E-Learning Research Observatory
Call 2: E-learning 2007
Full proposal form
Contact details
Name:
Kyriaki Anagnostopoulou
Job title:
Head of e-Learning
Institution:
Middlesex University
Address:
North London Business Park
Oakleigh Road South
London, N11 1QS
Email address:
k.anagnostopoulou@mdx.ac.uk
Telephone number:
020 8411 5148
Partner details (if applicable)
Please continue on a separate sheet if necessary
Will be working with Middlesex partners which deliver franchised programmes.
Precise partners will depend on modules chosen for further study (see detailed
work plan).
Name:
Institution:
Name:
Institution:
Project information
Title:
Theme(s):
Grant requested:
Making Connections: using e-learning data to improve retention rates in higher
education
1. Student diversity within an HE institutional context and its impact on
the demand for learning solutions. Recognising the changing
characteristics of students entering HE.
£34,200
Project description
Please provide a brief description of the work to be conducted, following the sub-headings listed.
Please note:-

It is important that applicants refer wherever possible to the “Types of activities to be funded”
section of the Call for Proposals.

The key assessment criterion to be used by the analysts of the proposal will be the extent to
which the application promotes a project that will have a significant impact on the HE sector
in the UK

Embedding e-Learning into current teaching and learning practices, developing new forms of
e-Learning, disseminating good practice and placing the research into the broader eLearning debate will also be important elements for the assessors to consider.

Full proposals that exceed the word maximums may have marks reduced.
Rationale and aims (maximum 500 words)
Student retention was highlighted as a significant issue in a number of government papers
including the Dearing Report (NCIHE, 1997), Higher Education in the Learning Society, and
the White Paper titled The Future or Higher Education (DFES, 2003), however, ‘education,
not retention, should be the goal of institutional programmes’ (Tinto, 1993). The need to
‘bear down on student retention’ (DFES, 2003) is coupled with the widening participation
agenda to encourage greater access particularly to under represented groups, aspiring to
have reached 50% of 18-30 year olds in HE by the end of the decade (HEFCE, 2001); this
adds to the equation of delivering a quality learning experiences to an increasingly diverse
student body. The need to address retention issues within the UK HE sector, and at an
institutional level, will clearly have benefits for both institutions (reputation, fee income,
government grant income, etc) and students (student-centred support, qualifications, future
prospects, etc) but the primary factors leading this proposal is the need to enhance the
student learning experience.
Institutional research at Middlesex (ISLER Project), has shown that students withdraw for a
complex combination of reasons, which are often masked by the HESA data under the
categories of ‘other’ and ‘unknown’. The ISLER research discovered that these categories
are masking factors related to the student learning experience (student/staff interaction,
cohort identity, use of formative assessments, timely feedback, etc) Literature also
suggests that learning and teaching methods have considerable impact on the retention of
learners (Mortiboys, 2002; Yorke, 2003; Parmar and Trotter, 2004) and it is precisely on
these which this proposal wishes to focus.
Literature contains many examples of work investigating the use of ICT to improve retention
and progression rates in distance education, however, very little has been done in
leveraging learning technologies to identify and support campus-based, blended-learning
students who are considered at risk of leaving HE before completion.
Aims
The purpose of this research is to assist HE institutions in improving the learning experience
of first year students, particularly focussing on those at risk of withdrawing from their
courses. This proposal attempts to add value to recent investments into e-learning by
exploiting the tracking data captured by VLEs in order to identify and describe how ‘at-risk’
students manifest themselves online, and to pinpoint appropriate timescales for
interventions which may help improve retention. Simpson (2003) claims that both distance
education and traditional institutions have started using customised ‘predicted probability of
success’ indicators based on student profiles and life history data. However, we have
identified an absence of research referring to behavioural patterns and identities.
Research Questions




How does the identity of students at risk of withdrawing from higher education
manifest itself online?
Is there an associated behaviour of ‘at risk’ students specific to the online learning
environment?
What are the characteristics of ‘at risk’ students and how do they differ from students
who are not at risk?
Does the online behaviour differ depending on students’ access route to HE (direct,
UCAS, partner institutions)?
Links to existing literature (does your proposal refer to, or build from, any existing study. If so,
which? (maximum 500 words)
This proposal wishes to take forward Simpson’s (2003) idea of ‘proactive critical markers’
based on behavioural patterns of students interacting online in order to identify whether
students at risk from withdrawing from HE manifest themselves online in a unique manner.
Equally, this project proposes to build on earlier research studies (Woodman, 1999 cited in
Simpson, 2003, p. 16) which have established a profile of ‘at risk’ students based on factors
such as demographics, previous qualifications, employment, etc.
Literature points to examples of work carried out in the area of supporting students in online
distance education courses which suffer from high attrition rates. These include empirical
studies attempting to identify a correlation between student satisfaction, performance and
retention in relation to demographic characteristics (Wang and Newlin, 2000), traits such as
learning style, sensory preference, etc (Ehrman, 1990), educational backgrounds and
previous experience of online distance education courses (Osborn, 2001), self-efficacy and
motivation (Wang and Newlin, 2002) and social presence which is defined as the degree to
which someone is perceived as ‘real’ in an online environment (Gunawardena and Zittle,
1997). Some of these studies were unable to produce reliable predictors (Wang and Newlin,
2000), some where able to make correlations but only in context-specific situations but had
not cross-situational consistency (Ehrman, 1990) whilst others concluded strong links
between their areas of research (Gunawardena and Zittle, 1997; Osborn, 2001; Wang and
Newlin, 2002). However, very little has been done to identify and support campus-based,
blended-learning students who are considered at risk of leaving HE before completion.
Carrying out this research proposal will rely on the built in tracking tools of Virtual Learning
Environments. Beaudoin (2002), however, cautions against solely relying on this type
tracking facility by noting that many students who fail to actively participate in a face-to-face
or online class still achieve the intended learning outcomes and do academically well
despite their apparent lack of interaction. ‘Lurking’, defined as logging in, observing but not
contributing to discussions, although not a highly visible form of learning, is a legitimate
method of learning. Pappas, Lederman and Broadbent (2001) state that tutors need to
rethink the way they monitor student performance due to the lack of visual and aural
feedback in an online environment. However, in their study ‘lurking’ is not recognised as a
preferred method of learning in any of the three cases they report on. The limitation of
tracking tools is also highlighted by Hewling (2004) who examined their effectiveness these
tools with regards to students who lurk as well as those with limited access to the internet,
who prefer to log in once, download materials and engage with them offline, even though
they are formally enrolled on an online course. Consideration of this point is important for
the validity and reliability of the study. As no position or method will provide and
undisputable clear view of the empirical field (Brown and Dowling, 1998) methodological
triangulation has been sought and is described in the appropriate section of the original
Expression of Interest.
Detailed work plan. Please use any work phases identified in this work-plan in your response to
the section on detailed budget (maximum 500 words).
Recruit P/T researcher
Establish Project Team
Co-ordinated by the Head of e-Learning, as Project Manager, this
will include appropriate representation from the partner institution.
Project Sponsor will be Prof. Barry Jackson, PVC and Director for
Learning and Teaching.
August 2007
Sept 2007
Create detailed project plan (to include regular meetings of the
Project Team)
Website
Set up project website for ongoing dissemination and detailed
documentation of the project, processes and procedures.
Frequency of updating to be agreed.
Extensive literature review
This project is set in the context of existing work, and is informed
by literature in 3 research domains:

