DRAFT 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 (work in progress).
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 digital global environment within which high quality
educational content is increasingly available online, on demand, and much of it free of
charge to anyone who wishes to study. Significantly, world class institutions, and consortia of
institutions in the US, are taking leading roles in opening their teaching to a global audience
– for example through Open Yale Courses (oyc.yale.edu), edxonline.org (Harvard and MIT),
coursera.org (Princeton, Stanford, Michigan, and Pennsylvania); currently relatively few UK
universities are seeking to exploit this move to more open educational provision. Digital
technologies provide an opportunity to develop and adapt UCL's established ‘teaching
brand’ and to ensure that we continue to attract the very best students and teachers
globally.
The current global technological and information 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.
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
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DRAFT E-learning Strategy 2012-2015
Development (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. To date, it has been
used at UCL mainly for e-submission and plagiarism checking of coursework. Use of online
quizzes for formative assessment and for e-exams is growing and needs to accelerate.
UCL is now supporting and promoting an enhanced media-rich learning environment
designed to enable academic colleagues to explore interactive methods of teaching including
classroom technologies, pre-recording of lectures, 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 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 become 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 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.
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DRAFT E-learning Strategy 2012-2015
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.
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.
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DRAFT E-learning Strategy 2012-2015

Sound learning design based on established educational 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 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.
Strategic aims
1. Lead a move from baseline1 to enhanced2 e-learning support 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. Design, develop and evaluate an enhanced 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. 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. Introduce more public-facing e-learning courses and resources to showcase the best
of UCL’s academic endeavour, to provide a ‘shop window’ for taught programmes, to
support short courses and continuing professional development (CPD), and to
facilitate engagement with external communities.
5. Develop e-learning guidance and support for departments who wish to develop
distance and blended learning provision.
6. Develop a framework for monitoring and evaluating the effectiveness of UCL’s
e-learning environment and provision.
7. Develop enhanced and digitally-rich physical and virtual ‘student spaces’ for students
to work independently, and collaboratively, beyond the formal course-based
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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DRAFT E-learning Strategy 2012-2015
environment. Such spaces will have the capacity to support project work, personal
and professional development, encouraging reflective practice and showcasing of
work and achievements.
8. 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.
9. Bring together cutting edge technological, educational and entrepreneurial expertise
from across UCL and beyond to develop, trial, evaluate and disseminate new ways of
exploiting technology to enhance learning and assessment.
Implementation plan
A detailed implementation plans is presented below. There are two key enablers:

Departmental engagement and local champions, working with and supported by
central staff from E-Learning Environments (ELE – formerly LTSS) and 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 own 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.

A new central support and governance structure for e-learning. E-learning support
will continue to be provided from within Information Services Division by E-Learning
Environments, but as part of the Smart IT reorganisation the group is expanding and
diversifying, and has a new governance structure. 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 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 includes the following areas:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Gather information to benchmark and understand current provision
Ensure departmental/divisional commitment
Establish a network of departmental champions
Raise awareness and review staff development
Open lines of communication, courses and resources within UCL
Develop distance learning and continuing professional development
Develop an enhanced e-learning environment
Enhance the physical learning environment
Focus on the student experience
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DRAFT E-learning Strategy 2012-2015
Activity
Target
date
Responsibility
1. Gather information [Strategic aims 1, 2, 6, 7]
Gather benchmark data and other analytics in order to understand and evaluate current provision and plan ahead.
a. Each department will be provided with datasets representing the nature and level of use of
e-learning across their programmes, to provide a benchmark against which to analyse and
measure future development and enhancement.
Sept 2013
ELE
b. Benchmark and evaluate services and tools offered at UCL against those offered by similar
institutions in order to identify areas for development and improvement, and build them
into service development roadmaps.
