Author: Cath Fenn, c.a.fenn@warwick.ac.uk

JISC e-Learning Activity Area: Learning Resources and Activities

Higher Education Academy Subject Centre: Medicine, Dentistry and Veterinary Medicine

This case study illustrates...staff support, an effect on learning, an effect on student personal development, student satisfaction with e-learning, innovation in learning and teaching, an influence on educational research, staff satisfaction with e-learning, staff personal development, a positive effect on recruitment, a positive effect on retention, an influence on policy, use of resources, modifications to learning spaces, management of learning assets

Background & Context

Why did you use this e-learning approach?

During the academic year 2005-06 I managed a project developing e-resources for the new core postgraduate module Understanding Research and Critical Appraisal in Health Care (UReCA). Development of a sustainable and transferable team-based approach to the provision of e-resources. Although this project had some considerable success it highlighted weaknesses in staff development. Specifically these related to lack of familiarity and confidence with the tools used to deliver materials and support online discussions and conceptualising the link between paper-based activities and e-resources. I have since been appointed as Project Officer with a range of accountabilities including 'to support service and academic development in line with institute strategies, directorate priorities and user needs.'

What was the context in which you used this e-learning approach?

Part of the Institute of Clinical Education the Directorate for Masters Accredited Programmes focuses on the provision of flexible modular postgraduate programmes. Over 1000 part-time students currently registered and more than 80 modules offered within the flexible framework. Module study patterns are based around 5 days face-to-face contact on campus with pre-course preparation with further self-directed study leading to submission of an assignment for accreditation. Established practice followed a pattern whereby learners received paper-based module guide booklets covering module outline, preparation work, timetables, assessment and reading. Development of e-resources limited to enthusiastic but isolated individuals.

Students and staff with varied expectations, experience and skills levels. The UReCA project had provided the evidence-base for the advantages of:

• flexible access to resources via 24/7 online environment
• differentiation of resources online increasing the range of options available and matching them to specific groups where appropriate
• reflections on the structure and design of e-resources informing the developing structure and design of the modules taught sessions

UReCA dissemination events highlighted that key points for effective practice included:

• varied mix of skills and experience amongst staff team taken into account and confidence levels increased through co-operation
• supportive approach to e-tutoring and moderation of forum required to engage learners and staff team members

What was the design?

I was looking to design a programme of activities that would promote a gradual understanding and enable team members to communicate on 'similar wavelengths'. This would take an integrative approach with online support complementing a series of face-to-face sessions. Some of the face-to-face sessions involved hands-on experience in the IT training room.

Based on known model for planned educational change RD&D sequence moving from research to development to dissemination.

How did you implement and embed this e-learning approach?

As mentioned above the UReCA project had provided an insight into information gaps and with this knowledge as a starting point I organised a series of face-to-face sessions around the theme of developing skills for the embedding e-learning. These were a series of interactive sessions open to all staff (teaching and support) and as an incentive hot lunch was provided. The opening session included a group exercise over the lunch whereby A3 suggestion sheets were scattered for brainstorming and voting on ideas for future sessions. This approach promoted feeling of group ownership over the sessions. Summary reports of each session were posted to the staff blog. Session updates and news posted to the staff forum including links to the blog.

Although the skills mix provided a challenge it also reaped benefits in the support that I gained as a facilitator and the group gained in terms of the sharing experience. The feedback from these sessions was extremely positive with an overwhelming cry for more!

Staff comments:

'As we were talking about forums this morning it seems very apt that I should attend this session as I am totally ignorant of them! I look forward to being enlightened.'

'Thanks Catherine for the informative session and the lovely lunch too.'

'Thanks Catherine, this session sounds useful. I shall attend.'

'Thanks for this lunch invitation and sorry I wasn't able to make it. If you have any notes PowerPoint's etc. of the meeting I would be interested to view.'

'Thanks for the invitation - looks interesting, however, I'll have to offer my apologies. Hope you have another successful event'

'Unfortunately I am unable to go to this workshop which is of great interest to me as I am teaching up in Telford. Will you be running any more? If so could you let me know the dates?'

Summary comments from post module student focus groups: Warwick plan for student focus groups v1.2.pdf

The website was described by all participants as very good, well-designed, informative. All said they would access it after the end of the course. Students would like to have some feedback on pre-course task. Communication via, post, email and web supportive.

Interest in further online support/tutorial packages, especially in relation to statistics.

Would like to have 1/2 hour face-to-face session to put faces to names on forum.