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Promoting e-Learning across a small specialist HE institution –  a Journey of e-Ndurance Henry Keil Harper Adams Universit...
The institution <ul><li>Course portfolio ‘land-based’  courses </li></ul><ul><li>Agriculture </li></ul><ul><li>Agricultura...
<ul><li>1843 students on FT UG and PGT / PGR courses </li></ul><ul><li>83% of students from rural background </li></ul><ul...
The presenter
<ul><li>The Present  role </li></ul><ul><li>Promoting the use of Learning Technology across an entire institution </li></u...
 
 
Expectations
Reality
 
Net result: Some degree of inertia, negativity and cynicism
What triggers  Cynicism? - IT infrastructure-related? - Staff IT skills-related? - Lack of Communication - Lack of managem...
 
How do  you  monitor progress?
 
Conclusion: Majority of staff are still stuck in an instructivist mindset
 
Predominantly a ‘ Command and Control ’ approach
 
 
Core of early adopters
<ul><li>Building trust in academic professionalism </li></ul><ul><li>‘ Selling’ e-Learning as opportunities for  research ...
<ul><li>More use of media (video) as online resource </li></ul><ul><li>Moodle as a starting point (‘Portal’) to access alt...
<ul><li>Motivating academic staff  ain’ t any easier than motivating students  </li></ul><ul><li>Don’t assume that  a cade...
End of Journey Henry Keil  [email_address]
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Learningjourney

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A presentation to the RSC-WM on the Dicover-e online conference

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Learningjourney

  1. 1. Promoting e-Learning across a small specialist HE institution – a Journey of e-Ndurance Henry Keil Harper Adams University College, Newport
  2. 2. The institution <ul><li>Course portfolio ‘land-based’ courses </li></ul><ul><li>Agriculture </li></ul><ul><li>Agricultural Engineering </li></ul><ul><li>Rural Environment, Leisure and Tourism </li></ul><ul><li>Business and Management, incl. Agri-food </li></ul><ul><li>Harper Adams UC – the main pillars </li></ul><ul><li>a HE institution </li></ul><ul><li>a ‘ working farm ’ </li></ul><ul><li>short course provision </li></ul><ul><li>work-based learning </li></ul>
  3. 3. <ul><li>1843 students on FT UG and PGT / PGR courses </li></ul><ul><li>83% of students from rural background </li></ul><ul><li>12% of students from overseas </li></ul><ul><li>2282 students on accredited employer engagement programmes (367 FTEs) </li></ul><ul><li>46% of students are on fully accredited courses </li></ul><ul><li>1393 learners (professionals) on CPD modules </li></ul><ul><li>Mostly ‘ traditionalist ’ (academic) staff </li></ul>Student Population 2009/10
  4. 4. The presenter
  5. 5. <ul><li>The Present role </li></ul><ul><li>Promoting the use of Learning Technology across an entire institution </li></ul><ul><li>VLE ‘owner’ </li></ul><ul><li>Identifying e-pedagogy for online DL </li></ul>
  6. 8. Expectations
  7. 9. Reality
  8. 11. Net result: Some degree of inertia, negativity and cynicism
  9. 12. What triggers Cynicism? - IT infrastructure-related? - Staff IT skills-related? - Lack of Communication - Lack of management support – strategic vision - Under-resourced?
  10. 14. How do you monitor progress?
  11. 16. Conclusion: Majority of staff are still stuck in an instructivist mindset
  12. 18. Predominantly a ‘ Command and Control ’ approach
  13. 21. Core of early adopters
  14. 22. <ul><li>Building trust in academic professionalism </li></ul><ul><li>‘ Selling’ e-Learning as opportunities for research </li></ul><ul><li>Avoidance of extrinsic reward systems for e-Learning </li></ul><ul><li>Providing targeted ‘ just in time ’ training </li></ul><ul><li>Make staff key stakeholders in e-learning projects </li></ul>
  15. 23. <ul><li>More use of media (video) as online resource </li></ul><ul><li>Moodle as a starting point (‘Portal’) to access alternative learning platforms (Mahara/WordPress) </li></ul><ul><li>Refining effectiveness of pure online pedagogy </li></ul><ul><li>Evaluation of m-learning </li></ul><ul><li>Open repository for land-based resources </li></ul>
  16. 24. <ul><li>Motivating academic staff ain’ t any easier than motivating students </li></ul><ul><li>Don’t assume that a cademics are necessarily committed life-long learners (outside their own subject speciality perhaps ) </li></ul><ul><li>Being patient!! </li></ul>
  17. 25. End of Journey Henry Keil [email_address]

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