JISC

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This project was all about delivering enhanced quality to our learning process through the appropriate deployment of technology. Using open-source applications we enhanced the learning environment by introducing socially rich communication tools to support three key stakeholders: learners, employers and tutors.

Executive Summary

As part of our action-research approach we evaluated our position, made timely and appropriate interventions (such as the introduction of electronic learning contracts), re-evaluated our position and reflected on our progress. Given that this activity coincided with major change agendas in all partner colleges particularly in terms of technology engagement a rich tapestry of issues emerged. The majority of these issues were typical and anticipate others we less obvious. All issues were dealt with in a pragmatic way where resource permitted. The pace at which implementation, and consequently research progressed was slower than planned. This is being addressed through a sustained commitment to take the main work packages into an extended timeframe after the official funding period ends. This funding commitment is testimony of senior managers’ perception of the overall success of the project.

Successes of the project

• Built an infrastructure that embraces the whole spectrum of stakeholders; learners, employers, senior management, academics, technical support and other support staff
• Established and refined protocols and procedures within and across partner colleges BEFORE implementing key aspects of e-learning
• Developing a workflow that used a direct link between academics and technical support teams to implement technology solutions
• Open-source e-learning products/tools manipulated to provide true enhancement to learning
• Positive leadership and management at all levels – to get buy-in and ownership at all levels – this has been partially achieved, a critical mass has been reached; in terms of distance travelled excellent progress has been made
• A clearer understanding of the problems associated with supporting Work Based Learning has been gained and following from this, applying the appropriate technological solution to those problems
• Greater staff confidence in using technology – significant gains in staff development
• Communities of learners, work-based mentors and teachers working together effectively
• A wiki-based learning contract is use by learners tutors and employers
• Achieved a baseline of engagement and subsequent motivation to have a collaborative approach
• The greater good of the project has remained the primary focus, there has been little distraction from this effort
• Anecdotal evidence that the quality of WBL projects has improved due to improved communications (more timely, relevant and quicker) within the learning process
• The sustainability of the project is assured through internal funding for at least 18 months
• The UKCME (United Kingdom Centre for Materials Education) – HEA Subject Centre will undertake qualitative research over this extended period

Conclusions

In conclusion, this 2 year project overcame some significant barriers associated with the deployment of technology across diverse learning environments and a range of cohorts in different subject areas. The collaboration of 4 colleges to achieve consistent approaches to the use of blended learning is noteworthy not only for bringing a cohesion but also for delivering, to each organisation, additional benefit in terms of a cultural shift towards the take-up of learning technologies.

While we are certain that some of the successes of the project will be seen more in the medium to longer term, where for example, the use of these technologies by the student is rewarded in being part of the assessment strategy, we can say now that benefits are being realised. In particular the learners are gaining enhanced collaboration with work-based mentors and tutors in an online environment. Learners are also benefiting from more immediate and regular access to each other through social environments. Employers are able to witness learning in a tangible way; and those same employers are seeking the opportunity to influence not just the outcomes of their learners but also (through industrial support groups) are beginning to seek the development of the learning content. Tutors are realising the benefits of learning management systems in an online environment while also gaining the confidence through first-hand involvement and in some cases experimentation, to move their teaching forward.

A potential weakness of our methodology is the lack of case study material directly relating to student usage of tools. We accept this and intend to further elaborate and illuminate through extending the duration of the project in order to register those rich scenarios that we know are emerging. Significantly this is being remedied through the continued engagement of the external evaluators who are keen to extract a “story”. Although we have been live for a short period (since September 2008), time is needed for case studies to consolidate. This bedding in of the technology is part of the evaluation aspect within the action-research cycle. There has been an informal commitment from partners to remain engaged in further activities, this which will enrich some of the outcomes.

The project, through its micro-analysis of procedures in preparation for the e-environment, identified FE and HE quality issues which are now being examiner in the context of distance & blended learning.

Recommendations

• One of our widest recommendations would be to align external assessment and validation frameworks with the emerging e-environments
• A recommendation we would make to JISC is that more effort is put in to disseminate the benefits of open-source applications. This is imperative if learners, tutors and indeed organisations are to seize the initiative in developing uses of the technology more effectively
• We would recommend that HE in FE organisations are considered ideal vehicles for similar action-research activity; their highly pragmatic and essentially hands-on approach coupled with the rigour of their pedagogy ensure natural balance between the theoretical and the practical
• We recommend that the use of electronic learning contracts, in particular the aspects that empower negotiations are taken further and perhaps linked
• We recommend that partners continue to develop and monitor key aspects of this activity and associated evaluation to enrich the action-research approach

The further monitoring and evaluation activities of the project are received as a longitudinal perspective and appended to JISC’s dissemination of the SPaCE-FD project. Thus giving a true representation of the project’s medium-term successes.

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