Leading eLearning Integration in Higher Ed
In this post, I share quick notes from this forum at the CITERS2010 Symposium at the University of Hong Kong.
The Lingnan LMS Experience
They are exploring Moodle and Mahara as an eLearning solution and want to use SMS as a primary communication tool with students. Transitioning from WebCT is their main challenge. Lingnan, under David’s leadership, are doing some innovative things.
Adoption of eLearning: Considerations
Chinese Baptist University
Eva shared data on the adoption of eLearning broken down in to two broad categories;
1. Organic Adoption
Driven by motivated and savvy users. However, under this approach you will reach the strategic level, necessary for continued growth, over a longer period.
2. Planned Adoption
Strategic level is reached quicker.
Critical Success Factors
- Policies for institutional adoption
- cross departmental team for support
- communication and training for both staff and students
(primary effort should be on removing the burden of course admin and let them focus on teaching and learning, students are happy to share but want to distinguish their personal and academic online interaction)
Connections to the CDNIS experience
- We need to streamline requests for new online courses
- Tightly synchronise student registration and renewal with our SIS
- User roles for Moodle should be captured and transferred from our SIS
- Maintaining interests and relevance (avoiding plateaus in Moodle integration can be achieved through changing the tone of workshops and upping the anty)
- Ensuring system stability
- Timeline for staying with existing system or switching to new one
- Continuity & succession
What happens when your champions leave? Your key support staff?
eLearning in Teacher Education: Reflections on LMS integration
Chinese Baptist University
Phases of LMS Development
- Diverse Endeavours: Pioneering Phase
-scattered individual and departmental efforts
-various eLearning projects initiated
- Transistional Pilot: Converging Phase
- Decision Making
– top-down approach
– IT service unit responisbility (and ownership)
- Policy and Practice
– No explicit eLearning policy
– voluntary use of LMS
- Resources and Support
– teaching and learning support level
Institutional Strategies for embedding blended learning
Carmel spoke about the importance of collaboration with the library, IT and CLEAR – their version of LTT. In 2009, in partnership with the QAC, developed an eLearning strategy. She asserts that you need to think about the drivers for coordinated and supported eLearning. Some interesting data was presenting,particularly around what was bad and down right ugly about their eLearning strategy.
Outcomes based eLearning
Their research suggests that the divide between digital natives and immigrants is not that great and perhaps largely exhaggerated.
Learning Management System
The Hong Kong Polytechnic University
Share shared the experience of evaluating an LMS, the outcome of which was a report on eLearning platform that recommends the integration of Moodle.
9 point key tenets on the PolyU position on eLearning. This document provides an excellent reference for the CDNIS vision.