E-learning sources and resources

Planning and Resources Committee, 17 March 2008
E-learning sources and resources
Please note that this report is not exhaustive. It summarises the information I have been
able to find to date.
I hope to make some of the information available on the University wiki to enable CHSS
staff to update/alter/amend as appropriate.
Charlotte Waelde
March 2008.
E-learning sources and resources
Information Services
E-learning and IS Skills Development. Section within Library User Services
Team of seven
Give support and advice on the adoption, application and support of e-assessment tools,
VLEs/MLEs and e-portfolios. The team does not directly carry out project or
development work for individual academics.
Nora Mogey
e-learning Manager
Wilma Alexander
e-learning services manager
Robert Chmielewski
e-portfolio project officer
Mark Findlay
E-learning advisor
On-line testing of e-assessment tools –
Questionmark, Respondus etc.
Wesley Kerr
E-assessment manager – Questionmark;
Respondus etc.
Jo Kinsley
E-learning advisor
Support for Web CT
Susan Beasley
E-learning advisor
Lesson Builder Software.
Staff training.
Developing e-learning
IS applications division
Stephen Vickers
IS support
Denny Colledge
Carrying out a review of WebCT and
other VLEs.
Information Skills Librarian for the College of
Humanities and Social Sciences; experience in
library management, information technologies and
information skills training, with particular interest
in the support of distance learners, widening
access and delivery to non-traditional user groups.
 How does CHSS feed into strategic decision making in the area of e-learning
within IS?
 Does the IS team deliver what is wanted by Schools in CHSS? What do Schools
in CHSS want?
 Is the balance right between IS piloting and developing potential new
technologies (such as the use of SMS messaging for students) and that of
ensuring that basic e-learning skills are developed and can be used by academics
for the benefit of students? How is the strategy formulated?
How are innovative tools/developments/ideas developed locally transferred to
being a central resources if the innovation is seen as a useful resource?
What about expertise buy-out for developments?
Technical/academic interface isn’t always clear – often people have idea of
pedagogically what they want to achieve but no idea how to achieve it
To what extent should pedagogic support be available centrally.
HSS support. Section in IT User Services
Abdul Majothi
Academic Liaison Director
Liaison with senior management – strategic role (50%)
Operational (50%)
Chris Kant
Computing support officer with one third time role to
assist with e-learning
E-learning queries from academics and postgraduate students may first be directed to
School Computing officers or to Abdul’s team. This team will liaise if necessary with
the e-learning and IS skills development section.
Questions most often asked of HSS support team
1. What is e-learning?
2. What resources are there for developing my project?
3. Technical questions – something is not working properly
 How does the CHSS team interface with expertise at School level?
 What is the correct balance between support at IS, CHSS and School level?
 How are technologists and academic staff and students supported in terms of
training and advice.
Student Support Team. Section within Library User Services.
Noel Miller
Student Support Web Helpdesk pages.
By clicking on the links below you can find quick answers to your questions or take more
time to learn about computers and software by working through the online tutorials.
1. Libraries and Open-Access Computer Labs
2. Online University of Edinburgh Resources
3. Basic Computer Use
4. Software in the Open-Access Computer Labs
5. Your Own Computer
6. eSkills Seminar Programme
Note also that there is a student help desk in the Main Library.
 Is there liaison between the student support desk and those developing ‘e’
projects with the intention of ensuring that students are equipped with the
necessary skills to make full use of the innovations?
 If an undergraduate student wishes to utilise innovative forms of ‘e’ technology
in their work, where would they go for help?
 To what extent is there overlap or not with local innovations?
