7. Implementation
A version of the core material comprising this section of is available for download as a printable version in pdf format. (The Adobe Acrobat Reader to allow viewing of pdf files is available for download here).
Who should read this:
This Section is aimed at anyone involved in planning and/or implementing an MLE. Some of the additional resources mentioned require a certain amount of technical knowledge.
Outcomes:
On completion you should have an understanding of key issues which need to be addressed during the implementation of an MLE. This should help you to assess the scale of the work involved, and the resources and time that need to be allocated to it.
Approach:
The section draws mainly on the experiences of Managed Learning Environment projects in the JISC building MLEs in HE Programme, highlighting common themes and approaches, problems encountered and solutions. It focuses on issues that are characteristic of - or particularly relevant to - MLE implementation . (There are many existing resources providing general guidelines on implementation projects. A good starting point is the infoKit on Project Management).
Introduction
An MLE is by nature very specific to its own Institution, so there is no one right approach to implementation. However, it is possible to identify a set of critical issues relating to implementation - emerging from the JISC MLE projects and similar developments. These issues include:
Deployment strategy
Key Roles (Steering Group and Project Team)
Legal requirements
Support
Communication
System resilience
All of these will have to be addressed during implementation. Experience suggests that it is easy to underestimate the scale of some of them - and the impact they will have on the time and cost of the work.
The aim of this section of the MLE infoKit is to explain why these issues are important, and to point to examples of the various ways in which they have been tackled.
Deployment Strategy
There are currently no examples of what could be described as a full implementation of an MLE. Some institutions have started the implementation process and there seems to be general agreement among these that a phased approach is best - as a means of keeping the various potential problems (technical and organisational) within manageable bounds. Starting points for implementation vary between institutions, according to local circumstances and priorities. Examples from the 7/99 MLE Programme include
Integration of the central student data system and a VLE (or VLEs)
Integration of institutional systems via a student-oriented portal
Integration of institutional systems via a staff-oriented portal
[Though these are only options ...and would have to go beyond these starting points.]
Key Roles: 1. Steering Group
Implementation is a highly political process, because MLE development cuts across traditional organisational boundaries. There are likely to be several different groups involved in e-learning development, of a formal or informal kind - with different cultures, different perspectives and priorities. 'Understanding your Organisation' of this infoKit provides advice on how these might be identified. Also the MLE can expose problems, incompatibilities and/or flawed academic or administrative processes. There is a danger that the MLE is seen as creating these problems and/or can solve them on its own. This range needs to be reflected in the management structure for the implementation project/phase and in the working relationships between MLE/VLE staff and other groups and departments. Many implementation projects have found it useful to set up a cross-functional steering group (See 'Why might you want an MLE?' and 'Understanding your Organisation' of this infoKit), which brings together the owners and users of the systems being integrated - pooling their knowledge and expertise, and engaging them in the process. It also needs active and committed involvement from senior management. N.B An MLE will change things so it is important that the steering group has the capacity to work through the consequences of these changes quickly.
Key Roles: 2. The Implementation Team
The teams carrying out the implementation work need to include a mix of people who can provide the necessary knowledge of:
Project management
Software development work
Hardware configuration
Interface design
Academic and administrative processes
User needs analysis
Testing and evaluation
There also needs to be strength in depth so that key areas of knowledge do not reside solely with single individuals.
Legal Requirements
The implementation of an MLE must take account of the following legislation:
Data Protection Act 1998
Freedom of Information Act 2000
Special Needs and Disability Act 2001
Design and Patents Act 1988
Case Law on ISP Liability/Copyright
These impact on
the level of system security required
accessibility and usability
the guidance and information that must be available to users
the need to establish efficient and clearly defined processes to deal with queries and possible infringements.
Support
Implementation must include determining - and planning for - appropriate levels of user support. An MLE may generate technical queries from its users (i.e. how to use the interface) and also queries relating to data or processes (e.g. if the user sees something they don't understand or which is inaccurate). Also because the MLE provides information and services outside traditional working hours (in theory 24 hours a day, 7 days a week) it can place new requirements and expectations on the levels and availability of user support.
MLE projects are addressing these issues in a number of ways, including
The drafting of Service Level Agreements, and Protocols
User training
A collaborative approach to the provision of support to users, involving central and departmental IT Support staff, and Academic and Administrative staff.
A later section explores this area in more detail.
Communication
Communication is an important part of the implementation process, because of the political dimension of MLEs and because many people outside the project will not understand the scale and the complexity of the work. At the same time, communication is notoriously difficult in academic institutions, due to their complex organisational structures.
MLE implementation needs to include measures for establishing an effective dialogue with users (students and staff) - publicising the service, getting feedback, and managing demand.
System Resilience
MLEs are very visible and often provide a gateway to other services so any 'down time' will cause huge problems. Reliability has to be 'designed in' and maintained through
Robust, scalable hardware and software
Standardised data formats and procedures (the avoidance of 'workarounds')
Thorough and systematic testing
Comprehensive Documentation
The subsections on Implemention provide more detail and supporting resources for the above areas.
