eLearning Strategy v0.4, 1 Oct. 2008
The University of Auckland
University of Auckland ELearning Strategy
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eLearning Strategy v0.4, 1 Oct. 2008
The University of Auckland
University of Auckland ELearning Strategy
1. Introductory comments
The University of Auckland Strategic Plan outlines a vision to ‘Create and Maintain an
Outstanding Teaching and Learning Environment’ by drawing on international best practice
to enrich the learning experience. This eLearning Strategy outlines a pathway towards
achieving this objective.
Internationally the use of technology in higher education is moving away from internal
Learning Management Systems (LMS) to the provision of environments that enable
university communities to make greater use of external online environments, especially
those using emerging Web 2.0 technologies. Use of new technologies to create
opportunities for students to engage with one another, and with local and international
learning communities, is core to the emerging Web 2.0 environment. The eLearning strategy
for the University of Auckland uses these Web 2.0 technologies to enhance the learning
experience of students and to encourage staff to innovate with teaching technologies.
2. Current Context
Current learning theory emphasises the importance of innovation and creativity. Curriculum
design should actively engage students in building knowledge, and participation in
communities of learning where they collaborate, reflect, think critically, and test their own
assumptions against the backdrop of constantly evolving disciplinary knowledge. Learning is
thus primarily concerned with the meaningful integration of knowledge and information
into the experience of the student. Quality learning assists students to integrate knowledge
and information and to understand the process of learning itself. The growth of the amount
of information and knowledge available in the world is so rapid that it precludes models of
teaching/learning that focus on content alone. At the University of Auckland the Cecil LMS is
well populated with content to which there is 24/7 access, but the issues of how to use
eLearning systems in ways that support the full breadth of learning have not been
addressed.
It is easy to overlook the changing needs and learning styles of students with the historical
focus on content delivery. While there exist effective means of communicating with
students in the context of courses there are few well-supported mechanisms for students
and/or staff to communicate amongst themselves. There is a need for systems that support
a wide variety of research, learning and teaching styles.
A strong institutional focus is needed to understanding the level of interaction that students
and staff have with information technologies on a daily basis.
Currently the University has software environments that operate within the context of
protected University computing systems and generally do not allow users to connect
globally apart from the conventional internet. However, students are frequently
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eLearning Strategy v0.4, 1 Oct. 2008
The University of Auckland
sophisticated users of digital technologies before they join the university and already use a
range of digital systems. Enrolment requires students to become part of the University’s
digital world but they are not able to bring the University into their digital world. This
approach places limits on student engagement as well as the effectiveness of staff. A
diversity of software is now being used by staff in new and innovative ways. However, there
is neither an easy way of establishing what eLearning resources staff most need nor ways to
make innovative ideas widely available.
Changes across the tertiary world are encouraging ‘learning through research’ and the
concept is central to the University of Auckland as a ‘top 50’ world university. Immersion in
the research process brings significant improvements in learning for students. In some
situations (e.g. in research teams) the boundaries between staff (who teach) and students
(who learn) can become blurred. Current technology support for such collaboration is weak
and understanding of the dynamics involved is poor. In addition, the distinction between
eResearch and eLearning is itself beginning to blur (The University of Auckland eResearch
Report 2008). It is crucial to the University’s ongoing status as the top research university in
New Zealand that an eLearning strategy supports the development of student/staff
research-based interaction.
Current technologies offer significant opportunity to create integrated learning
environments. Software is designed for accessibility with a web browser thus allowing
increased interoperability and wider dissemination. There are exciting opportunities today
to bring individuals together in collaborative environments that challenge the understanding
of learning itself, and give researchers and learners the ability to weave these interactions
into busy lives. In these environments, content is becoming ubiquitous, open and accessible.
3. An eLearning Strategy for the University
It is proposed that the University adopt an eLearning strategy that focuses on moving from
centralised, prescribed eLearning systems and technologies to open, flexible component
systems, encouraging staff to use technology with a minimum investment in time and
energy. Such a strategy would utilise Service Oriented Architecture (SOA) and Web 2.0
environments.
A Service Oriented Architecture approach relies upon web services that can be developed
and assembled to meet functional requirements in a rapidly changing technology
environment. For example, a ‘class list with photographs’ web service could be developed
and be used within many diverse applications (Excel spreadsheet, grade books, class
websites, etc) or through Web 2.0 environments such as those promoted by Google and
Microsoft.
Similarly, configuration of course reading lists as web services would facilitate their inclusion
in whatever Web 2.0 environment a student chooses to use. Such a service assembles the
necessary information from all data sources and presents it securely to authorised users as
easily manipulated data files. Once developed, the service is used within any environment
that might need to include such a class or reading list. Using this ‘building block’ approach,
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eLearning Strategy v0.4, 1 Oct. 2008
The University of Auckland
staff could design learning environments (potentially in collaboration with students) that are
unique assemblages of tools and services that support specific learning objectives.
Staff would concern themselves with building blocks related to teaching and learning rather
than the environment in which these reside. The University would develop the services
using the Web 2.0 environments created by the industry giants such as Google, Yahoo and
Microsoft and others. These approaches would allow University systems such as Cecil and
nDeva to interface directly into the personal digital spaces of students and staff.