2. CHSS Schools
Computing Officers and e-learning specialists (including those with a wider role
in ‘e’ activities – e.g. marketing)
Architecture, history of art, music
Alice Crossland
Geoff Lee
Ian Gunn
Jessie Paterson
Assistant Computing Officer
Computing Officer
Computing Officer
Proactive in e-learning initiatives mainly on-campus but
moving towards eCPD and distance learning
(Taken from page showing team involved in MSc in e-learning
Jen Ross
Technical co-ordinator for the MSc in E-learning
programme, and also a guest tutor on the Introduction to
Digital Environments for Learning course
Fiona Littleton
Active in SecondLife development for Education, and
Centre for International Public Health Policy, Clinical Psychology, and Counselling Studies and
Nursing Studies,
Tim Fawns
Sarah Millar
eLearning developer (MSc and Doctorate in Clinical
Psychology and MSc in Child Adolescent Psychology
eLearning Research Associate (MSc in Child and
Adolescent Psychology)
History, Economic and Social History, Scottish History, Classics and Archaeology
Karen Howie
Computing Officer/e-learning specialist
Moved from Science and Engineering and is
knowledgeable about e-initiatives including the ‘clicker’
Stuart Nicol
Nick Dyson
e-learning support
Just been appointed to the PELF project to develop
distance learning (MSC in History and Landscape) for
Richard Roger and Bob Morris
Computing officer
Takes pro-active role in e.g. giving tutorials on
powerpoint; use of technology in moot court room etc.
Erin Jackson
Distance Learning Manager
Oversight of the e and distance learning activities taking
place within the school – currently mainly in the ARHC
Research Centre with Distance Learning Postgraduate
Programmes; eCPD; the use of eSCRIPT (VLE) by oncampus students
e-learning Administrative Assistant
Undertakes administration for Distance learning and
eCPD programmes
Liza Bagley
Marketing Officer
For distance learning and eCPD as well as on-campus
postgraduate courses
Celtic and Scottish Studies, English Literature, Islamic and Middle Eastern Studies and Asian Studies
(Chinese, Japanese and Sanskrit) and European Languages and Cultures (French, German, Hispanic
Studies, Italian, Russian and Scandinavian Studies)
No computing officers
Mourad Diouri
E-learning technologist. PELF employed. Online support for intensive Arabic language
acquisition (2007/08)
Cameron Dishington
Darren Crawford
Computing Officer
E-learning technologist
Philosophy; Psychology; Linguistics and English Language;
Cedric MacMartin
Morag Brown
Computing Officers
Mike Bennett
Eddie Dubourg
Mike Allerhand
Alan Marshall
Politics and International Relations; Social Anthropology, Social Policy, Social Work and Sociology.
Science Studies Unit; Research Centre for Social Sciences; Institute of Governance; ESRC Centre for
Social and Economic Research on Innovation in Genomics (INNOGEN); Centres of African Studies,
Canadian Studies and South Asian Studies.
Keith Brown
Ian McNeill
E-learning PELF funded
Computing Officer
Social Work
Francis Emmerson
e-learning development officer
Other computing officers in CHSS (via IS team).
Paul Caban
Alan Wilson
Robert Gormley
Student Support
Alan Hill
Alastair Dodds
Fiona Vine
 Are there any computing officers/e-learning specialists who should be included
3. Academics interested in/involved with e-learning plus some information on ‘e’
activities within Schools taken, where available, from School reports to
Computing Strategy Committee (17 December 2007).
Robert Dow
Computing Committee Convenor
Richard Coyne
Richard Coyne
John Lee
INFRAR.ED project (interconnected Freeware
Artefacts Edinburgh) The Infrar.Ed multimedia
database project (spawned from an E-Learning
grant in 2005) continues to be a great success,
showcasing work from the varied Graduate
School MSc courses.
The Graduate School has a significant presence
on the VUE island in Second Life, with MSc and
research projects investigating the bridging of
boundaries between second- and real- life.
Fiona McLachlan
Use of perception for assessment.
Remo Pedreschi
Enhancement and Development of 1st and 2nd
year courses in Technology and Environment
(2006/07) (with Heriot Watt)
Architecture, Construction and Industrialisation
(P00351) (with Heriot Watt)
John Brennan
MSc in Architectural Project Management (with
Heriot Watt University)
Dissertation [M.Sc in Architectural
Project Management] (P00332)
Architecture and Sustainability (P00333)
Design, Value and Architecture (P00349)
David Reimer
Computing Committee Convenor
‘Work has continued on the use of blogs and a series of flash animated maps has been
produced. The pilot look at podcasts has shown that this is at least for the present does
not merit further work. The planned looked at online essay-type assessment has been
delayed (funding is being sought to investigate this area further). The School is involved
in a major JISC-funded cross-College project looking at learner experiences across the
first year. The outcomes of this will be of major interest for future planning’. ‘The School
will also continue to investigate methods for online assessment and in particular streamline online essay-submissions. The School has implemented a solely online IT Skills
module that will become compulsory for all first entry UG students from 2008/09’.
