Enhancing e-Learning Through Benchmarking: Insights and Actions from the Pathfinder Project

1. HEA e-Learning Benchmarking and Pathfinder Project Professor Ginny Gibson & Maria Papaefthimiou Director of Teaching and Learning e-Learning Manager FESS CDOTL

2. Agenda • What was the e-learning benchmarking exercise? • What did we learn about Reading? • Where did Reading stand against the benchmark group? • What actions have emerged? • What is the Pathfinder project?

3. What was the e-learning benchmarking exercise? • Sponsored by the HEA with a focus on process and structures for managing e-learning • Run by the Observatory for Borderless Higher Educations (OBHE) with a self reflective methodology • Brought together 20 HEIs to form the “Benchmark group” including Birmingham, Bournemouth, Brunel, Cambridge, De Montfort, Exeter, Greenwich, Hull, Keele, London South Bank, Middlesex, Westminster • Aim: to help institutions understand their own position regarding the development of e-learning in relation to other HEIs

4. What did we learn about Reading? - what have we done well • Developed strong operational platform • E-learning (ICT in T&L) on the Strategic T&L agenda for over 6 years • Encouraged and supported academic staff and engendered sustained enthusiasm • Created Community of Practice • Fostered an environment where academics have a sense of ownership and control of their innovations

5. What did we learn about Reading?- where can we improve • Lack of clarity between the “core business” strategies (T&L, Research and Enterprise) and the “resource strategies” which support these (IT, Library, Estates, Personnel etc.) • Lack of connection between the e-learning strategy and the resourcing decisions / bids • Few mechanisms for evaluating the costs and benefits of various e-learning activities in order to set priorities • Lack of clarity of the role and position for e-learning in the enhancement agenda • Variability in student experience of e-learning

6. What did we learn about Reading? - what are we particularly good at • Development and support of “academic champions” who have acted as early adopters and change agents within their Schools and beyond • The quality and embedding of e-learning training • The provision of effective daily support for users • Creation of strategic committee for the use of ICT in T&L • Non-prescriptive, evolutionary and flexible approach to the development of e-learning

7. Where did Reading stand againstthe benchmark group? • e-Learning Strategy Development +++ • Collaboration and Partnerships ++ • Management and Leadership of e-Learning +/- • Resources for e-learning and Value for Money +/o • e-Learning Delivery ++ • e-Learning and Students +/o • e-Learning and Staff ++ • Communications, Evaluation and Review o/- Key: + towards top of group o middle of group - toward bottom of group

8. What actions have emerged? • Ensure that e-learning strategy and the revised University T&L Strategy are aligned • Sustainable resourcing for e-learning • Develop a robust process for evaluating the costs and benefits of e-learning activities • Monitor student expectations and student experiences • Embedding e-learning- Going beyond the “champions”

9. What is the Pathfinder project? From Assurance to Enhancement- Reforming the Quality Management Processes Aim • To develop a process that will enable Schools to drive forward enhancement • To improve current institutional support and develop a more proactive approach to working with Schools • To appropriately embed e-learning in the design, development and delivery of programmes