retention and progression

e-learning

social behaviour and identity
Sampling of modules to be studied
The data pool for the project will be identified from an analysis of
retention data from Middlesex from 2006/7 in order to select a
sample of the modules for further analysis. The research will
identify the target modules in relation to varying levels of elearning use and will span across the disciplines and consider
students that enter HE directly, through UCAS and via partner
institutions.
Observations - online interactions
Particular attention will be paid to students who have withdrawn
from the University. This will involve observation of the life of
online communities through the artefacts it created and
contributed within a set period of time; both quantitative (ie,
number of discussion postings) and qualitative data (ie, nature of
posting and language used) will be collected and analysed.
Analysis of tracking data
Particular attention will be paid to the online identities and
behaviour exhibited by students who withdrew from their studies
prior to completion; these will then be contrasted with identities
and behaviours exhibited by students which have progressed
successfully. The analysis will look both at identifying patterns
between the above groupings of students and also the level and
nature of differentiation in their online activity.
Interviews
This research proposes to build upon Sharpe et al (2005) work by
illuminating the students’ voice in the evaluation and experience
of blended learning and therefore proposes that additional data is
collected through interviews of students who have withdrawn from
the target modules as well as a sample of those who have
successfully completed the year.
Analysis of interview data
Authoring of toolkit
This is to include the authoring of appropriate guidance notes on
how it can be used, implemented, etc
Pilot phase
Use and testing of toolkit within Middlesex
Revision of toolkit
Design and print toolkit
One copy to be sent to each HEI, CETL and Subject Centre
Conference and launch
Organise and host a one-day conference at which the toolkit will
be launched. The conference date will be in Sept 2008, however
the planning phase will extend over a period of many months
Publications, conference presentations
Sept 2007
Sept-Nov 2007
Sept-Oct 2007
Oct-Dec 2007
January 2008
February 2008
March 2008
April – May 2008
June –July 2008
August 2008
April-Sept 2008
Dependant on
To take place at appropriate times throughout the life of the
project.
external factors
Deliverables and outcomes (maximum 500 words)
It is useful to consider outcomes and deliverables in terms of their impact over time
(GlenaffricLtd, 2006).
The eight identified deliverable and outcomes are categorised based on their potential
impact. The immediate outcomes of this project focus on learning, the intermediate/medium
term outcomes focus on action and the longer term/final outcomes will focus on
operationalising the outcomes.
Focus
Results
Immediate
Outcomes
Short term
Learning
Intermediate
Outcomes
Medium term
Action
Final Outcomes





Raising
awareness of
how ‘at risk’
students
manifest
themselves
online
Building
knowledge on
the type of data
that needs to
be collected to
further inform
practice
Reporting
on lessons
learnt and
offering
practical advice
for the sector.

Producing a
toolkit (checklist
+ guidelines)
focusing on
online
behaviours
which can be
used to flag up
potential ‘at risk’
students as early
as possible
Reporting on
the use of the
toolkit within
Middlesex, its
applicability to
other contexts,
etc along with
practical advice
for the sector.
Longer term
Conditions


Incorporating the
toolkit appropriately into
academic workloads
within the researching
institution; the toolkit
produced will influence
academic practice and
also feed into institutional
policy; it will complement
Middlesex University’s
‘Week 4 Reality
Check/Programme
Review’ process which all
academics are required to
carry out
Making toolkit
available to other HEIs
along with guidelines on
its use and further
customisation as
required. The toolkit will
be posted to named
contacts in each HEI and
copies will also be made
available to each HEA
Subject Centres and
Centre of Excellence
(CETL)
The toolkit will be
launched at a one day
conference hosted by
Middlesex University
which will aim to bring
together research from
across the UK related to
the topics of e-learning
and retention.
Project impact and dissemination
Please detail the anticipated impact of the project (research, policy, practice), dissemination activities
and potential for future funding. Please also include reference to the intended target group where
appropriate.
(Maximum 500 words. Please continue on a separate sheet if necessary)
Research
The proposed research project aims to build capacity with regard to retention in relation to
e-learning, where a gap in the research field has been identified and detailed above.
Policy
The government’s widening participation to higher education agenda may not be of benefit
to everyone. Recent research (Bynner, 2003 cited in Simpson, 2006) illustrates how the
physical, mental and financial well-being of individuals dropping out of HE is at jeopardy “yet
the policy of access and widening participation often ignores and silences the deeper level
of student subjectivity and positionality” (Burke, 2004). Irrespective of the nature of the
cause and effect relationships of these research outcomes one needs to wonder if ‘at-risk’
students are identifiable then what is the moral responsibility of the University as a
professional institution which serves society? Also, what is the responsibility of the individual
academic staff member who is facilitating their learning?
Practice
This research project is intended to be of a practical nature and the evaluation will feed
back into the institution, to the benefit of the student learning experience, whilst having
applicability to the sector; guidelines and reports will aim to and assist the institutions in
identifying ‘at-risk’ students from their online behaviours. The outcomes will be of interest to
academic staff and managers, FE and other partners as well as to the wider HE community
which is concerned with retention and progression rates and is currently engaged in
blended learning.
This project will have:

Immediate impact in terms of institutional learning and awareness raising internally
and externally.

medium term practical impact where the tool produce will influence academic
practice leading to more ‘at-risk’ students succeeding in their studies and also feed
into institutional policy

longer term impact by operationalising the anticipated outcomes and making them
available to the sector.
Dissemination

Ongoing dissemination through a dedicated website
(information sharing, further conceptual understanding)

HEA and ALT conference presentations (information sharing),

Publication of paper(s) (information sharing),

The operationalisation of the outcomes aims to inform policy and practice within
Middlesex

toolkit sent to all HEIs, HEA Subject Centres and CETLs whose work relates to
these issues will also receive copies of the toolkit (ie CETL in Blended Learning at
Herfordshire, CETL in the Student Experience at Wolverhampton, etc)
(dissemination for change, informing HE practice)

