Project impact assessment of e-learning in
the Extended Studies Academy
Presented by
Rose Masha: CLTD
Walter Sisulu University
Extended Studies Academy
• Unit goals, objectives and strategies, encompass designing,
•
-
developing and implementing an effective and efficient
system-wide approach to student access and retention by
assisting faculties and cooperating with related institutional
units.
The implementation of e-learning guided by the e-learning
strategy 2009-2011/2012 within:
Tracking & Monitoring section
Writing Centres
Lifeskills
Academic Literacy
Computer literacy
Extended Programmes
NUFFIC Project
• The main objectives of the Netherlands Organisation for
International Cooperation in Higher Education (NUFFIC) funded NPT
Project centred around:
- curriculum innovation at WSU, with the Schools of Engineering and
Information Technology as pilots
- conducting institutional research in the form of throughput and
employer studies
- the establishment and implementation of e-learning
- Staff development for improvement of throughputs
- the review and development of the institutional quality policy as the
main system and structure for managing throughputs
Dwayi: 2011
Nuffic project terms of reference:
ESA
• In 2009, four ESA staff members visited the Netherlands.
- become team leaders
- develop e-learning materials informed by e-pedagogy and
-
assessment practices
to cascade (through training) the concept of e-learning and eassessment to colleagues in their respective sections.
Make follow-ups on their sections’ e-implementation plans and
write reports for submission to the ETIU and ESA
Present at Grassroots events and e-learning conferences
WHAT IS A PROJECT?
• “An endevour in which
human (or machine)
material and financial
resources are organized
so as to undertake a
unique scope of work of
given specification, within
constraints of costs and
time, so as to deliver
beneficial change by
quantitative and
qualitative objectives”,
(Turner: 1996).
THE PROJECT LIFE CYCLE
Design
Implementation
Closure
Resources
Conceptualisation
0
Time
6
WHO ARE THE
STAKEHOLDERS?
• Students
• e-learning team
•
•
•
•
•
leaders & lecturers
(ESA & Extended
Programmes)
Departments
CLTD
HEMIS
ICT
Funders
METHODOLOGY
• Primary data
- Structured questionnaires sent to 4 e-
learning team leaders and 32 active (and
non active) lecturers
- Structured questionnaires to 289 students
- Interview with 2 HEMIS officers
• Secondary data
- Video clip of an e-learning class
- E-learning team term reports
7 ROLES OF THE e- learning
EDUCATOR
Learning area/subject/discipline specialist
Leader,
administrator
Interpreter and designer of e-learning
programmes and materials
Competent e-Assessor
E-Learning mediator
learner and
(Mc Grath: 2007)
Community,
citizenship and pastoral role
Scholar, researcher and lifelong
manager
FACEBOOK
PROJECT STAKEHOLDER – SHOWS A RANGE OF PROJECT STAKEHOLDERS [BURKE, 2010]
PROJECT ENVIRONMENT
Client
Project
Manager
Project Team
Directly involved stakeholders
Supportive and non-supportive stakeholders
External stakeholders
External Environment
Internal Environment
SWOT ANALYSIS
•
-
•
•
•
-
Strengths
Unlimited Internet access
1 on 1 consultations
Already existing e-learning labs and
assistants
Efficiency of ETIU in training implementation
and support
Opportunities
Utilization e-learning during class disruptions
Facilitate lessons in different campuses
Students having cellphones
Weaknesses
Unreliable network
Development of initial material
Insufficient lab space for big classes
Threats
Fear of computers
Unwillingness of lecturers to ditch traditional
practices
Lack of funding to sustain the project
ESA
e-learning
implementation
Stakeholder
Table
Stakeholder
A. Students
Interest
Priority of
Interest
using electronic media to
learn, independent learning
1
+
+
+
B. Lecturers
Throughput and retention,
self-dev
1
C. ICT, HEMIS
IT support as part of dept
strategies
2
Project success
1
D. Project Team:
CLTD
+
A, B,
D, C
Importance
Influence /
Importance
Matrix
Impact of
interest on
project
Influence
Inform
Participation
Matrix
Conceptualization
Design
Implementation
Handover
Consult
Partner
Control
Project’s alignment to objectives
• Were the objectives of
•
•
-
the project achieved in
ESA?
Yes (67 lecturers and 743
students)
and not completely- staff
do not use WiSeUp as
much as they should:
Infrastructure
Time to develop materials
Not competent enough to
use Respondus for eassessment
Attitude change
Need to polish-up existing skills
• Although 67 lecturers
were trained, 53%
never put these skills
in practice fully, citing
reasons around
infrastructural
issues… contradiction
at times, especially
with the BC staff
members.
GAP BETWEEN STRATEGY AND
EXECUTION
• The lack of integration
between WiSeUp and ITS
and HEMIS continue to
pose structural challenges
for effective management
of the online learning
management system and
the optimal use of this
system for such
important activities as
tracking and monitoring
of student performance
(Dwayi: 2011)
Conclusion: project phaseout
• By definition, projects (and even life cycle phase)
have an end point. Closing out is a very important
phase in the project life cycle, which should follow
particular disciplines and procedures with the
objective of:
• Effectively bringing the project to closure
according to agreed-on contractual requirements.
• Analysing overall project performance with regard
to financial data, objectives, and technical efforts.
• Identifying and pursuing follow-up or sustainability
activities
Recommendations
•
•
•
•
•
•
•
•
Continued Grassroots events
E-learning interest groups
Use of OpenCourseWare
Improvement of ICT support infrastructure
Establishment of common shared folder on WiSeUp
The appointment of e-Learning specialists for Potsdam
and Zamukulungisa sites
More lecturers to be trained in Respondus
Incorporating e-learning as part of curriculum
innovation
End of presentation
Thank you