Personal digital spaces for students and staff
Major companies like Microsoft, Google, Yahoo, Facebook and others are involved in
creating personal spaces where the current desktop is transported to the web environment
– reachable from any computer or appliance, and capable of linking to any other. Individuals
can choose the tools they want, the options that fit, the news they want, the content they
want to save, the connections they make and the people with whom they want to engage in
a shared digital world.
It is the learner, with the support of their learning communities, who must make decisions
about the information, processes and strategies needed to build their own knowledge and
insights into their disciplines.
Web 2.0 has dramatically changed this by providing technologies well illustrated by the use
of syndication through Rich Site Summary (RSS) feeds. Traditionally web users have searched
for and retrieved information, sometimes recording the link. RSS feeds however, enable
users to specify in advance the information that they wish to receive and leave the
connecting feed on their homepage. Most blogs and podcast sites (and indeed many other
web services) can be linked to in this way. When a change occurs on such a site, anyone who
has chosen to link to the feed is updated with the new information. This is often
characterised as the move from “push” broadcasting, as determined by the institution, to
“pull” narrowcasting as determined by students. Put simply the student makes the decisions
about the feeds they include on their homepage. This sense of people connected through
dynamically updated content is a feature of the social character of Web 2.0.
In the context of this strategy, online services give staff and students the ability to structure
and organise information and activities in any way they choose. They may interact with the
University of Auckland digital services within their preferred environment, thus making the
University an active part of their digital life. Students and staff can construct their own
central point of contact where all relevant services are accessible and reduce the need for
the University to invest in creating its own digital environment. This creates the opportunity
to redirect resources into enhancing the eLearning experience rather than the creation of
the learning environment.
Academics know their disciplines best. They know how to navigate data sources and which
teaching techniques work best in which situations. They are also highly creative. Harnessing
this creativity is possible through the development of personal digital spaces. The focus of
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eLearning Strategy v0.4, 1 Oct. 2008
The University of Auckland
the University should be on the provision of tools, within an institutional framework, that
allow staff to develop eLearning in the ways that they wish.
Enhancing on campus teaching and learning
Greater flexibility in electronic delivery will lead to calls for changes that enhance the
learning experience of students. Developing technologies provide the potential to respond
to these changes. As part of the University’s eLearning strategy, there are a number of
technologies that the University will need to explore to enhance the face to face contact
situation.
As an example, mainstreaming lecture recording would mean that students could listen to
and/or watch lectures 24/7. A number of technologies enable teaching staff to obtain direct
feedback from students during the class. Group communication technologies like chat,
wikis, blogs and SMS facilitate interaction among teaching staff and students, or among
students themselves.
An exploration of all these technologies and an evaluation of pilots conducted in the
University will be part of the implementation of the eLearning strategy.
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eLearning Strategy v0.4, 1 Oct. 2008
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Attachment 1
Strategy Implementation
Implementation Actions
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Review the facilities and processes offered in the University to support staff adopting
new e-Learning technologies.
Migrate the University’s LMS infrastructure to be capable of incorporating and
interoperating with Web 2.0 functionality.
Leverage free technologies from large global providers by focusing on the
development of secure web services that interoperate with those external
environments.
Support linkages between eLearning and the physical delivery of lectures.
Provide strategic processes within ITS that allow innovations to be adopted more
widely across the University
Implementation Steps
1.
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6.
Develop an eLearning Professional Development plan (see Attachment 2)
Install and configure Microsoft Sharepoint 2007 infrastructure
Begin integration of Sharepoint services with existing Cecil functions
Prepare a program of development work for the ACT team around web services
Develop a broad range of delivery options for recorded lectures
Review 2009+ Capital budgets to potentially incorporate funding for supporting
‘enterprisation’ of faculty innovations in eLearning.
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eLearning Strategy v0.4, 1 Oct. 2008
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Attachment 2
eLearning Professional Development Implementation
A detailed professional development plan and budget will be aligned with eLearning
strategy implementation targets, the range of tools and methods to be supported in the
short to medium term and consideration of relevant contextual factors. Key principles to
provide a basis for going forward include:
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Alignment with specific aims and targets defined by the eLearning strategy;
Definition through initial scoping and ‘user needs’ analysis processes;
A basis in the communities of practice approach to address different levels of
engagement, types of support and practitioner contributions;
Design for different purposes, levels of prior knowledge and user needs –
o Introductory – short term, voluntary, workshop, showcase, seminar and
discussion based activities to introduce concepts, teaching and learning
strategies, eLearning tools, options and support provision.
Outcomes -concept development and plans for eLearning enhancements for
specific teaching environments.
o Intermediate – sustained, situated, supported and varied according to
discipline, prior knowledge level and teaching context. (This type of
professional development is currently incorporated into eLearning projects.)
Outcomes - transformed practice, sustainable skills in use of eLearning tools
and strategies, course specific and reusable resources.
o Advanced – support for various aspects of sustainable eLearning initiatives,
dissemination and integration of eLearning tools and strategies into
departmental practice.
Outcomes–sustainable, integrated eLearning and transformed practice,
policy review, acknowledgement of innovation, opportunities to share
experience and good practice, return on investment, organizational learning.
A relevant concurrent development is CAD’s participation in an international consortium
initiative to develop, implement and evaluate an eLearning professional development
program beginning in the latter part of 2008. Key individuals and institutions from the UK,
North American and Australasian tertiary sectors are involved in the initiative which will
provide participating institutions with unrestricted licenses for use of the program as well as
a community of professional practice around implementation. The program can be easily
customized to suit different local contexts.
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