A one-day conference bringing together expertise in e-learning and retention
research and launching the toolkit. This will be led by the Director for Learning and
Teaching. (dissemination for change, informing HE practice).
Future research
The future research potential of this project lies in investigating sector-wide, national
retention trends in relation to e-learning behaviour. An individual may choose to withdraw
from a programme offered at one HEI in order to study a more suitable programme at
another HEI; although this individual may appear to have withdrawn from an institution, they
have not withdrawn from academic studies in the HE sector. A longitudinal study would
significantly further understanding of retention at a macro level.
Projected costs
Please list the main costs of the project and refer them if possible to phases in the work-plan
The total funding requested from the HEA is £34,200. An additional £9000 will be made
available by Middlesex University as described below. Match funding also includes staff
time of the Director of Learning and Teaching (PVC), Head of e-Learning, CLQE
Researcher, one academic member of staff (to be identified for the pilot phase) and one
VLE project officer (from the CLQE e-learning team). CVs of the 3 main team members are
attached. The break down of what is to be funded and by whom is available below.
Tasks
Recruitment of P/T
Project Researcher
(0.5 P/T graded at
RB1)
Establish a Project
Team
Create detailed
project plan
Website
Carry out an
extensive literature
review/desk study
Sampling and
identification of
modules to be
studied
Observations of
online interactions
and phenomena
Analysis of tracking
data
Interviews
Analysis of
interview data
Authoring of toolkit
Pilot phase
Revise toolkit as
Details

Recruitment, salary costs approx
£29,700

Lease of IT equipment for 1 year
£500 – (internally funded)
Head of e-Learning (internally funded)
Funding
Body
HEA & MDX
funded
Funding
required
£29,700
MDX funded
Head of e-Learning (internally funded)
To be set up and maintained by VLE
Project Officer (internally funded)
Project Researcher and CLQE
Researcher
HEA & MDX
funded
Project researcher
Project researcher
Project researcher
Professional transcription costs
Project researcher and CLQE
Researcher
Director of Learning and Teaching
(internally funded), Head of e-Learning
(internally funded), CLQE Researcher
(internally funded) and project researcher
(HEA funded)
MDX academic (internally funded) and
project researcher evaluation
Head of e-Learning (internally funded),
HEA funded
HEA & MDX
funded
MDX & HEA
funded
£1000
appropriate
Design, layout and
print toolkit
Conference and
launch of toolkit
Reports,
publications and
conference
presentations
MDX Researcher (internally funded) and
project researcher

Designer (internally funded)

Printing costs - approx £2000
Up to £9000
The event will be lead by the Director of
Learning and Teaching.
Head of e-Learning (internally funded),
MDX Researcher (internally funded) and
project researcher


MDX & HEA
funded
MDX funded
£2000
HEA & MDX
funded
£1500
Conference attendance - £1500
(HEA)
Travel, accommodation &
subsistence - £1000 (MDX)
References:
Beaudoin, M. F. (2002), 'Learning or Lurking? Tracking the “Invisible” Online Student
Internet and Higher Education, 5 (2), 147-155.
Brown, A. and Dowling, P. (1998), Doing Research/Reading Research: A Mode of
Interrogation for Education. London: Falmer Press.
Burke, P. J. (2004), 'Women Accessing Education: Subjectivity, Policy and
Participation'. Journal of Access, Policy and Practice, 1 (2), 100-118.
DFES. (2003), The Future of Higher Education, White Paper [online] Available at:
http://www.dfes.gov.uk/hegateway/hereform/.
Ehrman, M. (1990), 'Psychological Factors and Distance Education'. American
Journal of Distance Education, 4, 10-24.
GlenaffricLtd. (2006), Mini Guide to Project Evaluation. Unpublished.
Gunawardena, C. N. and Zittle, F. J. (1997), 'Social Presence as a Predictor of
Satisfaction Within a Computer-Mediated Conferencing Environment'. American
Journal of Distance Education, 11 (3), 8-26.
HEFCE. (2001), 01/73 - Partnerships for Progression. [On-line]. Available at:
http://www.hefce.ac.uk/pubs/hefce/2001/01_73.htm.
Hewling, A. (2004), Tools for Online Tutors: A review of the Effectiveness of the
Student Tracking Facilities in One Blackboard Classroom. Paper presented at the
Networked Learning Conference 2004, [online] Available at:
http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/individual
_papers/hewling.htm.
Mortiboys, A. (2002), 'Retention as a measure of university effectiveness'. Exchange
(1), 14-16.
NCIHE. (1997), Report of the National Committee (Dearing Report).
Osborn, V. (2001), 'Identifying At-Risk Students in Videoconferencing and WebBased Distance Education'. American Journal of Distance Education, 15, 41-54.
Pappas, G., Lederman, E. and Broadbent, B. (2001), 'Monitoring Student
Performance in Online Courses: New Game-New Rules'. Journal of Distance
Education, 16 (2).
Parmar, D. and Trotter, E. (2004), 'Keeping our students: identifying factors that
influence student withdrawal and strategies to enhance the experience and retention
of first-year students'. Learning and Teaching in the Social Sciences, 1 (3), 149-168.
Simpson, O. (2003), Student Retention in Online, Open and Distance Learning.
London: Taylor and Francis.
Simpson, O. (2006), The Student Retention Business, Keynote Presentation, Annual
Learning and Teaching Conference 2006 Middlesex University, London.
Tinto, V. (1993), Leaving College: Rethinking the causes and cures of student
attrition. (2nd ed.). Chicago: University of Chicago Press.
Wang, A. Y. and Newlin, M. H. (2000), 'Characteristics of Students Who Enroll and
Succeed in Web-based Psychology Classes'. Journal of Educational Psychology, 92,
137-43.
Wang, A. Y. and Newlin, M. H. (2002), 'Predictors of Performance in the Virtual
Classroom'. T.H.E. Journal Online, [online] Available at:
http://thejournal.com.the/printarticle/?ie=15973.
Yorke, M. a. T., L. (2003), 'Improving the retention of students from lower socioeconomic groups'. Journal of Higher Education Policy and Management, 25 (1), 6374.
Please return your completed form by noon on 08 June 2007. Please provide one electronic
copy to e-learning@heacademy.ac.uk and one signed hard copy to:
Clare Campbell
Corporate Services Administrator
The Higher Education Academy
Innovation Way
York Science Park
Heslington
York
YO10 5DQ
Tel: 01904 717500
Fax: 01904 717505
Email: e-learning@heacademy.ac.uk
Please direct any queries to Rachel Farrand, Programme Manager (e-learning) on 01904 717500 or
at rachel.farrand@heacademy.ac.uk
Appendix – Updated list of CVs
1.
Kyriaki Anagnostopoulou, Head of e-Learning
2.
Deeba Parmar, CLQE Researcher
3.
Prof. Barry Jackson, Pro Vice Chancellor and Director of Learning
and Teaching
Curriculum Vitae
Kyriaki Anagnostopoulou
Email: K.Anagnostopoulou@mdx.ac.uk
Educational Qualifications

