2.3 Operational issues: Supporting the Deployment of Learning Technologies

In 2006, the Ultraversity Project had an FTE of 19.1 learning facilitators, 3 technical researchers / support staff, and 2 administrative researchers.

The Ultraversity degree programme is delivered by a team of learning facilitators (lecturers) and is supported through online learning communities and a range of other online technologies such as e-portfolio and interactive and contributory learning resources. Although the facilitation team were experienced educators and, in some instances, had experience of working online, there was the need to develop new working practices to support the delivery of the Ultraversity degree programme.

To effect this change, I implemented a planned change management and CPD process where current practice is examined and the shifts required to meet the aims and objectives of the Ultraversity validation document identified. The attached file (appendix 4) indicates a typical f2f agenda for the 3/4 Ultraversity f2f meetings held per year since the projects inception in 2003. The aim of these f2f sessions were to integrate the development of the use of learning technologies integrated into the development of the BA. Learning, Technology and Research programme.

It was apparent from this process that the biggest challenge to embedding sustainable e-learning is not the use of the e-learning technology itself, but the challenge posed by the existing values and beliefs of lecturers that are at odds with learning which is centred upon personalisation and choice. The HEFCE - Strategy for E-learning (2005) is a useful document in setting out the direction over a 10 year time-frame for helping HEI to inform their action planning and change management. The document focuses on the student learning rather than developments in technology per se and also advocates an approach  “to promote learning research, innovation and development that begin with a focus on student learning rather than on developments in technology, enabling students to learn through and be supported by technology”.

The Ultraversity development of the BALTR is undertaken through an action research methodology which promotes a culture and practice of learning about teaching and implementing change.

To implement the above vision, typically, colleagues are asked to lead sessions at f2f with a heavy emphasis on practice, focusing on how will this work in the context of a remote team delivering a wholly online degree programme. This is a deliberate attempt to foster an approach that includes all in the development of the teams capacity and sharing responsibility for the development of the use of learning technology.