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Developing and implementing a virtual learning environment (VLE) for a large complex course.

Developing and implementing a virtual learning environment (VLE) for a large complex course. David Dewhurst Director of Learning Technology College of Medicine & Veterinary Medicine, University of Edinburgh Rachel Ellaway & Allan Cumming. ‘Complex course’. Undergraduate medical course MBChB

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Developing and implementing a virtual learning environment (VLE) for a large complex course.

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  1. Developing and implementing a virtual learning environment (VLE) for a large complex course. David Dewhurst Director of Learning Technology College of Medicine & Veterinary Medicine, University of Edinburgh Rachel Ellaway & Allan Cumming

  2. ‘Complex course’ • Undergraduate medical course MBChB • New course in line with GMC ‘Tomorrows Doctors’ – started in 1998 • 5 years (+PRHO) ~ 220 students/year • Integrated curriculum with clinical teaching in all 5 years • Horizontal ‘courses’ with vertical ‘themes’ • Mixture of didactic, case-based learning, PBL but with greater emphasis on student centred, resource-based learning

  3. What is a VLE? VLEs are integrated systems of networked on-line resources which support and facilitate course management, learning, teaching and assessment activities whether these take place on-campus or at a distance. Also known as MLEs, LMSs, LCMSs

  4. Virtual Learning Support Environment • Mirrors traditional learning environment • On-line personalised (MyEEMeC) student information • Features to promote student interaction • Networked Teaching, Learning & Assessment resources provided by academic staff • Features to support course management by administrative staff • On-line library and reference resources For medical students in Edinburgh this is EEMeC - Edinburgh Electronic Medical Curriculum

  5. EEMeC • Collaborative project between: • Learning Technology Section • IT Services, • Courseware development, • Medical Illustration & digital graphics, • Teaching Facilities management • Medical Teaching Organisation • course delivery, implementation, curriculum development • started September 1999 and follows the roll-out of the new medical curriculum – year 5 starts July 2002 • Bespoke system which constantly evolves to meet local needs both administrative and learning • Resource intensive

  6. How did we start? • Major ‘drivers’ • top down (Dean), bottom up (staff enthusiasts and increasingly students), middle in (LTS/MTO). • Resources • strong team of courseware developers with appropriate expertise and enthusiasm • Pragmatism and vision - ‘small steps, big plans’ ‘pragmatic approach towards a grand vision’ • Recognised the need to become indispensable to attract further funding

  7. Year 1 - First steps - static resources • Planning - considered off-the-shelf VLEs - not appropriate for the highly complex medical course. • Initial Development - a highly structured website with easy, intuitive navigation – used standard development tools • populated with study guides and other existing resources • MS office data (Word, PowerPoint, Excel) to html • static timetable • Limited ‘Resources section’ – static html documents • Evaluated the site through liaison meetings with students and staff - very positive feedback and high level of use. • Parallel staff development

  8. Now - features of EEMeC added in response to feedback • Personalised ‘MyEEMeC’ Home Page - notices, personal resources, queryable timetable (SQL Server/ASP) • Chat areaDiscussion area, shared workspaces and annotation facility • Expanded Resources Section (database driven and contains, e.g. room locations across all sites, web- and LAN-based CAL programs, videos (some streamed), ‘Grand Rounds’ - searchable • Much improved staff interface –local content management • Choosing ‘Options’, voting class reps • Portfolio management • Evaluation • Assessment Marks • Archive of previous years materials • Develop an ‘attendance’ database http://www.eemec.med.ed.ac.uk/

  9. How useful is it? • Evaluates very highly • Student use very high – hits every 2 days – available 24/7 from anywhere with internet connection • Staff use increasing but still problems with clinical teachers in teaching hospitals where there are some access problems • Quality of resources increasing • Broken down barriers between course delivery (academic) and management (administrators) • Single source of course information • Audit vehicle

  10. Thank you for listening David Dewhurst e-mail d.dewhurst@ed.ac.uk http://www.eemec.med.ed.ac.uk/

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