Doctorate in Education
2006 – present Institute of Education, University of London

Masters in Design and Media Arts
1996 - 1997
University of Westminster - London, UK

BA(Hons) in Graphic Design - Computer Graphics
1991 - 1996
Technological University of Athens in Greece, School of Graphic Arts & Artistic Studies
Professional qualifications, with dates and levels attained:

WebCT Certified Senior Trainer – WebCT (2004)

Registered member of the HE Academy (2002)

Certificate for Teaching English as a Foreign Language - Greek Ministry of Education (1991)
Current Employment
Head of e-Learning (February 1999 – present)
Centre for Learning and Quality Enhancement (CLQE) , Middlesex University
North London Business Park, New Southgate, London, N11 1QS
As the Head of e-Learning am working on developing and improving teaching and learning to meet the current
and future needs of the University’s students in accordance with the University’s Learning, Teaching and
Assessment Strategy. In particular I have responsibility for the development and management of e-learning
initiatives and the implementation of the University’s Virtual Learning Environment. My role focuses on supporting
academic and support staff to achieve effective embedding of technology to support learning and teaching at
individual, school and institutional level. My work aims to inform institutional policy and practice and involves
consultancy, staff development events, contributions to the University’s PGCHE, collaboration and liaison with
academic and support staff, development of online learning resources, project management and supporting
collaborative (national and international) initiatives aimed at promoting the pedagogically sound uptake of specific
learning technologies. I have been involved in the authoring and development of tools, templates and toolkits
which guide academics in designing distance learning materials within the context of their subject and e-learning.
It is part of my role to have a presence in the wider educational development field and be present at the forefront
of e-learning developments nationally and internationally. A list of publications, presentations and relevant
institutional and national roles I have taken up in my current role is available below.
Institutional roles

Co-ordinator or the University’s e-Benchmarking exercise

Chair of the e-Learning Strategy Group.

Member of the Teaching and Learning Committee

Manager of the OASIS e-Learning Support team within the CLQE which is responsible for the implementation of
the University’s VLE, relevant staff development, support for academic and support staff. I researched, evaluated
and recommended the adoption of a standardised virtual learning environment to address a variety of
pedagogical and organisational issues.

Author of the University’s ODL templates for developing online materials

Author of the University’s e-Learning Strategy (forthcoming)

Co-author of four interlinked guides/ toolkits on e-learning (study guide, tutor guide, author and reviewer’s guide
and the manager’s guide)

Mentor for the WebCT Certified Trainers based within the institution or those undertaking the certification.

Institutional representative for Association for Learning Technologies (ALT)
National/International roles

Since 1999 I have presented and facilitated workshops at over 20 conferences, both national and international,
on topics relating to e-learning, staff development and managing change.

I have numerous published works in books and journals in the field of e-learning and educational development
(listed in the relevant section of this document)

I am a member of the Heads of e-Learning Forum (HeLF)








I am a member of JISC Experts Group, an advisory group for their e-Learning Programme
I am a member of the Teaching and Learning Technology Officers - a special interest group affiliated with ALT.
I am a member of the HE Academy (previously ILTHE)
I am a member of the International Vista User Group Forum
I was an invited contributor to an online course run by the University of Alberta, Canada in 2002 which experimented with
teaching techniques for e-learning.
I was an invited speaker for the Institute of IT Trainers (London Region) in 2004.
I am the co-author of a module aimed at middle managers as part of the JISC-funded project titled “Management
Connections Online”. This is available for use by all HE and FE institutions.
I have planned and facilitated workshops with colleagues from a number of other institutions across the UK.
Membership to Professional Bodies



Fellow of the Higher Education Academy (HEA)
Association for Learning Technologies (ALT)
Staff and Educational Development Association (SEDA)
Work History
2006 – present
2002
1999-2003
1997 - 2002
1997 – 1999
School Management Committee - Bray Pre-school
Commissioned Author
LTSN Generic Centre
Learning Technologies Advisor
Centre for Learning Development, Middlesex University
Lecturer (concurrent with above post)
School of Communication and Creative Industries, University of Westminster
Research Assistant - Information Design. (F/T) – funded by EPSRC
Transport Management Research Centre, Middlesex University
1998
Lecturer (P/T) - concurrent with above post
School of Art, Design and Performing Arts, Middlesex University
1995 – 1996
Junior Animator
MAGIKON Inc. - Athens, Greece
1995
Job title: Graphic Designer (F/T)
Her Majesty’s Stationary Office , Norwich, Norfolk
1993 – 1994
Junior Animator
MAGIKON Inc. - Athens, Greece
Previous Research
“The Development of Improved Methods for Representing Road Accident Data”
Middlesex University - London, UK
My personal responsibilities and interests were in the area of form design, human interaction with formatted text and visual
communication (print and screen based) in order to highlight and address the sources of error in data capturing by the police.
1997 - 1999
“The role of Graphic Design in the Teaching and Learning Process”
University of Westminster - London, UK
Research which lead to the production of interactive educational material (CD-ROM) for key stage 2 science curriculum. Field testing
and placing the final product in the public domain were key issues. This research project required collaboration with Health
Authorities, Teacher’s Centres and local schools.
1996 - 1997
Publications
2007

Haynes, M and Anagnostopoulou, K 2007 (forthcoming) Managing Online Learning London: Middlesex
University
2005

Anagnostopoulou, K and Haynes, M 2005 eLearning – Authoring and Reviewing Materials London:
Middlesex University

Anagnostopoulou, K and Haynes, M 2005 (2nd ed) eLearning – A study Guide London: Middlesex University

Haynes, M and Anagnostopoulou, K 2005 (forthcoming) (2nd ed) eLearning – A tutor guide London: Middlesex
University
2004

Haynes M., Bakry W-E and Anagnostopoulou K., (2004) Ensuring quality enhancement through the four
pronged approach to supporting online learning, Proceedings of the 21st ICDE World Conference - Lifelong
Learning in the Networked World, Hong Kong, 18-21 February, 2004.

