e-Learning Operational Plan (2009 to 2011)

Author: Andy Ramsden (Head of e-learning)

Date: 2nd June, 2009
Version 1.3

Section 1: Introduction

The aim of this document is to outline the broad operational plan for e-learning at
the University of Bath, and set targets until 2011.

The document is divided into the following sections;

the background context
the consultation
the operational plan (actions)
role of evaluation
role of external bids and national profiling
the next steps

Section 2: The background context

This section describes the wider picture in terms of the emerging Learning and
Teaching Strategy, and the e-learning Team.

A key driver for this e-learning operational plan was a paper presented at the
Learning and Teaching Committee (LTC07/08-45) in April 2008.
At the time of writing this plan the University of Bath is finalising its Learning and
Teaching Strategy. This contains a number of strategic objectives which this
operational plan aims to deliver against;

support and maintain Moodle as the University's VLE and encourage its use by
both staff and students including those based in partner organisations (LT-e1)
continue to develop a range of e-learning tools that meet both staff and
student needs, building up on new technological and pedagogical
opportunities (LT-e2)
develop appropriate and effective e-learning development and support
programmes for staff and students (LT-e3)
seek innovative ways to use e-learning in the support of enhancements of
assessment and feedback (LT-e4)

For context, the role of the e-learning Team is;

helping staff to integrate e-Learning into their programmes

sharing innovation and good practice
developing an e-learning community
promoting and evaluating e-Learning
developing e-Learning tools
(source: http://www.bath.ac.uk/learningandteaching/themes/e-learning/)

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The e-learning team is particularly interested in developing technological and
pedagogical approaches to enhance the effectiveness of;

assessment and feedback

enhancing face to face teaching
communication and collaboration

The e-learning team covers a wide range of different skill sets. Roles range from
educational software developers to learning technologists. The team is located in a
central hub in Learning and Teaching Enhancement Office, while there are also
people based in a number of departments. These Departmental e-learning officers
tend to be part line managed by the Head of e-learning, but not project managed.
Therefore, they dedicate only a small part of their time working on central e-learning
initiatives as outlined in this document in exchange for easy access to LTEO skills,
knowledge and information. The intention is to encourage those within Departments
to develop a Departmental e-learning Operational Plan.

At the time of writing there are 9 people in the e-learning Team (see
http://www.bath.ac.uk/learningandteaching/staff/)

Section 3: Consultation and Findings

3.1: The Consultation process

Consultation has been ongoing since April 2008, with a large number of academic
departments and professional services to collect views on e-learning at the
University, the e-learning team, and local e-learning needs. The consultation has
involved meeting individuals, including Directors of Studies and Directors of
Teaching.

3.2: The Findings

The key messages from these consultations are;

3.2.1: e-learning Tools

there is continued support for the mixed economy approach of software
provision. There is consensus for multiple tools to be provided and supported
by a central team to enable those at the local level to use these and other
tools. A common view was, although e-learning is not just Moodle, however,
Moodle is very important (mission critical) and should be supported
appropriately. They didnt always feel consulted about ongoing developments.
currently staff do not feel involved in the process of e-learning software
development and provision
staff are generally very positive about Moodle and plan to increase their use
of Moodle in the future. In particular, for managing the online submission of
assignments. A common observation was people felt that they knew only a
fraction of what Moodle could offer.

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 a common perceived barrier to the adoption of technology enhanced teaching
was the lack of small scale pilots at the local (departmental) level. There was
an awareness of the Teaching Development Fund. However, many did not
require money, as the tools existed. It was more staff development,
assistance with evaluation and a stated commitment to the tool for a number
of years.
there was particular interest in e-learning tools and approaches for e-
assessment. This was for both summative and formative uses. This ranged
from objective testing (multiple choice) to online submission of assignments.
However, there appeared to be confusion over what was available at the
University and the degree to which they could use e-assessment within their
units.

