the Institutional Learning
and Teaching Strategy 2010-15, but has also been informed by input from UCL students and
staff, by a review of current and emerging themes in the use of technology to enhance
learning, and by a review of e-learning practice and provision at a sample of top 100 global
universities. Excerpts and examples from this background work are available in a mediaenriched online version of the strategy at tinyurl.com/ucl-els.
Context and rationale for change
The distinctive attributes of a UCL education are well-established; it is interdisciplinary and
research-based, and aims to produce highly employable graduates with a mix of ambition,
entrepreneurialism and idealism who are prepared for leadership roles. The UCL Council
White Paper and the Institutional Learning and Teaching Strategy commit to education for
global citizenship and add a new, ambitious commitment to raise the profile of teaching and
to invest in teaching innovation, ultimately establishing UCL as the hub of an international
network of research-led institutions that foster excellence in teaching and learning.
However, UCL operates in a competitive global environment within which high quality
educational content is available online, on demand, and free of charge to anyone. During
2012 for example there has been a step change in the visibility of open, online education
provided by elite US institutions led by Stanford, Harvard and MIT. These institutions are
using shared platforms to offer open versions of selected courses free of charge. The future
impact of these MOOCs (massive open online courses) is hard to judge. To date only a
couple of UK institutions have joined but there is a rapid influx of new partners. There are
certainly immediate opportunities for such initiatives, if successful, to raise the e-learning
profile of an institution and help the marketing of income-generating programmes. Some
institutions use their open online materials to support their campus students, and open
courses can serve as exemplars, raising awareness amongst lecturers of what is
educationally possible. Whether MOOCs flourish or fade, a consensus seems to be emerging
among top US institutions that innovative, high profile use of e-learning can enhance their
‘teaching brand’ and may even be a market discriminator to attract the very best students
and teachers globally. A significant secondary effect of the opening of online courses by our
competitors is that our students have ready access to quality-assured e-learning resources
from other top universities. This may raise students’ expectations of UCL’s e-learning
provision, and drive us to be more ambitious in our approach to e-learning. Thus the current
global e-learning environment presents both rich opportunities and challenges to UCL’s
educators.
Readily available technologies not only have the potential to enhance traditional 'classroom'
teaching but, with appropriate learning design, can also support more interactive, creative
and constructive learning. Some colleagues are already using technology to support new
interdisciplinary and international approaches, to prepare for classroom activities, and to
extend and reinforce learning beyond the classroom. Others need support and
encouragement if they are to realise the benefits of technology to enhance student learning
within and beyond the classroom.
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E-learning Strategy 2012-2015
Students likewise often have difficulty realising the potential of the digital environment for
their studies and professional development. The array of technologies and information now
available to them from outside the institution means that students’ abilities to identify,
evaluate and use information to develop their understanding are becoming both academic
and career-critical skills. Approaches to developing and enhancing digital literacies and
technical skills are variable across the institution; the Personal and Professional
Development (PPD – formerly ‘key skills’) initiative provides a solid institutional basis but
better uptake and engagement with such resources is needed if students - and staff - are to
thrive in new and dynamic digital working environments.
The development of e-learning provision at UCL
E-learning provision and practice at UCL has developed rapidly in recent years and there is
now in place a robust technological environment alongside an established support and
advisory service. However the rapidly changing external digital environment, in which both
staff and students expect to be able to choose and personalise the devices and tools they
use in their own working and learning environments, presents new challenges to educators
and support services. There are now many flexible and popular external services competing
with institutional services and we need to recognise this new reality and be able to work
with, rather than resist, it.