Haynes M, Anagnostopoulou K, Bakry W 2004 Measuring quality enhancement through the four pronged
approach to supporting online learning Open Praxis, Bulletin of the International Council for Open and
Distance Education Vol 1 pp 12-15
2003

Anagnostopoulou, K and Haynes, M et al 2004 eLearning – A study Guide London: Middlesex University

Haynes, M and Anagnostopoulou, K et al 2004 eLearning – A tutor guide London: Middlesex University
2002

Anagnostopoulou, K 2002 Designing to Learn and Learning to Design: an overview of instructional design
models LTSN: York [online at:
http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=198 last accessed
17.05.05]
2001

Haynes, M. and Anagnostopoulou,K. What’s in it for us? On-line Learning Environments in Fallows,S. and Bhanot, R.
(Eds) "Educational Development Through Information and Communications Technologies" London: Kogan Page.

Jackson, B. and Anagnostopoulou,K. “Making the right connections: improving quality in online learning” in
Stephenson, J. (Ed) "Teaching and Learning Online: new pedagogies for new technologies" London: Kogan Page

Anagnostopoulou,K. and Haynes, M. Managing Online Learning Environments: an
online module for middle managers, Management Connections On-line (funded by JISC, managed by
University of Abertay, Dundee) (online)
1998

“The Contribution of Information Design to Road Safety by Improved Methods of Data Collection: a case
study” Paper was presented at the 9th International Conference on “Road Safety in Europe” in Cologne,
Germany and is published as part of the proceedings.
Conference Presentations and facilitated workshops

Anagnostopoulou, K (2007) Blending Learning, Blurring Professions and (re)Branding Universities, Keynote
Presentation, Information Technologies in Education in the 21 st Century, Yerevan, Armenia 21-23 May 2007

Haynes M., Bakry W-E and Anagnostopoulou K., (2004), The Four-Pronged Approach to Supporting Online Learning,
15th International Conference on Teaching and Learning, Jacksonville Florida April 2004 – presented by M. Haynes

Haynes M., Anagnostopoulou K and Bakry W-E and., (2004), "Taking a Four-pronged Approach to Supporting
eLearning E-Learn 2004, Washington DC 1-5 November 2004 – presented by M. Haynes

Haynes M., Bakry W-E and Anagnostopoulou K., (2004) Ensuring quality enhancement through the four pronged
approach to supporting online learning, 21st ICDE World, Hong Kong, 18-21 February, 2004 – presented by M. Haynes

Anagnostopoulou, K. (2004) Project to Institutional Asset, WebCT European User Conference, Amsterdam
February 16-18 2004

Anagnostopoulou, K. (2004) The Global Campus Learning Model, Global Campus Workshop, Cairo 29-31
January 2004

Haynes, M., Anagnostopoulou, K., Hall, J., Hughes, G., Wiles, K and Hutchins, M. E-Learning Futures:
promises from above – realities on the ground 9th International Conference ALT-C2002: Learning Technologies
for Communication University of Sunderland 9-11 Sept 2002

Anagnosotpoulou, K. and Haynes, M. Managing Ch@nge SEDA Conference, Manchester 20-21 Nov 2001
also presented as a poster session at the SEDA Conference, 11 - 12 April 2002

Anagnosotpoulou, K. and Haynes, M. Opening Pandora's Box: Forces for Good or Evil? 14th International
Conference on College Teaching and Learning, Jacksonville, FL USA 9-13 April 2002 – presented by M. Haynes

Core, J., Haynes, M., Anagnostopoulou, K. and Wiles, K. Journey into space: How does the learning
environment influence the approach of both students and teachers to learning and teaching? ALT-C2001
Changing Learning Environments, Edinburgh 11-13 Sept 2001

McElearney, G., Diercks-O’brien, G., Hunter, B. Sharratt, R. and Anagnostopoulou, K. Institutional
Strategies for Promoting Learning Technologies: Views "From the Ground Up", ALT-C2001 Changing Learning
Environments, Edinburgh 11-13 Sept 2001

Anagnosotpoulou, K. and Haynes, M. The Fast Food Approach to Staff Development "Challenge to
Challenge" SEDA Conference, Glasgow, 2-3 April 2001 – presented by M. Haynes

Haynes, M and Anagnostopoulou, K. Metaphors in Staff Development SEDA Conference Developing the
Developers, Manchester 20-22 Nov 2000

Anagnosotpoulou, K. and Haynes, M. “at the end of the twentieth century the people of Earth thought the
planet was covered by a vast net” - an introduction to on-line learning environments (by invitation) ALT-C2000
Integrating learning technology practice, policy and partnership ALT-C, Manchester 11-13 Sept 2000 (by
invitation)

Haynes, M, Anagnostopoulou, K., Core, J. and Wiles, K. The Martini Experience - What are the implications
of student demand for any time, any place , any where delivery for Higher Education? ALT-C2000 Integrating
learning technology practice, policy and partnership, Manchester 11-13 Sept 2000

Jackson, B. and Anagnostopoulou, K. Making the right connections: improving quality in online learning
ICLML Conference Teaching and Learning Online: new pedagogies for new technologies, London 7-8 Sept
2000

Anagnostopoulou, K. and Haynes, M. “at the end of the twentieth century the people of Earth thought the
planet was covered by a vast net” - an introduction to on-line learning environments SEDA Conference
“Reaching Out” Coventry 10-12 April 2000

