ALT-C 2009 More VLEs and Design

More VLEs and design
1 short paper(s)
306 From Virtual Learning Environment to Strategic Learning Environment: Evaluation an institutional VLE to meet new strategic priorities
Susannah Quinsee, Anise Bullimore

Snakes and ladders, ups and downs. Pilots .. or phased implementation.

Review process, and finally decided on moodle. How dooes this relate to the portal which also includes collaborative tools?

Strategic learning environment evaluation vision.

People realy wanted the core functionality of a VLE. But want to use other things around it too. Most L&T occurs in the VLE, some happens outside. Want to use VLE just for core functionality, with increasing use of additinal technologies too.

core experts group from across the university defining the vision and articulating requirements – helped rethink realistically what they wanted to achieve

worked with Moodle consultants and found it easy to get moodle to do what they want and to meet their needs

using new ‘system’ as an excuse to use the ‘system’ better

ALT-C 2009 VLEs and design

VLEs and design
3 short paper(s)
132 We had a dream of replacing our VLE, now begins the responsibility of using these tools to enhance the teaching, learning and assessment experience.
Catherine Ogilvie, Jacqui Nicol, Emma Kennedy

Two year project to design and implement Moodle.

One year on from going live, a lot of use of static pdf/ppt content. But increasingly more interactive content.

Integration of other tools

  • portfolios
  • Turnitin
  • QuestionMark Perception

All new staff do PgCert HELT (similar to PGCHE) that uses Moodle as part of it’s delivery.

Other support available

  • elearning sessions
  • helpdesk support
  • one-2-one support
  • sharing ideas and best practice
  • online sessions ‘facilitating online learning’
  • promoting interactive tools

Lessons Learned:

  • don’t over-rate communication
  • flow of information and data integrity
  • regular meetings and updates

Conclusions:

  • staff training delivered too early – when they came back to start teaching, they had forgotten their march training
  • inevitable change in core features
  • migration and structure of content not straightforward
  • clear understanding of departmental needs
  • lack of appreciation of administrative processes
  • desire to have similar tools to the old VLE
  • better communication
  • need for clear processes and procedures
  • scalability issues
  • content management problems

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169 When Harry met Sally: can a ‘bricolage’ approach integrate with a systems-informed modular design?
Carmel de Nahlik, John Beech

‘You are encouraged to strive to be an internationally recognised scholar, but your day-to-day working life is dominated by bureaucratic procedures designed by people who sometimes fail to be recognised on their own corridor.’

Last week’s THES – http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=407976&c=2

Object reuse, research methods, learning objects

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279 Pedagogy meets Ontologies: Knowledge Representation for Creative Learning Design
Patricia Charlton, George Magoulas, Diana Laurillard

Design of LDSE ontology

  • share concepts and meaning within the project
  • enable others to build on our work
  • first attempt to create a model about theory and practice
  • first attempt to address inclusion of multiple theories
  • definition and use about what we mean by theory in learning design

Visual example of an ontology (using blooms taxonomy)

Core design to include theory and practice.