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Technology Enhanced Learning Survey 2010

Technology Enhanced Learning Survey 2010. Tom Browne, University of Exeter Martin Jenkins, University of Gloucestershire Roger Hewitt, University of Manchester Julie Voce, Imperial College London Richard Walker, University of York Hennie Yip, University of Salford ALT-C

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Technology Enhanced Learning Survey 2010

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  1. Technology Enhanced Learning Survey 2010 Tom Browne, University of Exeter Martin Jenkins, University of GloucestershireRoger Hewitt, University of ManchesterJulie Voce, Imperial College London Richard Walker, University of YorkHennie Yip, University of Salford ALT-C University of Nottingham 7 September 2010

  2. About the Survey • National survey, undertaken by UCISA, with financial support from the JISC into matters relating to Technology Enhanced Learning (TEL). • Questionnaire sent to HE institutions across the UK • Builds upon similar surveys conducted in 2001, 2003, 2005 and 2008. At each stage a longitudinal analysis was undertaken. • New to 2010 survey, case studies of six institutions.

  3. The 2010 Survey • 91 responses from 167 HE institutions (Response rate 55%) • Good spread of responses across the UK (by country and by type of institution, i.e. Pre-92, Post-92 and HE Colleges) • Of those who responded to the 2010 survey: • 12 were new institutions (had not responded to earlier surveys) • 10 had responded to only 2008 survey. • 20 institutions had responded to 2003, 2005 and 2008 surveys. • Remainder had responded to two previous surveys. • Not getting same cohort each time; but results do show consistency

  4. TEL development • Drivers • Enhancing the quality of Learning and Teaching • Meeting student expectations • Improving access to learning for students off-campus • Achieving cost & efficiency savings remains one of lowest ranked drivers (20th) • Encouraging TEL development • Availability of TEL support staff • Availability & access to tools across the institution • Central university senior management support

  5. Barriers to future development • Lack of time (still the most significant barrier)

  6. Strategies influencing TEL • There is a high level of agreement across the sector that strategies are influencing TEL development. • Internal strategies • Almost all respondents (99%) identified their Teaching and Learning strategy as a key influence on TEL development • The biggest change since 2008 has been the declining role of e-learning strategies (down from 76% to 48%) • External strategies • Those from the National Funding Councils and JISC remain highly influential across the HE sector.

  7. Use of centrally supported tools • 51% had considered outsourcing student email.

  8. Use of tools • Institutional VLE • Blackboard products (Classic, Angel, CE/Vista and Learn) remain the most used as the main institutional VLE (down from 70% in 2008 to 55% in 2010) • Moodle has increased in usage as the institutional VLE(up from 11% in 2008 to 23% in 2010) • Overall VLE use • Moodle is the most commonly used VLE platform (55%). • Sharepoint has increased in use across sector (13% in 2010).

  9. Support • On average there are 3-4 support units per institution, an increase from the 2008 survey response (2-3). • Learning Technology Support units common in Post-92s • Educational Development units common in Pre-92s • Overall reduction in the mean number of staff supporting TEL and the location of TEL support staff has changed • Increase in the mean number of staff located in Learning Technology Support units. • IT Support and Educational Development Units are showing a decrease in the mean number of staff. • There is a wide range of local devolved support for TEL (66%), much of this in conjunction with central units.

  10. Training and development activities

  11. The future – new technologies Demands on support Key challenges • Web 2.0 (30%) • Mobile computing (23%) • E-assessment (23%) • Support for multimedia (23%) • Lecture capture (16%)   • Podcasting now much less significant since 2008 (from 23% to 6%) • Staff development (36%) • Resources (staff/money) (25%) • Interaction with non-institutional tools (22%) • Technical infrastructure (18%) • Specialist support staff (18%) • Cultural change now much less significant since 2008 (from 16% to 5%)

  12. Staff Development • PG Certificate courses include TEL and some institutions are now offering Masters or even PhD route. • Support staff are encouraged to study for PG Certificate and other things such as CMALT. • Institutions moving away from standard ‘one size fits all’ courses to more tailored, individualised guidance (efficient v effective).

  13. The future – economic challenges • Zero budgets increases expected • Voluntary redundancies • More selective staff development (i.e. conferences) • Efficiencies – sharing resources and practices. • Sources of alternative funding (e.g. external projects) • Importance of networks and relationships

  14. Publishing the findings • Survey report will be published in October and will be made available on the UCISA website:http://www.ucisa.ac.uk/groups/ssg/surveys.aspx

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