Haynes, M. and Anagnostopoulou, K. The Classical Approach to Staff Development or Pyramid-Selling off
the back of a Trojan Horse SRHE Creativity in Education, University of Stirling 12-13 June 2000
Curriculum Vitae
Name:
Deeba Parmar
Date of birth:
3 April 1979
Education
2006-present Middlesex University, PhD Exploring the Student Experience
2000-2002
The Nottingham Trent University, Masters in Science (Research Methods)
1997-2000
The Nottingham Trent University, Bachelor of Science (Social Sciences, 2 (i),
Honours)
Present Employment
Research Fellow, Centre for Learning and Quality Enhancement (previously Centre for
Learning Development), Middlesex University North London Business Park, Oakleigh
Road South, London, N11 1QS since July 2002
Leading institutional research on: the first year experience; retention and progression and
learning, teaching and assessment
Leading research and disseminating findings of the ISLER project (The Impact of the Student
Learning Experience on Retention
Participate in retention and progression research with external Higher Education Institutions
Develop supporting materials for academics and students to enhance the student experience
from findings from ISLER research
Supporting academics within the university on research concerning the Learning, Teaching
and Assessment Strategy
Supporting staff with issues concerning retention, progression and the student learning
experience.
Supporting the organisation of and participating in Middlesex University’s mini-conference
series
Steering group member of Middlesex University’s external conference ‘Challenging the
Orthodoxies’
Steering group member of the; Learning and Teaching Research Network, Action and
Research group, Retention and Progression group and Learning Framework Advisory panel,
Learning Framework Communications group and the reality check sub-group.
Liase with all School led Retention and Progression Strategy groups
Liase with all groups relating to the student experience and research.
Publications
Hills, J, Sewell, K & Parmar, D (2006) Bridging the Gap. Proceedings of the 2006 ‘Student
Retention, progression and social inclusion’ conference. Bath Spa University. 1 &2nd
September 2006.
Parmar, D & Cunningham, S (2006) Is the Reality check a reality check? Proceedings of the
2006 ‘Student Retention, progression and social inclusion’ conference. Bath Spa University.
1 &2nd September 2006.
Chapman, A, Parmar, D & Trotter, E. (2006) Learning through research: The First Year
Experience from the Mature Students Perspective. Proceedings of An International
Conference Devoted to Fine-Grained Qualitative Research into Higher Education. Higher
Education Close Up 3 conference, Lancaster University. 24th- 26th July 2006.
Crooks, B & Parmar, D. (2005) A Tale of Two Universities. Proceeding of the 2005 Further
and Continuing Education (FACE) Conference. Towards a Global Understanding of Lifelong
Learning: Making a Difference. 6-8 July 2005
Parmar, D. & Trotter, E. (2005) Keeping our Students: Identifying factors that influence
student withdrawal and strategies to enhance the experience and retention of first year
students. Learning and Teaching in the Social Sciences 1(3) 149-168.
Parmar, D. (2005) Building success for all our students: Enhancing the first year student
experience in Rust, C. (eds.) Improving Student Learning: Diversity and Inclusivity,
Proceedings of the 2004 12th International Symposium. Oxford: The Oxford Centre for Staff
and Learning Development. 6-8th September 2004
Presentations and Papers at Conferences
Cunningham, S & Parmar, D. Is the reality check ad reality check? Student Retention,
progression and social inclusion’ conference, Bath Spa University. 1 &2nd September 2
Hills, J, Sewell, K & Parmar, D. Bridging the gap. Student Retention, progression and
social inclusion’ conference, Bath Spa University. 1 &2nd September 2006
Chapman, A, Parmar, D & Trotter, E. Through the eyes of the mature student. An
International Conference Devoted to Fine-Grained Qualitative Research into Higher
Education, Higher Education Close Up 3 conference, Lancaster University, 24th-26th July
2006.
Parmar, D, Chapman, A & Trotter, E. Learning through research: The First Year Experience
from the Mature Students Perspective. 'European First Year Experience Conference',
University of Teesside, 26th-28th April 2006.
Parmar, D. Other', 'personal' and 'unknown': An institutional approach to exploring the
reasons behind withdrawal statistics. British Educational Research Association, University of
Glamorgan, 14-17th September 2005
Parmar, D. Institutional Habitus Vs Individual Capital. 18th First Year Experience Conference
- International Conference, University of Southampton. 11-14th July 2005
Parmar, D. Exploring the Student Experience. Student Conference, University of Oxford,
22nd April 2005
Changing the Student Experience: Retention and Inclusivity – Translating Strategy into
Success Symposium with colleagues from Middlesex University Improving Students Learning
- Diversity and Inclusivity, University of Birmingham, 6-8 September 2004
Parmar, D. & Trotter, E. Keeping Our Students. Staying Power: Student Retention and
Success, University of Teesside, 6-8th July 2004
Parmar, D. The ISLER Project: What have we learnt? Research into student retention at
Middlesex University. 17th International First Year Experience Conference. 14-17th June
2004
Professor Barry Jackson MA(RCA) FRSA
Current post
Director of Learning & Teaching, Pro Vice-Chancellor
Middlesex University
1997present
North London Business Park
Oakleigh Road South
London N11 1QS
Previous
employment
Dean of Art, Design and Performing Arts, Campus Head
and PVC
1995-97
Middlesex University
Head of School of Visual Communication Design
1993-95
Middlesex University
Head of Information Studies
1989-93
Falmouth School of Art & Design
Head of Information Design
1987-89
Falmouth School of Art & Design
Course Leader, BA(Hons) Scientific & Technical
Graphics
1985-87
Cornwall College of F & HE
Lecturer, BA(Hons) Graphic Information Design
1982-85
Harrow College of Higher Education
Part time lecturer, Graphic Design & Illustration
Harrow College of Higher Education (degree level)
Thurrock Technical College (foundation level)
Middlesex Polytechnic (degree level)
Lanchester Polytechnic (degree level)
1975-82
Freelance design and illustration practice
1974-88
Various clients
Designer/art editor
1973-75
Mitchell Beazley Multimedia
Education
Royal College of Art
1970-73
MA(RCA) 1973
Hornsey College of Art
1967-70
HCA Diploma (Graphic Design) 1970
Walthamstow College of Art
1966-67
Foundation Certificate 1967
Westfield College, University of London
Selected
professional
development
uncertificated study towards BSc in Zoology & Botany
Widening participation and student retention
CHERI London
SEDA Autumn Conference
Manchester
1965-66
2001
2001
External
examining
Personal Development Planning – GC conference
Birmingham
Reflections on subject Review –Seminar
CLTAD, London
Heads of Educational Development Group - residential
meeting
Coventry
Learning & Teaching Strategies - good practice, HEFCE
Seminar
University College, London
National Co-ordination Team - FDTL workshops
London
HEDG meeting - Cooke Report
OU, London
SEDA Autumn Conference
Birmingham
LTSN Seminar - Institutional change
York
Chudleigh Group Symposium: implementing e-learning
