Jos Boys - e-learning consultant

August 2002

Summary of report

The report attempts to map the MLE development process from pre-imitation to institutionalisation with an aim to

Provide a framework for recording, ordering and evaluating the key themes and issues generated by MLE development
Enable the ‘location’ of different 7/99 project and programme objectives and impacts so as to map out both areas of activities and potential gaps across MLE development as a whole
Provide a mechanism through which projects can locate themselves and their priorities, so as to group and review progress around validated issues,
Act as a repository of linked information and evaluation related to relevant themes and issues
Use identification of the successes, failures and the gaps across the grid to provide a framework for outlining potential future actions in supporting and evaluating MLE development in UK HE and FE

The finding and recommendations have been summarised under the following four sections :

1) Successes and Failures - an overview of the 7/99 call framework in relation to project approaches and outcomes.

Many of the intended objectives of the 7/99 have been achieved, particularly in terms of technical developments. However there was a tendency from the project to be solution focussed concentrating on technical fixes leaving the sensitive organisational and pedagogic issues unresolved. The report points out how most of the institutions involved used the funding for ‘seed bedding’ iniative and not on large-scale implementation or institution wide embedding. The two year time scale was regarded as too short to develop and embed an MLE. The report recommends :-

“that future funding of projects takes into account the relatively early stages of development across the UK HE and FE sectors; for example, by supporting smaller scale feasibility studies and by exploring mechanisms for enhancing institutional commitment to the whole (technical/pedagogic/organisational) process rather than just ‘technical’ solutions.”

2) Learning Lessons - where more detailed studies of aspects of 7/99 project work could very usefully provide guidance for other projects and institutions engaged in MLE development. The suggested studies areas are :-

MLE conceptual models
User analyses/data flow mapping approaches and methods
Data ownership and gate-keeping in institutions
Approaches to systems architectures, tools and standards
Content and delivery strategies, design and implementation
Disseminating information and resources
Project evaluations: approaches and methods

3) Generic Difficulties - where further research is needed to support the effective development of MLEs. The suggested studies areas are :-

Lack of precedents: what is happening across the sector?
Problems in selecting/ customising/building integrated systems
Scaling up and integrative processes within institutions and across UK HE/FE sectors
Managing change
Staff development and consultation processes
Developing content-centred MLEs
The single student lifelong learning record
Cost – benefit models and performance criteria
Linking initiatives

4) Identified Gaps - where future projects and studies need to be undertaken to better help improve MLE development processes. The suggested studies areas are :-

Lack of models of MLE development process
Defining intended outcomes and evaluation criteria
Supporting a student centred approach
Relationships between MLE development and educational/organisational change

The report concludes that

“ MLE development in the UK is now as a stage where it is possible to provide guidance on best practice, not just for aspects of its initiation, implementation and embedding, but comprehensively for the whole process. An outline of how the MLE development process might be articulated has already been described. This begins to provide a framework linking the various recommendations for additional studies and guidance given above. Such an MLE development guide (which parallels many of the excellent resources on on-line learning development and VLEs) could offer a very valuable resource for HE and FE institutions as they become increasingly aware of the importance of MLEs and of the need to implement them effectively.”