Jane Dawson
Kirsty Murray
also a committee member ELPP
People, Prelates and Purgatory: Religious
Perspectives in Late Medieval Scotland (2003/04)
Sara Parvis
Using animated maps and blogging to enhance
understanding in history (2006/07)
Hannah Holtschneider
podcasts (joint work with Physics), use of web 2.0
Jen Ross
e-portfolio Research and Development in
Education (ERDE) 2005/06
Lindsay Paterson
Preparation of Interactive Website for EdD
Programme (2005/06)
Sian Bayne
Hamish McLeod
Rory Ewins
Brian Martin
MSc in E-learning by Distance Learning
Velda McCune
Clara O’Shea
Ruby Rennie
Jen Ross
Fiona Littleton
Jeff Haywood
Dai Hounsell
Rowena Arshad
On-line Module in Equality, Diversity and Antidiscrimination(2007/08)
Ruby Rennie
Med. Teaching English to speakers of other
languages. It is offered as 100% contact mode
over twelve months or mixed mode (2 summer
sessions) and by distance learning, on-line elearning in the intervening year.
Gavin Reid
Literacy and Dyslexia - Planning and Designing
Interventions (ED1156) (with OU)
Jeff Haywood
E-learning strategy and policy (P01539)
ICT and teacher education.
Brian Cosford
Mike Quickfall
Tom Conlon
Jim Crowther
John Bamber (Community Education) active in online approaches to education
Jo Inchley
Deputy Director, CAHRU
Matthias Schwannauer
Computing Committee Convenor
‘Below is a review of the e-Learning activity over the past year.
Clinical Psychology:
Established e-Learning components for two postgraduate programmes:
- MSc in Applied Psychology for Children and Young People
- Doctorate in Clinical Psychology
The MSc programme also provides reflective logs and activity blogs for CPD and
development is underway on e-Portfolios. An increased amount of material is now
prepared for e-Learning delivery and advances have been made in relation to the
facilitation of social learning through discussion boards. The pace of such developments
is limited by the availability of e-Learning support resources and time pressures on
academic staff.
WebCT provides a barrier for the effective use of existing e-Learning provision as a lot
of Clinical Psychology students are dependent to access WebCT from NHS bases where
they are on placement; WebCt is not accessible from most of these bases due to a lack of
an effective interface. We are therefore forced to consider alternative platforms to host
the e-learning component of programmes within Clinical Psychology.
Nursing Studies
Establishment of e-Learning provision for both undergraduate and masters; currently we
are running a masters and undergraduate course online with developments for several
more throughout the year; we aim to establish a complete online masters programme.
Ongoing work includes:
- We introduced ePortfolios to undergraduates with plans to do same for masters and to
incorporate PDP and assessment.
- We have started an integrated IT programme for the undergraduates incorporating
wikis, online discussion, multimedia presentation skills.
- Barriers are staff training time, and staff development time.
Counselling Studies
Have started work on a phased introduction of WebCT to support the face to face work
that goes on in the subject area.
Centre for International Public Health Policy
CIPHP plans to make available its MSc programmes in global health & public policy,
health inequalities & public policy, and health systems & public policy via e-learning.
These will be rolled out from September 2008, with at least 60 credits available in
2008-09. Once material is available online, it is planned to use it to develop CPD and
knowledge transfer, as well as to support on-site provision. It is envisaged that there will
be a post with specific e-learning responsibilities to ensure that all material is suitably
prepared and presented for e-learning.
It is not envisaged that this will necessitate much extra IT for CIPHP. Some software
may be required, in discussion with IS or MALTS. There may be the requirement for an
extra PC for an e-learning post, and perhaps for a scanner or other small hardware.
Technical support will be requested as necessary from MALTS, IS, or the Online
Distance Learning Unit. It may be that more staff will use VPN if they have to access
files remotely.
eLearning objectives
- A need for school and departmental eLearning strategies and objectives has been
identified. These will be developed in conjunction with overall teaching and learning
- Appraisal of options for assignments being submitted online so that students can
submit remotely, teaching staff can pick up remotely, reduction in paper use.