London
SEDA Spring Conference: Research, and educational
development,
Birmingham
The HE Academy - LTSN GC seminar
SOAS, London
The DfEE e-learning strategy - ALT Policy Board
seminar
BirkBeck College, London
SEDA Spring Conference - Birmingham
2001
ALT Seminar – modeling of e-learning initiatives
HEFCE, London
CETL Bid Preparation -HEFCE
London
Research and Teaching Relationships
HE Academy seminar
Team Leader workshop and Change Academy
HE Academy
Student Retention Conference
London
PVC Network meetings
HE Academy
2003
BA (Hons) Graphic Design
Nottingham Polytechnic/Nottingham Trent University
BA (Hons) Art and Design
Bradford & Ilkley Community College
1989-93
2001
2001
2001
2002
2002
2002
2003
2003
2003
2003
2003
2003
2004
2006
2006
2006
2006
1993- 97
Validation and
review
BA (Hons) Graphic Design
Coventry University
BA Art and Design
University College Worcester
Diploma in Graphic Design
Temasek Polytechnic, Singapore
PhD submission
Wolverhampton University
MA Art & Design
Nottingham Trent University
PGCert and MA Higher Education
Thames Valley University
1994-98
External member, validation or review panel:
BA (Hons) Graphic Design pathway, Liverpool
Polytechnic
BA (Hons) Graphic Design, Camberwell College, The
London Institute
MA Publishing, Norfolk Institute of Art & Design
BTEC HND Graphic Design, ND Fashion, at FSAD
BAs (Hons) Photography/ Illustration, Manchester
Metropolitan University
BA (Hons) modules in Art & Design, Worcester College
BA (Hons) units in Design, Brighton University
HND Fine Art, HND Design, Barnet College
BA(Hons) Fashion Promotion , London College of
Fashion
PGCert Higher Education, London Institute
MA Learning and Teaching, University of East London
BA (Hons) Graphic Communication, Pearl Academy,
Delhi (for Nottingham Trent University)
BA Foundation Degree Design, New College
Nottingham
1992 - 2006
Chair of validation or review:
BA(Hons) Fine Art: Painting, Northbrooke College (Open
University)
BA (Hons) Multdimensional Design, Northbrooke
College (Open University)
BA(Hons) Jazz, Middlesex University
BSc (Hons) Animal Technology, Middlesex University
BSc (Hons) Environmental Health, Middlesex University
Health & Social Science Subject Area, Middlesex
University
MSc Risk Assessment, Middlesex University
BA Hospitality Management, Middlesex University
MA Arts and Media Management, Utrecht School of Arts
1997-2000
1997-99
2001
2002-06
2004-07
QA experience
selected
conference
contributions
Ravensbourne College
External member of Academic Standards Committee
Central School of Speech & Drama
External member of Teaching and Learning Committee
HEQC Auditor
(Two full audits, one continuation audit 1994 - 98)
HEFCE Specialist Subject Reviewer for Art and Design
(Two Subject Reviews 1999)
Institutional Facilitator for Subject Review:
Nursing; Education Studies
Teaching Fellowship Appointment Panel, Plymouth
University
External Adviser
Institutional Audit, Middlesex University
Member of Audit Task Group
Open University Validation Committee
External Committee Member
Collaborative Audit, Middlesex University
Member of Audit Task Group
Teaching Fellowship Appointment Panel – Napier
University
External Assessor
Review of Annual Monitoring Report Process, Middlesex
University
Panel member
1993-95
3rd Symposium on Improving Student Learning, Exeter
paper: "Encouraging research into learning in a subjectrelated context"
workshop: ‘The Internet as a resource for research into
learning’
Developing students, developing staff - SEDA
Conference, Sunderland
paper: ‘Managing to help teachers change’
Design History Conference, London
paper: ‘Design education: facing the future’
LTDI Edinburgh
speaker: Evaluating learning in learning technology
Diversifying learning in art and design seminar, Open
Learning Foundation
seminar co-organiser and presenter
Napier University L&T Conference
keynote: Institutional strategies for learning and teaching
7th Improving Student Learning Symposium
session chair: Understanding learning in art and design
ILT Conference, York
workshop: From mapreaders to mapmakers
1995
1995-97
1994-98
1999-2000
2000-2001
1999-2002
2002-2003
2003present
2003-2005
20042007
2004
1995
1996
1998
1999
1999
1999
2000
Selected
external
consultancy
8th Improving Student Learning Symposium
paper: analysis of departmental L&T strategies
Educational Development and IT (EDIT) – seminar
case study presenter
SEDA/SRHE Research Seminar, London Institute
seminar presenter: research into learning in art and
design
Multi-Centre European Mental Health Network Seminar
paper: Issues for distance learning within a European
multi-center framework
Design Education Conference - Curtin University, Perth,
Australia
conference keynote: ‘Redesigning design education’
Dublin Institute of Technology
conference keynote : ‘2001: building blocks not
monoliths’
Anglia Polytechnic University
conference keynote: ‘Yes, but…’: exploring questions of
learning technology
9th Improving Student Learning Symposium, Edinburgh
workshop: ‘Courses for horses: what pedagogy is
appropriate for the new technologies’
paper, co-author: Educational Development and IT
Strategies
SEDA Conference, Dublin (with Durrant, Torrance and
Williams)
workshop: ‘Implementing a L&T strategy: the view from
here’
10th Improving Student learning Symposium, Brussels
paper: ‘Ten years of improving student learning: where
has it got us?’
European Association of Distance Learning, Glamorgan
conference keynote: ‘Staff development for e-learning’
American Association of Higher Education Conference,
Seattle
paper: ‘On implementing an assessment policy’
WebCT Annual User Conference, San Diego
Invited contributor to Executive Session
WebCT European User Conference, London
Invited contributor to Executive Session
Brick walls and pathways: structures for learning
Middlesex University Development Conference
Research-informed Teaching
panel member HE Academy seminar
2000
Middlesex University, London College of Printing, Ulster
University
staff development consultancies on Approaches to
learning
1992-93
2000
2000
2000
2000
2001
2001
2001
2002
2002
2002
2003
2003
2004
2006
2006
and
development
work
Papers and
publications
Wolverhampton University
Improving learning in art and design - workshop
Wolverhampton University
Preparation for Subject Review
Bucks and Chiltern College
Preparation for Subject Review
Dublin Institute of Technology
Workshop on assessment in art and design
George Monoux College, Walthamstow
workshops on preparing students for HE
EDNA Project – Educational Developers’ Needs
Analysis
steering group member, author of report: ‘Evaluations of
funding council initiatives and their implications for
educational development’
Sir George Monoux College, Walthamstow
Action research project supporting teachers preparing
students for HE
Dublin Institute of Technology
workshops on ICT implementation and learning
contracts
Centre for Learning & Teaching in Art & Design, London
workshops on learning technology
Sherkin Island Distance Learning Project, Co. Cork
Contributor to residential weekend
Sir George Monoux College, Walthamstow
Consultancy work setting up professional development
centre
Woodhouse College, Friern Barnet
Workshop on skills
Dublin Institute of Technology, invitation symposium
contributor - E-learning and learning contracts
1999
MSA University, Cairo
