My first impressions of exploring tangible benefits of e-learning
The approach was based around the CAMEL model – see www.jiscinfonet.ac.uk/camel
Top conclusions that might be appropriate for Bath;
1. Those who provided figures for acheievement are recording imrpovements of around 10% pass rates as a result of the elearning they have implement
2. Evidence that e-learning allows us to increase student numbers without increasing staffing or the physical footprint.
3. E-assessment results in the saving of staff time.
Outlined the e-leanring Spectrum –
developed a graph for the elearning spectrum. This attemped to classify the type of e-learning intervention in terms of ones which have a clear return on investment, and those which are more R&D focussed. The evidence they used as the ROI ones focused on being aboe to measure the evidence in terms of resources and the metric was financial. A key factor within the ROI use was that they tended to automate existing practice. This maps closely with the use of e-assessment.
See picture – scribbles.
Key point on page 9 about interpreting the graph post plots – ‘we need a balance of activities in all those quandrants if we are to see real prpgress. For example, we may already be able to assess students quickly and cheapily usingtechnology but if we assess them and find they are failing we need projects further up the R&D scale in order to address that’.
Which technology to adopt … Institutional VLE or web 2.0 technologies … One participant described it as the difference between e-learning as a factory or a city. The factory is a prescriptive process, while the city enables you to wander at will and choose which shop to go into’ – I really like this metaphor … However, the individual may need a guide. Especially in the first year … I.e., where to go in the city, the bext places. Places to keep away from … how to find what you want etc., who provides this support? SU, informal student networks, staff via induction (discipline experts), information literacy … Library?
Some other key benefits
84% of the case studies reported improvements in learning and teaching prcactice. These new forms of learning and teaching are drivers for improvements in practice.