- Greater use of discussion boards by lecturers and students. Staff can save some time by
directing FAQs here and reinvest that time to monitor other discussion threads.
- ePortfolios development.
- Look into closer integration with face-to-face teaching.
- Putting MSc onto secure web space to remove NHS access obstacle. This may also be
implemented on the doctorate in clinical psychology eLearning modules.
Staff training
- There is a need to provide general eLiteracy training for academic staff to enable them
to create effective independent and collaborative learning environments online.
- We are looking at the possibility of sharing development with the School of History,
Classics and Archaeology of the following:
o Good practice guidelines for developing online assessment items, lecture slides,
structuring course content, using discussion boards.
o Online tutorials featuring introductory theory, examples of good practice, a discussion
board for staff to raise concerns and questions. Induction sessions introducing staff to
these tutorials is proposed.
o Events featuring speakers from our school and other schools, showing examples of
what can be done in similar subject areas.
There is also a need for coordination of eLearning development across our school
and possibilities for a school wide e-Learning support post have been discussed.
Anne Robertson
Actively pursuing the development of eportfolios
and elearning for Nursing studies
Tim Fawns
eLearning developer (MSc and Doctorate in
Clinical Psychology and MSc in Child Adolescent
eLearning Research Associate (MSc in Child and
Adolescent Psychology)
Sarah Millar
Graeme Smith
Elaine Haycock-Stewart
Caroline Watt
At the earliest stage of possible development
of a 'foundation' award for Nursing (up to 120
credits at level 9/10 probably), to prepare
Neonatal Nurses for PG studies.
Developing on-line eCPD
Lloyd Llewellyn Jones
Computing Committee Convenor
‘In the 2007-2008 academic year, we have 111 courses with either a course website or
a WebCT area to support the course. Fifteen of these spaces are currently empty with
little activity. The 96 other areas are being used – with use ranging from an assistance
with administration to a very comprehensive course site, providing interactivity (such as
discussion forums, submission of online work, signing up for tutorial groups, etc).
Postgraduates can now submit course work via WebCT rather than in printed copy’.
‘Within the School, we plan to develop an advice service to help support staff in using
the eLearning tools available around the University, whether helping them to get started
or to develop highly interactive content. We plan to create two exemplary eLearning
courses – one campus-based (Lloyd Llewellyn-Jones’ course on Ancient Persia) and a
distance learning course (Richard Rodger’s MSc). Through these developments we will:
 develop good practice guidelines to help staff
 encourage consistency in our offerings to keep our eLearning offerings simple to
find and use (for both students and staff)
 make more use of centrally available tools such as WebCT, eAssessment tools
such as QuestionMark Perception, Confluence, Turnitin, etc.
We expect the demand to use these tools and to put material online will expand over the
next few years.
eLearning has specific advantages for bigger classes. The eLearning Officer intends to
start looking at larger first-year courses and initially providing support to staff on these
courses. This will be specifically looking at the types of tasks in which eLearning might
provide some administrative time saving or an effective improvement on the student’s
learning experience, to compensate for some of the face-to-face support it is not always
possible to provide.
The School has two new, large honours courses – History in Practice and History in
Theory – which will have an online presence. These courses are currently being planned.
The School hopes to be able to bid for funding to investigate the feasibility and
usefulness of the creation of support material for fieldwork and labs. This might
 Digitising especially interesting pieces from the Childe Collection (a collection of
important archaeological artefacts used in teaching) or the Classics Cast
 ‘Virtual Arthur’s Seat’ – preparing the students for field work, supporting them
on site and giving them access to revision material. This type of idea might then
be expanded and used in other subject areas.
Many staff do not have access to software which will allow them to take advantage of
using eLearning tools. As a School we hope to get involved with central discussions
about how tools should be used most effectively and purchase software required by staff
to allow them to be involved with eLearning but with fewer problems. This may be as
simple as purchasing a PPT compressor or Adobe Acrobat Pro to allow lecture notes to
be put online to as complex as Flash to allow interactive maps to be developed. In
addition, we plan to Contribute to the central IS project on the ‘Next-Generation VLE’,
to ensure the School’s requirements are represented’.