Workshop: What is good teaching?
Oak Hill Theological College
Seminar: Programme specifications
Open University
Seminar: Curriculum design for diversity
Dublin Institute of Technology: evaluation of Sherkin
Island project
2003
Minerva Project: evaluation of online learning project
2005-07
HE Academy: Senior Associate secondment
2006-07
referee for Capability; Educational Developments; Active
Learning; Higher Education Research and Development;
ADC Journal
1998-
1999
1999
2001
2001
2001-02
2001-02
2001
2002
2002
2002-03
2002
2003
2003
2003
2004
Papers in
journals
Papers in
edited books:
External roles
Supra-art – towards a new paradigm for design
education
in co-design, 1.03, June 1995, ISSN 1355-302X, pp. 3542 co-design, Milton Keynes
A ramble around Subject Centre websites – implications
for educational development
with Davies, A.
in Wisdom, J. (ed.) Educational Developments,
Birmingham, SEDA
Course design for learning: towards improving student
learning in new courses
Gibbs, G. (ed) Improving Student Learning: Theory and
Practice, Oxford OCSD,
Assessment practices in art and design: a contribution to
learning?
Gibbs, G. (ed) Improving Student Learning through
Assessment and Evaluation Oxford OCSD,
The impact of modularity on assessment in art and
design
Buss, D. (ed) The impact of modularity on art and design
Plymouth, University of Plymouth
Managing to help teachers change: an agenda for
academic managers
in Armstrong, S., Thompson, G., and Brown, S. (eds)
Facing up to Radical Changes in Universities and
Colleges, London, Kogan Page
Evaluation of learning technology implementation
in Mogey, N. (ed) LTDI Evaluation Studies, Edinburgh,
LTDI
Making the right connections: improving quality in online
learning
with Anagnostopoulou, K. in Stephenson, J. (ed)
Teaching and Learning Online, London, Kogan Page
Supra-design: transforming design education for the age
of lifelong learning
in Swann, C. (ed) Redefining design education for the
university Perth, Curtin University
Funded initiatives for the enhancement of learning and
teaching: the implications for educational development
LTSN Generic Centre
http://www.ltsn.ac.uk/application.asp?app=resources.as
p&process=full_record&section=generic&id=34
1995
Secretary, BA Graphics Association
1988-90
Chair, BA Graphics Association
1990
Chair, Association of Graphic Design Educators
(GRADE)
1991-94
Honorary Chair, GRADE
1994-97
2001
1994
1995
1995
1997
1998
2001
2001
2002
Internal roles
President, Council of Subject Associations in Art &
Design (CoSAAD)
1993-95
Royals Society of Arts
accepted as Fellow
Member of executive, Group for Learning in Art &
Design (GLAD)
1993
Improving Student Learning Symposium Steering
Committee
1997present
CTI Art & Design
Steering Group member
ELEN Project (TLTP3)
Steering Group member
Globalising Art & Design History (GLAADH) Project
(FDTL3)
Bid writer and Steering Group member
National Teaching Fellowship Scheme
Panel member
SEDA
Co-Chair
Vice Chair
Subject Centre ADC-LTSN
Editorial Advisory board member
ILTHE - Council Member
1996-98
Centre for Learning & Teaching in Art & Design, London
Institute
Selection panel for international conference submissions
Harlow College
Member of Governing Corporation;
Chair Resources Committee
LTSN Subject Centre: Languages, Linguistics & Area
Studies
steering group member
HEFCE
Assessment Panel member FDTL5
HEFCE
Assessment Panel member CETLs
HE Academy: Review of Subject Centres
Panel member
HEFCE
QALT Committee member
HE Academy
Senior Associate
2003
2004
Chair of Faculty Board, Faculty Management Team,
Campus Management Team, Faculty Academic
Development Committee
1995-97
1993
1998-01
2000-04
2000
2001
2001-04
2004-06
2001present
2002-2004
20002007
2003-
2003
2004
2004
2005-8
2006-07
Member of Senior Management Team, University
Academic Advisory Group, Visual Identity Group, Senior
Management Conference Planning Group
Member of Staff Development Strategy Group,
Information Strategy Group, Graduate Employability
Implementation Group
Member of Management Team, Academic Board,
Academic Standards and Quality Committee, Student
Retention and Progression Sub-Committee, Service
Heads Group, Assessment and Academic Regulations
Committee, Teaching & Learning Committee,
Investment Control Group, Middlesex University Dubai
Project Team
Project Leader: Key Skills Implementation
1993-97
Leader: Learning & Teaching Strategy Implementation
1998present
Supervisor: PhD research on vegetable sourced printing
inks
1998-2002
Supervisor DProf: The management of HE in FE - case
studies
2002-04
Director of Studies: DProf research - Peer assessment
in skills modules
2003present
Chair Higher Education and Training Partnership L&T
Group
2001-2002
Pro Vice Chancellor
2003present
Chair – Vista Project Board
2005present
Chair CETL Steering Group
2005present
Chair Retention and Progression Group
2006present
1997present
2000present
1999-2001
Annex I: e- Learning Research Themes
As this call is concerned with the HE student learning experience within an institutional
context and to ensure maximum benefit to the sector, we will be looking to fund proposals
that demonstrate impact together with well planned and effective dissemination.
We will also be looking as to how proposals complement and/or take forward existing work in
this area, e.g. as funded through the JISC.
The information below each theme is intended to provide a context and examples, i.e. they
are not intended to be prescriptive.
4. Student diversity within an HE institutional context and its impact on the demand for
learning solutions. Recognising the changing characteristics of students entering HE.
We are increasingly seeing larger and more diverse groups of students with different
levels of previous experience and learning needs. E-learning is seen as helping to
address some of the challenges this creates, e.g. proposals could identify how elearning is used in practice to respond to this need.
5. Disciplinary differences in the role and use of e-Learning.
Approaches to teaching, learning and assessment can vary between disciplines.
Proposals under this theme could, for example, highlight, compare and contrast
different disciplinary approaches to the use of e-learning.
6. Recognition and integration of informal learning into the formal institutional context.
With the growth in social and collaborative online learning through Web 2.0
technologies (Wikis, Podcasting etc), we are seeing the growth of informal learning,
i.e. learning taking place outside of the formal classroom context. Questions are now
being asked as to how this can be recognised and acknowledged in current
approaches to teaching and assessment.
7. Single-subject e-Learning comparisons across institutions - a consortium approach to
capturing outcomes.
With the growth in online learning we are seeing more resources and materials being
made available to students. We commonly refer to the term 'blended' learning, but
this can vary between simply making optional support materials available through an
institutional VLE, to a more reflective approach where a modules are redesigned to
gain the maximum pedagogic benefits from both face-to-face and online learning, i.e.
getting the 'blend' right. Proposals could, for example, examine approaches which
address this latter objective from within one subject area and across different
institutions.