JISC

Background/Context

The study is being undertaken by a consortium led by University of Essex. It aims to address the question of improving effective practice by increasing our understanding of the models, tools and methods that inform the good design and evaluation of current and future e-learning activities in the HE, FE and ACL sectors. In achieving its aim it will draw upon the current literature, and through critical analysis identify the gaps that need to be addressed specifically by the JISC programme or by the research community at large. The deliverables will help define effective practice and specify tools to ensure its effective implementation and evaluation. The approach will be an iterative one, with opportunities for relevant stakeholders (teachers/lecturers/tutors, developers, professional bodies) to formatively shape its development and to ensure that it contributes to both government strategies and the JISC programme objectives.

Aims and Objectives

The overall aim of the project is to support practitioners, evaluators and designers in the creation, assessment and application of effective e-learning solutions. The key to the study is to increase our understanding of the e-learning models that inform future effective practice, and to apply that understanding to specify guidance and tools to assist e-learning practitioners, assessor and designers. 

To achieve the above aim requires the study to:

• Understand what is meant by ‘effective practice’ from both a conceptual and practitioner perspective.
• Promote the development of a terminology and frameworks to help improve understanding and sharing of effective  practice
• Identify a number of conceptual models that best map onto our understanding of effective practice.
• Use the above mappings to specify a tool to support practitioners, assessors and designers, by guiding choices and making, if required, the rationale behind that guidance available to the users.
• Appreciate the implications of the mappings with respect to current standards, methods and e-learning environments.

Project Methodology

An iterative approach to the desk study is being adopted. There are four stages and the outputs of each stage will be validated by experts. The approach starts with a description of ‘effective practice’ (Stage 1) taking a practitioners perspectives (ie trying to understand effective practice from what people actually do). In parallel, the learning models, theories and frameworks will be reviewed (Stage 2). From that review a conceptual mapping between what theories predict and practitioners do will be created. Implications from the mappings for standards, methods and tools will also be examined. In stage 3,  a tool based on Stage 1 and 2 outputs will be specified. A demonstrator will be built to help both internally (within the team) and externally (with outside experts) validate the concepts. Finally stage 4 pulls to gather the various strands in the writing of a final report.

Implications/ Deliverables/ Stakeholders

The project is addressing the needs of a wide range of stakeholders active in the practice and theory associated with e-learning solutions. This includes teachers/lecturers/tutors in the HE, FE and ACL sectors, learning theorists, staff concerned with Continuous Professional Development, initial teacher trainers, inspectors and designers of e-learning systems. These groups are mainly represented on the JISC Expert Group, who will be exposed to ideas and deliverables, and whose feedback will be critical to the success of the study. 

The project will deliver the following:

• An interim report containing details of Stage 1 and Stage 2 outputs (due 10/5/04
• A final report, updating Stage 1 and Stage 2, and specifying a tool and its implications as the Stage 3 deliverable (due 31/7/04
• The outputs from the stages will be exposed to expert feedback through the JISC organised Experts meetings. The Final Report will also be exposed to the expert group, and to other selected experts as part of a consultation event.