Richard Roger
Bob Morris
Lloyd Llewellyn-Jones
Richard Jones
Charlotte Waelde
Graeme Laurie
Abbe Brown
Burkhard Schafer
Andres Guadamuz
Gerard Porter
Landscape and History: Design, Development
and Delivery of Distance Learning Courses
Ancient Persia
Computing Committee Convenor
Pro-active in leading web developments (e.g.
Google analytics)
CHSS e-learning Special Advisor
Programme Director Postgraduate
Degrees in Law by Distance Learning
Academics involved in delivery of distance
learning degree and eCPD
Andrew Newman
Computing Committee Convenor
‘There has been an increase in student demand for and use of WebCT-based materials
among UG students, especially the first-year cohort. PG familiarity and ease with
WebCT-type facilities continues to be uneven. Staff ease with and awareness of
developments in WebCT and, especially, its full capabilities, is also uneven.’
Jon Usher
Learning and Support System for Year Abroad
Foreign Languages Students (2005/06)
Peter Dayan
Comprehensive on-line grammar teaching strategy
for Modern European Languages at Edinburgh
Robert Hillenbrand
Online support for intensive Arabic language
acquisition (2007/08)
Natascha Gentz
The First Emperor: Development of On-line
education (2007/08)
Paul Caban,
School IS Manager Computing Committee
‘Within the eLearning area, the School continues to innovate and use emerging
technologies, including ePortfolios, Second Life, and Streaming Media. And following on
from the University’s performance in the National Student Survey, we have identified a
need for better management of feedback statistics, particularly in allowing comparison of
information across programmes and courses’.
Ian Graham
E-learning support for Foundational Business
Studies (2005/06)
Stuart Sayer
Enhancing WebCT based learning and assessment
in Economics (2006/07)
Eddie Cochrane
Mary Scotney
Exploring use of e-portfolios
Morag Brown
PPLS Computing Coordinator
Alice Turk
Computing Committee Convenor,
Martin Corley
Courseware for experimental design (2003/04)
Matthias Schwannauer
Sarah Miller RA
Academic Project leader
responsibility for online components
MSc applied Psychology (within clinical
psychology). On-line course using WebCT (not
distance learning)
Ian McNeill
Computing Officer
Jonathan Spencer
Developing a set of modular web-based units to
replace and enhance the existing course provision
in research methods (2004/05)
Viv Cree
(need to check – no information on website) MSc
and CPD programmes in social work
Susan Wallace
MSc Advanced Social Work Studies in Criminal
Skills in Practice and Management. Management
and Practice Options (P00514)
Research Methods and Evaluation (P00513)
Social Work Services and Models (P00512)
Understanding and Responding to Criminal
Behaviour (P00510)
Criminal Justice in Law and Social
Policy (P00508)
4. Distance Learning Initiatives
On-line Distance Learning Unit (ODLU)
Led by David Dewhurst (MVM) with Jake Broadhurst (MVM). Have employed a
marketing manager – Rachel Ballantyne
Intend to offer services to develop business plans and market distance learning
programmes. Funding: 20% fee top-slice on new programmes (which would otherwise
go to the University). Business strategy currently being developed.
Distance Learning Initiatives in CHSS
Fully distance learning degrees; eCPD; courses offered to students at a distance
John Brennan
MSc in Architectural Project Management (with
Heriot Watt University)
Dissertation [M.Sc in Architectural
Project Management] (P00332)
Architecture and Sustainability (P00333)
Design, Value and Architecture (P00349)
Dr Remo Pedreschi
Jessie Paterson
Sian Bayne
Ruby Rennie
Architecture, Construction and Industrialisation
Proposals to develop Masters programme –
starting with eCPD
MSC e-learning
Med. Teaching English to speakers of other
Jeff Collin
Centre for International Public Health Policy.
Proposals to develop eCPD leading to a full
Masters degree. From September 2008: MSc
global Health and Public Policy; MSc Health
Systems and Public Policy. From 2009 MSc
Health Inequalities and Public Policy.