Reliable, easy-to use and well-supported systems such as Moodle, Lecturecast and Turnitin
have been the core of e-learning at UCL. They have proved critical to engage mainstream
users as they are easily adopted by individuals and departments and can support traditional
teaching and assessment practices; they are seldom abandoned once adopted. However
there are significant opportunities to develop the technological and information-rich
environment available to us and so to move from the mainstream to the leading-edge
excellence we seek. An example is Moodle. Although now ubiquitous across UCL, it is mostly
used to provide access to files and static resources (termed ‘baseline’ use) rather than to
support exploratory and participatory learning (‘enhanced’ used). Similarly the use of
Lecturecast to record face-to-face classes has proved hugely popular with students and
recording is now possible in most lecture theatres, but we must increase our consideration
of how this can reshape the lecture experience into a more interactive one. Technology also
has remarkable potential for increasing the diversity of assessment but, to date, it has been
used at UCL mainly for e-submission, plagiarism checking of coursework and quizzes.
UCL now has an enhanced media-rich learning environment designed to enable academics to
explore interactive methods of teaching including classroom technologies, flipping of
lectures (pre-recorded presentations allowing classroom time to be used for richer
discussion or activities), and ‘enhanced’ Moodle. Technology can support new approaches to
learning design – technologies such as e-portfolios, peer assessment and collaborative
working tools are known to have a significant impact on learning both for campus-based and
distance learners, but are rarely used at UCL. New initiatives such as the Arts and Sciences
BASc and our distance-learning and continuing professional development (CPD) programmes
offer important exemplars of how Moodle and other learning technologies can be
embedded within curricula to enrich the student experience.
If UCL is to establish itself as a hub of excellence and innovation in teaching and learning,
there needs to be a radical change in the use of technology to enhance mainstream learning,
and a stronger focus on agility, innovation, integration and evaluation. This document
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E-learning Strategy 2012-2015
outlines how technology can support these commitments and how it can ensure and sustain
a distinctive, high quality, ‘UCL learning experience’. E-learning is a rapidly evolving area and
it is unrealistic to plan too far ahead; thus this document includes longer term aspirations,
but the detailed implementation plan covers the next three years. A review of the strategy
and development of an updated plan in 2015 will be timed to coincide with the next update
to the Institutional Learning and Teaching Strategy.
Mission
To develop and support a digitally-rich teaching and learning environment to extend and
enhance the effectiveness and reputation of the UCL teaching and learning community
Vision
A recurring theme in the background research was that of fluidity – of spaces, devices
technologies and modes of learning – and of the changing nature of boundaries both within
and beyond the institution. The vision below looks at how technology can contribute in this
environment, and can empower the learner, giving them more control of and responsibility
for their learning and development. Developing a fixed vision in such a rapidly evolving
environment is unrealistic, but it is thought that these broad themes will endure.
1. Raising UCL’s profile as a global educational leader– technology will make the voices
and ideas of UCL experts available to a global audience, enhancing the digital identity
of UCL as provider of both excellent research and education. Distance learning and
continuing professional development programmes will increase our global presence,
highlight our unique expertise and connect to new audiences. Open educational
resources will enhance our educational identity and profile.
2. Connecting students, academics and ideas – technology will increase opportunities
for students to connect and interact with each other and with academic staff, to
learn about their work, and to foster collaboration across the institution and beyond.
Technology will also help build links with communities and enable input from the
public, alumni and employers.
3. Opening education within UCL – online courses and resources will where possible be
opened to students across the institution supporting a more interdisciplinary
experience, and a stronger sense of UCL’s leading edge research; technology is
uniquely able to do this.
4. Preparing students and staff for the future – students and staff will be supported in
developing the skills and literacies needed to thrive in new and evolving learning and
working environments.
5. Technology-enabled learning spaces and places – The UCL campus will
accommodate diversity in teaching and learning approaches, including traditional
lecturing, facilitated group work, project activity, individual working and social spaces
with integrated technologies and support for bring-your-own devices.
6. Seamless use of technology – students and staff will be able to use a range of
institutional technologies together with their own choice of devices and external
services to create their own ‘personal learning/working environment’ for study,
collaboration and communication.
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E-learning Strategy 2012-2015
Guiding principles
The principles underlying the aims presented in this document are that:

Students will expect to have contact with UCL staff directly, via online media and as
participants in virtual environments and communities. Ensuring the high quality of all
these touchpoints will be crucial in defining the student experience before, during
and after their time here.