Sept 2014
ELE
2. Ensure departmental/divisional commitment [Strategic aims 1, 4, 5, 9].
An initial review of all current departmental or divisional learning and teaching strategies will be followed by
collaborative development, where necessary, of an additional local e-learning statement. Such a statement would
highlight departments’ expectations for the nature and level of use of e-learning across their programmes, including CPD
and distance learning. It could also highlight support and development needs.
a. ELE and CALT will review the e-learning aspects of departmental strategies and work with
departments/divisions to develop further e-learning statements and plans where
appropriate.
Sept 2014
Depts, ELE,
CALT
b. The e-learning statements and plans will be used by ELE and CALT to ensure that the
appropriate support is made available to departments to assist them to meet their goals.
Sept 2015
ELE, CALT
3. Establish a network of departmental e-learning champions [Strategic aims 1, 3, 5, 8, 9].
Each division/department/ group of departments will be asked to nominate one – and ideally two – e-learning
champions (possibly one academic and one member of support staff) who will be supported by ELE and CALT staff to:
a. Coordinate the development of departmental e-learning statements.
Sept 2014
Depts, ELE,
CALT
b. Identify and help disseminate good local, UCL and sector-wide practice, and support local
events and networks.
Ongoing
Depts, ELE,
CALT
c. Identify local staff development priorities and work with ELE and CALT to arrange
appropriate provision.
Ongoing
Depts, ELE,
CALT
d. Ensure that e-learning is properly considered in proposals for all new programmes and
modules.
Ongoing
Depts, ELE,
CALT
e. Measure and review e-learning provision periodically, feeding back into the department
and quality frameworks.
Sept 2013
& ongoing
Depts, ELE,
CALT
4. Raise awareness and review staff development [Strategic aims 1, 3, 4, 5, 7, 8, 9].
A new range of awareness-raising and development opportunities for staff focusing on using technology to enhance
student learning through activity, interaction and communication will include:
a. A set of templates, scenarios, best use guidelines and examples of the use of technology to
enhance student learning, assessment and support, which departments can adapt to suit
local contexts.
Sept 2014
& ongoing
ELE
b. Online just-in-time and ongoing development resources for academic, administrative and
support staff.
Sept 2014
ELE
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DRAFT E-learning Strategy 2012-2015
Activity
Target
date
Responsibility
c. An exploration of the potential of staff peer support and review schemes, initially with new
staff.
Sept 2014
ELE, CALT
d. Development of an e-learning induction programme and support for all new teaching staff.
Sept 2014
ELE, CALT
e. Regular e-learning events, awaydays or summer schools.
Sept 2014
ELE, CALT
5. Open lines of communication, courses and resources within, and beyond, UCL [Strategic aims 1, 2, 4, 8].
Use e-learning to allow sharing of ideas and practice and to support interdisciplinary learning through:
a. Identifying and celebrating the very best examples of e-learning and promoting them as
exemplars.
Sept 2013
ELE, CALT,
Champions
b. Developing mechanisms for more granular access to Moodle courses based on
staff/student role and department or other affiliation.
June 2014
ELE
c. Encouraging departments to allow read-only views of Moodle, Lecturecast and other
e-learning content for their staff and students.
Sept 2014
ELE, CALT
d. Encouraging staff to consider opening their e-learning courses and resources (except those
containing sensitive or restricted content) for read-only access across UCL.
Sept 2015
ELE, CALT
e. Create an Open Education Resources 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.
Sept 2014
(TBC)
Library
f. Encouraging staff to consider developing ‘open educational resources’ (OERs) for
adaptation and reuse beyond UCL. [3 years]
Sept 2015
Library, ELE,
CALT
g. Explore, encourage and review the potential of platforms such as MyPortfolio, blogs and
Sept 2014
social media to support scholarly communication within and across disciplinary boundaries.
ELE, CALT
6. Develop distance learning and continuing professional development [Strategic aims 4, 5]
Develop a supportive environment for departments who wish to develop distance learning and short course or CPD
provision to include:
a. Reviewing and monitoring distance learning and CPD strategies and provision from other
institutions – in particular recent developments at prestigious US institutions.