Graeme Smith
Elaine Haycock-Stewart
Embryonic proposals to develop Masters
programme in Nursing Studies
Richard Roger, Bob Morris
Landscape and History: Design, Development
and Delivery of Distance Learning Courses
Charlotte Waelde
Distance Learning Postgraduate Degree
Programmes x 4; eCPD (Medical Law and Ethics)
Natascha Gentz
First Emperor (Chinese Studies) PELF funded
project to develop on-line distance learning eCPD
Theodore (Dory) Scaltsas
Interested in developing Distance Learning
Susan Wallace
Skills in Practice and Management. Management
and Practice Options (P00514)
Research Methods and Evaluation (P00513)
Social Work Services and Models (P00512)
Understanding and Responding to Criminal
Behaviour (P00510)
Criminal Justice in Law and Social
Policy (P00508)
 Are these all of the distance learning/on-line/eCPD courses we know about?
Are there any other proposals?
General Point
Some Schools seem well served with e-learning specialists. Law, Divinity and History,
Classics and Archaeology being prime examples. Other Schools, such as Education and
Social and Political Science(?) have a number of e-learning initiatives but within discrete
areas and where support is provided at local level only.
Philosophy, Psychology and Language science seems well served by computing officers –
but it is not clear the extent to which they may be involved in e initiatives. ACE, Health
in Social Science, Management School and Economics and Languages Literatures and
Cultures seem to have no general expertise in e-learning although all are involved in
some way in e-learning projects either through funded projects and/or distance learning
E-learning expertise within Schools is at present a mix of
 Information Services
 School provision
 Staff employed via funded projects
5. Committees of relevance to e and distance learning
E-learning steering group (Charlotte Waelde – one more meeting to go)
E-learning committee (now Learning Technology) (Stephen Tierney (Law), Hamish
Macleod (Education))
CHSS Computing Committee Convenor (Dr Lyn Collins (Executive Dean)) (Charlotte
Knowledge Strategy Committee (Janet Rennie and Lindsay Paterson (Education))
Research Computing Advisory Group (Abdul Majothi, Hector MacQueen (Law) and
David Reimer (Divinity))
Computing Regulation Committee
Estates Advisory Group (EPAG) Dr Lyn Collins, HSS Executive Dean
IS Committee
Learning and Teaching Spaces Advisory Group (Stephen Tierney, Tom Ward, Hamish
CHSS Undergraduate Studies Committee
CHSS Postgraduate Studies Committee
New group
IS Communications Group. Convenor Sheila Cannell. Membership to include academic
liaison directors (Adbul Majothi) Nick Stroud with ‘cross representation from the IS web
6. Miscellaneous
Discussion Fora and committees
E-learning Professionals and Practitioners Forum (ELPP)
Convener: Michael Begg - http://elearningforum.ed.ac.uk/
 Personal and Professional development of eLearning professionals and
 Networking opportunities for employees recognising themselves as either
 professionals or practitioners
 To provide support for “eLearning adopters” teaching staff with interest but little
experience in using eLearning
 To identify, where possible, opportunities for research that would increase the
empirical base of eLearning
Karen Howie, Kirsty Murray, Jessie Paterson, Sian Bayne and Erin Jackson
IT Professionals Forum (ITPF)
Convener; James Jarvis - http://www.ucs.ed.ac.uk/ucsinfo/cttees/itforum/
 The Forum exists to promote the interests, achievements and attainments of the
University's IT staff.
IT futures group (previously Stargazing group)
Convener: Jean Ritchie (IS) - http://www.itfutures.ed.ac.uk/
Office of Lifelong Learning and Institute for Applied Language Studies
Offers on-line courses. Two available at present.
Louise Hayward, Vin Odey
Animal Issues Online: Companion Animal
Welfare (In association with the SSPCA)
Cuna Ekmekcioglu
Web Design and Accessibility (run under the
auspices of the Disability Office).
Information Services websites
E-learning news and events
This section carries information about events associated with eLearning, and links to
eLearning news and updates.
eLearning News
Distance and on-line learning information
This section aims to provide information and support for staff wishing to explore ways
of providing distance and online learning.
Learning Resource Centre
Manager David Findlay - http://www.lrc.ed.ac.uk/
The Learning and Resource Centre (LRC) provides specialist IT resources in a relatively
quiet and spacious environment. We aim to facilitate access to IT based knowledge, and
foster the learning of user skills. Our resources are provided on a self-service basis with
support staff available at core times; we also provide support through our website and by
TLA Centre at the University of Edinburgh
TLA is increasingly involved with teaching and learning projects which involve an
element of e-learning.