Sound learning design based on established educational good practice, research and
evaluation should underpin all use of technology.

Technology can enrich the student learning experience providing opportunities for
more participatory and active learning and assessment, both online and in informal
and formal physical learning environments.

It can also provide flexibility of access to learning resources and activities in terms of
time, place and modes of access and engagement, and can give access to experiences
beyond the campus. From use of digital objects and datasets to remotely controlled
experiments and simulations, it can bring professional and discipline activities into
the virtual classroom in an authentic way, and can support a richer diversity of
meaningful assessment.

UCL needs to be effective, flexible, innovative and at the forefront of developments
in the use of technology to support student learning and the broader student
experience. Where possible what we do should be informed by user input, research
and evidence-based practice.

The diversity of approaches to teaching, learning and assessment across UCL means
that one size cannot fit all; whilst quality is essential, how best to use technology to
enhance learning will vary and will depend on the local context. Nonetheless there
should be parity of online experience across different disciplines.

E-learning can enhance learning opportunities for disabled students and can provide
a more inclusive environment than is sometimes afforded by conventional teaching;
however it also has the potential to exclude some learners if not designed carefully. It
is essential that the needs of all leaners are considered where fully online activities
are introduced into courses.

Although increasing numbers of students own laptops, smartphones and tablets, it
cannot be assumed that all students possess these devices, or are willing to bring
them to the classroom. Students who do not bring their own devices to UCL should
not be at a disadvantage.

We cannot assume all our students will be able to take immediate advantage of the
growing and complex range of online services, resources and portable devices now
available to them to support and organise their studies and professional
development. Students may need orientation and skills development to optimise
their use of the online environment.
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E-learning Strategy 2012-2015
Strategic aims
The following aims address the themes outlined in the vision of educational leadership,
openness and connectedness, seamless technology both online and in the physical learning
environment, and improved digital literacies for staff and students.
1. Quality enhancement: Review the quality of e-learning provision and lead a move
from baseline1 to enhanced2 use of e-learning in all disciplines – a move which will
enhance quality, raise the expectations and aspirations of students and staff, and
help to connect students and staff in a digital community.
2. Technical environment: Design, develop and evaluate an enhanced, ‘seamless’
technical e-learning environment, influenced by the student and staff 'voice', in
which core systems and services are better integrated and designed to provide a
more supportive, intuitive and collaborative learning environment.
3. Learning spaces: Improve the quantity and quality of technology-enabled learning
spaces, and integrate, evaluate and promote the use of technology within – and to
extend – the physical classroom.
4. Distance learning: Develop e-learning guidance and support for departments who
wish to develop distance and blended learning provision and introduce more publicfacing e-learning courses to showcase the best of UCL’s academic endeavour, to
provide a ‘shop window’ for taught programmes, and to support short courses and
continuing professional development (CPD).
5. Opening education: Encourage and pilot approaches to the opening and sharing of
UCL’s online educational resources within the UCL community and beyond to
promote interdisciplinary learning and share good practice and to facilitate
engagement with external communities.
6. Digital literacies: Promote and provide opportunities for staff and students to
develop the skills and digital literacies needed to thrive in new and emerging work
and learning environments.
Implementation plan
Achieving these aims involves a number of improvement actions which are presented in the
table overleaf. Underpinning much of this are two key enablers:
Departmental engagement and local champions, working with and supported by staff from
E-Learning Environments (ELE) and the Centre for the Advancement of Learning and
Teaching (CALT). Departments and divisions will be encouraged to debate and explore the
use of technology to enhance learning and to develop their own ‘position statements’ which
articulate their philosophies, approaches, standards and support requirements. This local
ownership of the e-learning agenda has been shown elsewhere to increase buy-in and help
embed good practice.
1
Core and supplementary learning resources online but no requirement for students to engage with them or
with each other.