3.2.2: Staff development

people were unclear of the role of the e-learning team in relation to staff
development. Especially, in terms of what staff and students respectively
could expect from them. The e-learning team has an excellent reputation for
being able to support staff using Moodle in terms of supporting tools.
However, commentators suggested there was a need to explain why
colleagues should use it and how others at the University have been using it
effectively in their learning and teaching?
The e-learning staff development programme and support model did not
represent all staff and student's needs. This was in terms of content, which
focused on an introduction to Moodle, and delivery type, which involved
central workshops. A number of questions were common; how do I find out
what e-learning might do for me? what is effective practice? where is the
evidence of success? how are staff to know this? The prevailing opinion was
the e-learning staff development programme did not empower staff to be able
to answer these questions.
A specific request for inclusion in our staff development programme was for
e-assessment and feedback.

Section 4: The operational plan (actions)

Taking into account the outcomes of the consultation, the emphasis of this
operational plan will be on

ensuring individuals feel some degree of ownership over the emerging e-

learning tools
focus on the development of a more active and self sustaining community of
practice within e-learning at the University of Bath
provide more opportunities for people to explore a wider range of supported
tools
re-design the staff development programme to reflect the identified wider
needs

The intention of this section is to outline the broad targets and include some
background to how these will in be implemented and who is responsible. A summary
of the identified work packages are in Appendix 1.

4.1 Community ownership and engagement

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A central aim of the operational plan is to ensure that colleagues at the University of
Bath feel ownership of the emerging e-learning software and staff development
programme. This will involve the creation of various user groups to enable staff and
students more involvement within the decision making process.

4.1.1: e-learning advisory group

The aim of this group is to advice on our proposed software developments over the
forthcoming academic year and the e-learning staff development programme. The
terms of reference include the need for this group to ensure key developments in
Moodle and other e-learning tools are inline with local needs. This group will meet
twice a year. There will be representatives from each Faculty / School, the LTEO, and
other professional services.

This group will input on the emerging policy documents concerning Moodle and other
e-learning Tools. For instance, a Moodle Course Archive Policy.

Action (A1) Create Group by December 2009

Owner Head of e-learning

4.1.2: Moodle User Group

The aim of this group is to create a forum for dialogue about the use of Moodle,
including the dissemination of case studies and gathering reflections on our future
service plans. This group will meet three times a year, and be open to all Moodle
users. The primary online support for this group will be via the current Moodle Staff
Area course on Moodle.

Action (A2) Create Group by December 2009

Owner VLE Operational Manager

4.1.3: e-Learning Practitioners Forum (eLPF)

This group already exists with the aim of disseminating good practice in technology
enhanced learning. The group will be scaled up to become the focal point of the
University's e-learning community of practice. This will include three meetings a
year, and the creation of an active online community.

Action (A3) Develop and implement the eLPF plan by September 2009
Owner Head of e-learning

Note: the difference between the Moodle user Group and the e-learning Practitioners
Forum is;
Moodle User Group will be expected to comment and feedback on Moodle
development plans, while the eLPF will not.
e-learning Practioners Forum will include non Moodle exemplars

4.2: Enhancing Communication

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It is evident from the consultations the previous dissemination approaches for e-
learning had not been effective for all members of the University. The following
outlines how the process will be streamlined and made more effective. The key to
success is capturing the practitioner experience (staff and student) of successes and
failures and disseminating this within a vibrant e-learning community.

4.2.1: e-Learning Communication Plan

There needs to be an e-learning Communication Plan which details what is being

communicated, when and how. Also, it will include ongoing evaluation to ensure it is
effective.

Action (A4) Write the e-learning Communication Plan by September 2009

Owner Head of e-learning

4.2.2: A more proactive role in existing Fora.

Inclusion of an e-learning item and/or demonstration at every Director of
Studies Forum
Arrange a regular 6 month individual catch up with all DoS / DoT (for those
who would like to)
Inclusion of e-learning updates at Departmental Meetings
Regular communication with key groups at the University, including School for
Health, BUCS, Web Services, and Audio Visual

Action (A5) Ongoing

Owner Head of e-learning

4.2.3: Online communication

4.2.3.1: The e-learning web site.

