1. JISC e-learning programme Sarah Porter Programme Director JISC Executive

2. e-learning Programme • The JISC Committee for Learning and Teaching (JCLT) is funding a new e-learning Programme to run until August 2007. • The overarching aim of the e-learning Programme is to identify how e-learning approaches might be used to facilitate learning and to advise on how these approaches might be effectively implemented. • The Programme focuses on three areas: e-learning and Pedagogy; Technical Frameworks for e-learning; and Innovation.

3. Teacher sets up activities after discussion with learner(s) Learning activity Learning activity Learning activity Learning activity Learning activity assessment portfolio profile Learning resources Accredits learner Model to inform e-learning programme E-learning programme E-learning and pedagogy Sequence of learning activities (learning design) MLEs for LLL X4L Organisation may be local, regional or national Learner

4. Why a new programme? • JISC Learning and Teaching began to plan new programme 18 months ago • Identified areas of activity through: • Recommendations from evaluations of current JISC programmes at the time such as MLEs • Identified need for more focus on the learner and learning process rather than the organisation; • Some gaps in knowledge of e-learning that the JISC might be able to help fill; • More detailed development work needed on technical standards, specifications and interfaces; • Clear messages about pedagogy needed to drive forward new technologies; • Concrete outcomes and outputs required.

5. Analysis of identified priorities in strategic documents such as ‘Success for All’ (DfES); Get on with IT (LSC); etc etc. • Compared these priorities with members’ own experiences and priorities in FE and HE • Identified 3 priority areas: • Using e-learning for effective L&T practice; • Technical, standards-based frameworks to underpin e-learning; • Innovation in practice and technology.

6. NOT the usual model • Common JISC process is to identify an area of interest • release a Call for Proposals for a large sum of money. • Set projects running on a 2 or 3 year ‘unstoppable’ trajectory. • Projects are fairly autonomous and deliver outputs at the end of 2 or 3 yrs (many of dubious benefit to anyone outside their project team). • Not this time!

7. Last 18 months • Identifying priorities • Commissioned research • Community consultation • Agreeing partnerships • National e.g. Academy, Becta • International e.g. IMS; DEST (Australia) • Programme design • More activities over shorter timescales with very specific outcomes and outputs • Includes annual review and planning cycle • Emphasis on involvement of real people (!) • Working through established CsoP

8. 3 Monthly e.g.Committees, Programme SG Monthly e.g.Directors Meetings, Team meetings Daily/weekly Activity e.g. projects, programme manager Embedded Development Cycles Plan Annual Review, 3 year strategy Review Do Evaluate

9. Communication and consultation • Consultation strategy focused on existing networks and champions • Programme web site will provide focus of consultation and feedback • Open for comment and discussion by everyone • Closed areas for projects, study leaders to share resources • Resources feed straight into process based ‘stories’ or toolkits • First story: ‘designing for learning’

10. e-learning and Pedagogy • Overall aim: to ensure that e-learning as practised in UK Further Education (FE) and Higher Education (HE) is ‘pedagogically sound, learner-focused and accessible’. • What this means in practice: • To provide the post-16 and HE community with accurate, up-to-date, evidence- and research-based information about effective practice in the use of e-learning tools. • To promote the application and development of e-learning tools and standards to better support effective practice. • Practical outcomes which are relevant to practitioners, researchers and developers.

11. Study: e-learning models • Explore how different approaches to (e)learning can be represented and shared. • Develop a general framework within which approaches can be evaluated and compared. • Model/represent a limited number of approaches within this framework • Provide tools to evaluate these approaches in specific learning contexts • Communicate outcomes to practitioners.

12. … potential outcomes • lesson plans/learning designs for different environments • representations (e.g. video) of different approaches in use • a toolkit or planning tool • a database of activities indexed to specific learning outcomes, contexts, or needs • re-usable ‘activity sequences’ e.g. for use in a LAMS-type environment, reflecting different approaches • an online ‘knowledge garden’ in which participants contribute, refineand link e-learning concepts • materials for use in staff development and/or reflection, e.g. integrated into FPP modules • …

13. Study: supporting practitioners • Explore how practitioners make effective choices about e-learning • Develop a typology of different resources to support practitioners, e.g. • Case studies, examples, ‘stories’, video-clips • Guidelines, staff development materials • Tools (e.g. LAMS) and toolkits/planners • Practices e.g. mentoring, workshops • Investigate which are effective in practice: • Broad (e.g. survey, review of existing materials) • Deep (e.g. interviews, personal case histories) • Make recommendations wrt programme deliverables

14. Case studies: e-learning in practice • Describeand evaluate a range of different approaches to e-learning: • in a range of organisational contexts: • 14-19, FE, ACL and HE • Blended, face to face and virtual • using a range of technical environments: • specific uses ofVirtual Learning Environments • use of Learning Design tools (e.g LAMS, ReLOAD) • use of modular tools (e.g. simulations, scenarios, activities, discipline-specific tools…) • Publication ‘Innovative Practice in e-learning’ with supporting video clips • for September 2004.

15. Other elements… • Identify the range of taxonomies, frameworks and modelling languages used for describing educational (including e-learning) practice • Review current ICT technologies that support effective learning design • Input to developing standards and tools • Overall synthesis, analysis and interpretation of programme outcomes • Coordination with ‘frameworks’ and ‘innovation’ strands • Communication to practitioners, with ongoing consultation

16. Further information • Further information about the e-learning Programme is available from: http://www.jisc.ac.uk/mle/ • Email s.porter@jisc.ac.uk