2
Technology used to enhance learning through communication, activity and interaction
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E-learning Strategy 2012-2015
A new central support and governance structure for e-learning. E-learning support will
continue to be provided from within Information Services Division by ELE but as part of the
Smart IT reorganisation the group has expanded and diversified. ELE will continue to manage
and support core e-learning services, but will also provide distance learning support;
schools-facing support (in partnership with CALT); a focus on learning spaces (in partnership
with UCL Estates); and a new ‘innovations and evaluation’ function to trial and evaluate
different technologies and educational approaches and identify and enable best practice.
Governance of the work of ELE, and progress against this implementation plan, will be
through the Learning and Teaching Information Services Group (LTISG) which is chaired by
the Vice-Provost (Education) and includes faculty tutors, academics, and representatives
from CALT, Library Services, UCL Estates and UCLU.
The implementation plan outlines where we are now, where we want to be, and the steps
we will take to get there. The current and desired future situations for each of the six
strategic aim are assigned a maturity level as follows:
Beginning - May not exist; if it does then immature and probably incomplete
Developing - Exists and has been developed but not yet fully complete, mature or consistent
Performing - Complete, mature and consistent but could be improved
Outstanding - Operating at the highest level, recognised across the sector as world-class
In each case we we seek to raise one level on this scale through the improvement actions
listed. The full implementation plan is detailed on the pages which follow.
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E-learning Strategy 2012-2015
Aim
Maturity
level
Description
Key improvement actions [Responsibility]
1. Quality
Current
Current
1a. Establish a network of departmental e-learning champions. [ELE, CALT] April 2013
Developing
Baseline use of e-learning exists
for most courses.
1b. Use the biennial ISD Student survey results to identify areas of good practice and areas for
improvement. [ELE] June 2013 and every two years
enhancement
1c. Benchmark current provision, providing each department with data representing the nature and level
of use of e-learning across their programmes against which to analyse and measure future
development and enhancement. [ELE, CALT] Aug 2013
1d. Measure and review departmental e-learning provision periodically, feeding back into departmental
and central quality frameworks. [ELE, CALT, Champions] Aug 2014 and annually
Future
Future
Performing
Enhanced use of e-learning in all
disciplines
Tailored guidance and support
available to all departments
1e. Develop departmental e-learning statements articulating departments’ expectations for the level and
nature of use of e-learning across programmes and highlighting support needs. [ELE, CALT,
Champions] Dec 2013
1f. Identify and help disseminate good local, UCL and sector-wide practice, and support local events and
networks. [ELE, CALT, champions] Ongoing
1g. Develop and disseminate best practice guidelines, templates and exemplars. [ELE, CALT, Champions]
April 2013
1h. Provide online just-in-time and ongoing development resources and opportunities for academic,
administrative and support staff. [ELE] July 2013 and ongoing
A framework exists for
monitoring and evaluating the
1i. Review institutional quality assurance mechanisms (e.g. programme/module proposals, annual
effectiveness of UCL’s e-learning
monitoring) to ensure that e-learning is considered and report recommendations to UCL Committees.
environment and provision
[ELE, CALT, Registry & Academic Services] Sept 2014
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E-learning Strategy 2012-2015
Aim
Maturity
level
Description
2. Technical
environment
Current
Current
Developing
The existing VLE is integrated (to
varying degrees) with Portico,
the online library, MyPortfolio,
TurnItIn and to multimedia
resources. However it does not
provide a seamless student
experience and lacks full
integration with Portico, social
media and emerging
technologies.
Future
Future
Performing
UCL has an enhanced technical
e-learning environment, in which
core systems and services are
better integrated and designed
to provide a more supportive,
intuitive and collaborative
learning environment.
Key improvement actions [Responsibility]
2a. Benchmark UCL’s provision of tools and services against other institutions and implement a
programme of technical review, development, enhancement and integration. [ELE, ISD] July 2013
and ongoing
2b. Establish user groups for all major e-learning services to understand stakeholder needs, identify
issues, share good practice and plan service enhancements. [ELE] April 2013
2c. Use the biennial ISD Student survey results to identify areas for development and improvement.