Dec 2012
ELE
b. Developing guidelines and an advisory service on the design and development of distance
learning and CPD and on repurposing existing courses for fully online delivery.
Sept 2013
ELE, CALT,
Registry
c. Developing guidelines on preparing business cases for distance learning and CPD.
Sept 2014
ELE, CALT,
Registry
d. Developing quality assurance guidelines and a sign-off policy for distance learning and CPD. Sept 2014
ELE, CALT,
Registry
e. Developing and piloting a platform for public-facing CPD and short course delivery and for
showcase, outreach and community engagement.
Dec 2013
ELE
f. Seeking out, commissioning and developing showcase or ‘taster’ courses for the public
e-learning platform.
Sept 2014
ELE, CALT,
Champions
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DRAFT E-learning Strategy 2012-2015
Activity
Target
date
Responsibility
a. Establishing user groups for all major e-learning services to understand stakeholder needs,
identify issues, share good practice and plan service enhancements.
Sept 2014
ELE
b. Establishing a programme of regular reviews of student and staff experiences and
requirements to identify priorities for development. [1 year and on-going]
Sept 2013
& ongoing
ELE
c. Funding and supporting a student-led project to design, develop or commission and trial
additions and enhancements to UCL’s e-learning environment. [2 years]
Sept 2014
ELE
d. Establishing a framework for monitoring and evaluating technological and educational
interventions. [2 years]
Sept 2014
ELE, CALT
e. A programme of small projects and trials to explore, incubate and evaluate emerging
technologies and educational approaches.
Sept 2013
ELE
f. A programme of technical review, development, enhancement and integration of learningrelated systems.
Sept 2014
ELE
7. Enhance the e-learning environment [Strategic aims 1, 2, 6, 7, 9].
Develop an enhanced e-learning environment and virtual student space through:
8. Enhance the physical learning environment [Strategic aims 3, 6, 7].
Improve UCL’s physical learning environment and use of technology in the classroom through:
a. Reviewing the baseline standard for formal learning spaces.
Sept 2013
Estates, ELE,
Bartlett
b. Establishing a framework for monitoring and evaluating space-related innovations and
interventions.
Sept 2013
ELE, CALT
c. Establishing a ‘learning innovations space’ for staff and students to trial new approaches to
use of space and technology, supported by central staff.
Sept 2014
Estates, ELE
d. Introducing enhanced innovative classrooms which enable student-centred learning
activities.
Sept 2015
Estates, ELE
e. Piloting ‘laptops for loan’ to students.
Sept 2013
ELE, ISD
f. Increasing the ratio of workstations to students from 1:18 as at present to 1:12 3 by 2014;
this will involve an additional 400 workstations.
Sep 2014
ELE, ISD
g. Increasing the availability of large cluster or laptop-enabled spaces suitable for
e-assessment.
Sept 2015
Estates, ELE
h. Identifying and reviewing the learning space-related needs and interests of staff and
students.
Sept 2012
ELE
i. Developing a programme of staff development and student support for use of technology
within – and to extend – the classroom.
Sept 2014
ELE
3
The best ratio amongst Russell Group institutions is 1:5; 1:12 is the median
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DRAFT E-learning Strategy 2012-2015
Activity
Target
date
Responsibility
a. Reviewing best practice in use of technology to support students’ Personal and
Professional Development (PPD) in partnership with key stakeholders and identify
priorities for development
Sept 2014
ISD Training,
ELE, CALT,
UCLU,
Library
b. Working with students to identify and review activities, approaches and resources to
support development of digital literacies.
Sept 2014
ISD Training,
ELE, CALT,
Library
c. Providing space and facilities (e.g. recording and editing facilities with hardware, software
and support) for students to work with creative online media.
Sept 2015
ELE, Estates
d. Providing 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.
Sept 2014
ISD Training,
ELE
9. Focus on the student experience [Strategic aims 1, 2, 7, 8]
Listen to the student voice and ensure that the potential of technology to support student
learning and the wider student experience is realised through:
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