[ELE] June 2013 and every two years
2d. Conduct a programme of regular reviews of student and staff experiences and requirements to
identify priorities for development. [ELE, ISD] Ongoing
2e. Establish a framework for monitoring and evaluating technological and educational interventions.
[ELE, CALT] June 2013
2f. Introduce a programme of small projects and trials to explore, incubate and evaluate emerging
technologies and educational approaches. [ELE, CALT] Sept 2013
2g. Review the potential of platforms such as MyPortfolio, blogs and social media to support learning
and scholarly communication within and across disciplinary boundaries. [ELE, CALT, Champions,
UCLU] Sept 2014
2h. Fund and support a student-led project to design, develop or commission and trial additions and
enhancements to UCL’s e-learning environment. [LTISG, ELE] From Aug 2013
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E-learning Strategy 2012-2015
Aim
Maturity
level
Description
Key improvement actions [Responsibility]
3. Learning
Current
Current
Beginning
UCL ranks poorly amongst
Russell Group members for
student IT facilities, particularly
availability of open access
computers.
3a. Review the baseline standard for formal learning spaces and prepare guidelines for technology
provision. [ELE, Bartlett, Estates] Easter 2013
spaces
There is relatively little use of
technology in the classroom
beyond ubiquitous use of
PowerPoint.
Future
Future
Developing
PC provision for students is
competitive with other Russell
Group institutions
3b. Use the biennial ISD Student survey results to identify areas for development and improvement. [ELE]
June 2013 and every two years
3c. Establish a framework for monitoring and evaluating space-related innovations and interventions.
[ELE, Bartlett, Estates] June 2013
3d. Explore the possibility of increasing the availability of large cluster or laptop-enabled spaces suitable
for e-assessment. [ELE, Estates] June 2013
3e. Pilot ‘laptops for loan’ to students. [ELE, Library, Estates] Sept 2013
3f. Identify and review the learning space-related needs and interests of staff and students. [ELE, Estates]
Dec 2013
3g. Develop a programme of staff development and student support for use of technology within – and to
extend – the classroom. [ELE] April 2014
3h. Investigate and develop the use of e-learning to support and enhance laboratory-based learning. [ELE,
CALT, Estates, Champions] Jan 2014
Learning space requirements are 3i. Establish a ‘learning innovations space’ for staff and students to trial new approaches to the use of
better understood and more
space and technology, supported by central staff. [ELE, Estates] July 2014
flexible and technology3j. Increase the ratio of workstations to students from 1:18 as at present to 1:12 3 by 2014; this will
enhanced classrooms are
involve an additional 400 workstations. [ELE, Estates] Sept 2014
available
Staff are supported in using
technology in the classrooms
3
The best computer:student ratio in the Russell Group is 1:5; the median is 1:12
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E-learning Strategy 2012-2015
Aim
Maturity
level
Description
Key improvement actions [Responsibility]
4. Distance
learning
Current
Current
Beginning
Guidelines and support for fully
online delivery are not yet
available – advice is provided on
a best efforts basis
4a. Review and monitor distance learning and CPD provision and strategies from other institutions. [ELE,
CALT] Ongoing
No quality framework exists
specifically for distance learning
Access to the VLE for external
learners (non staff or student) is
cumbersome and difficult to
arrange.
Future
Future
Developing
Comprehensive guidance and
support is available for those
wishing to develop fully online
courses or repurpose existing
courses for online delivery
4b. Develop and pilot a platform for public-facing CPD and short course delivery and for showcase,
outreach and community engagement. [ELE, UCL Enterprise] Jan-June 2013
4c. Seek out, commission and develop showcase or ‘taster’ courses for the public e-learning platform.
[ELE, CALT] Dec 2012 and ongoing
4d. Develop quality assurance guidelines and a sign-off policy for distance learning and CPD. [ELE, CALT,
Registry & Academic Services, UCL Enterprise] April 2013
4e. Develop guidelines and an advisory service on the design and development of distance learning and
CPD and on repurposing existing courses for fully online delivery. [ELE, CALT] Aug 2013
4f. Develop guidelines on preparing business cases for distance learning and CPD. [ELE, CALT, Registry &
Academic Services, Finance, UCL Enterprise] Aug 2013
A framework for quality
assurance of fully online courses
is in place
A service is available to support
short courses and continuing
professional development (CPD)
for external learners
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E-learning Strategy 2012-2015
Aim
Maturity
level
Description
Key improvement actions [Responsibility]
5. Opening
education
Current
Current
Beginning
Limited visibility of courses and
learning resources within and
between departments
5a. Identify and celebrate the very best examples of e-learning and promote them as exemplars. [ELE,
CALT, Champions] April 2013 and ongoing
Limited sharing of learning and
media objects across UCL
5b. Develop mechanisms for more granular access to e-learning resources based on staff/student/
stakeholder role and department or other affiliation [ELE, ISD] June 2013
5c. Encourage departments to allow read-only views of Moodle, Lecturecast and other e-learning content
for their staff and students. [ELE, CALT, Library Services, Champions] July 2013 and ongoing
5d.
Limited use of external platforms
such as iTunesU and YouTube to
showcase UCL’s excellent
5e.
teaching materials
Future
Developing
Future
Greater visibility and sharing of
UCL’s online educational
resources within the UCL
community and beyond
Encourage staff to consider opening their e-learning courses and resources (except those containing
sensitive or restricted content) for read-only access across UCL. [ELE, CALT, Library Services,
Champions] Dec 2013 and ongoing
Encourage and facilitate the development of exemplary teaching materials and OERs for use beyond
UCL. [ELE, CALT, Library Services, ISD, Champions] Dec 2013 and ongoing
5f. Encourage the development and sharing of media objects (e.g. video clips and animations) across UCL
and beyond. [ELE, CALT, Champions] Dec 2013 and ongoing
5g. Create an OER repository, maintained by Library Services in tandem with UCL Discovery, to act as the
platform for open access and sharing/re-use of UCL’s educational resources. [Library Services, ISD]
Summer 2014
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E-learning Strategy 2012-2015
Aim
Maturity
level
Description
Key improvement actions [Responsibility]
6. Digital
literacies
Current
Current
Developing
6a. Provide guidance for students and staff wishing to use external and cloud-based technologies and
services to ensure that they are able to identify safe and robust platforms to support their work. [ISD
Training, ELE, Web & Mobile Services] Aug 2013
There is no central facility or
guidance for students and staff
6b. Develop guidance and support for students and staff in using social media for communication and
to develop their non disciplinecollaboration. [ISD Training, ELE, CALT, UCL Transition, Web & Mobile Services] Aug 2013
specific and creative digital
literacies (e.g. safe and effective 6c. Review best practice in use of technology to provide universal opportunities for students’ personal
use of online and cloud-based
and professional development (PPD) in partnership with key stakeholders. [CALT, UCL Transition, ISD
services, managing digital and
Training, ELE, Library Services, UCLU, Careers Service] Sept 2013
professional identities via social 6d. Identify priorities for development and improvement of the use of technology to support students’
media, developing and using rich
PPD including greater consistency in the use of web platforms. [CALT, UCL Transition, ISD Training,
media such as video and audio.)
ELE, Library Services, UCLU, Careers Service, Web & Mobile Services] Sept 2014
Support for development of
students’ personal and
professional development (PPD)
is provided across a number of
web-based platforms leading to
some confusion.
Future
Future
Performing
Students will have access to
excellent facilities and support
for learning and communication
beyond the curriculum.
6e. Work with students to identify and review activities, approaches and resources to support
development of digital literacies. [ISD Training, UCL Transitions ELE, UCLU, CALT, Library Services] Sept
2014
6f. Provide space and facilities (e.g. recording and editing facilities with hardware, software and support)
for students and staff to work with creative online media. [ELE, Estates, UCLU, ISD Training] Beyond
2015 – New Student Centre
Staff and students will have
improved access to resources
and support to develop their
digital and media literacies.
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