The e-learning web site needs a shift in emphasis to reflect this new phase.
Therefore, it needs to shift from delivering static content to being much more
focused around the role of aggregating news and updates and acting as the first
point for information. This process as been ongoing over the last year. For instance,
news from the various projects and services
(http://www.bath.ac.uk/learningandteaching/themes/e-learning/news)
an e-learning monthly newsletter (available from
http://www.bath.ac.uk/learningandteaching/)
central home for case studies
(http://www.bath.ac.uk/learningandteaching/themes/e-learning/casestudies)
central home for how to guides
(http://www.bath.ac.uk/learningandteaching/themes/e-learning/howto)
most recent publications in the University of Bath's OPuS by members of the
e-learning team (http://www.bath.ac.uk/learningandteaching/themes/e-
learning/publications)
information about external events and opportunities within e-learning
(http://www.bath.ac.uk/learningandteaching/themes/e-
learning/external_events)
links to our supported tools
(http://www.bath.ac.uk/learningandteaching/themes/e-learning/tools)

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 support and training opportunities
(http://www.bath.ac.uk/learningandteaching/themes/e-learning/training)

Action (A6) Ongoing

Owner Case Studies (a member of e-learning Team), How to Guides (a
member of e-learning Team), Web site (a member of e-learning
team), newsletter and hot topics (Head of e-learning)

4.2.3.2. Services, Pilots and Project Blogs

All services, pilots and projects will have a blog (or wiki) hosted by the University of
Bath. The aim is to inform people about the particular tool or pedagogy and act as a
focal point for the emergence of special interest groups. This will enable better
support for local pilots. The hope is some of these may evolve into larger scale TDF
bids. Updates will be automatically feed into the e-learning web site. Ownership of
these is devolved to members of the e-learning team. Individuals will develop a set
of annual targets for these projects, pilots and services.
An example is the Moodle Service Blog (http://blogs.bath.ac.uk/moodle) This
includes;
Service updates and news (these are automatically fed into the Moodle login
page)
Training opportunities (linking back to the e-learning web site)
Policies
Moodle enhancements
Bugs and glitch fixes being worked on, and those solved

Action (A7) Ongoing

Owner Individuals within the e-learning team designated to specific pilots,
projects and services.
Action (A8) Annual targets for projects, pilots and services.
Owner Individuals within the team who have responsibility for the services,
projects and pilots

4.2.3.3. New communication approaches

To account for a widening diversity in how people like to be kept up to date, the e-
learning team will be introducing a set of new approaches over the duration of this
operational plan. This will include an e-learning SMS alert service, a Twitter Service
(eatbath) and a monthly podcast. The intention is for these to act as nudges and
hooks to encourage people to visit our web site and other communication channels.
For example;
SMS Alerts: to subscribe text GO-NEWS to 07624804921 (this is the same
information as Twitter service)
Twitter: follow eatbath (this is the same information as our SMS Alerts
Service)
Podcast: A fireside chat. This will be a 15 minute audio podcast about the
effective use of e-learning tools
(http://www.bath.ac.uk/lmf/group/rss/7798) 

Action (A9) Implement regular podcasts by September 2009

Owner Head of e-learning

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4.3: e-Learning staff development programme

Our staff development programme will need to change in terms of content and
delivery style. There is a need to shift our support towards being able to answer
questions concerning effective use and impact (based on local implementations), and
change the delivery mechanism to including more variation and re-use of material.
In particular, a re-design of our just in time online support.

4.3.1: Online (just in time) support

The e-learning team will provide a range of online support material. In an attempt to
make these more accessible we've clustered them as follows;

4.3.1.1. Raising awareness and sharing ideas

The e-learning practitioners forum Moodle course

Case studies from the University of Bath -
http://www.bath.ac.uk/learningandteaching/themes/e-learning/casestudies
Working Papers written by the e-learning team -
http://www.bath.ac.uk/learningandteaching/themes/e-learning/publications

4.3.2.2. FAQs & How to Guides

The Moodle FAQs - http://moodle.bath.ac.uk/faq/

How to Guides - http://www.bath.ac.uk/learningandteaching/themes/e-
learning/howto

4.3.2.3. Desktop conferences (coffee break)

A coffee break is a desktop conference (similar to Skype) which lasts for 15 minutes.
The aim is to act as a heads up for staff. The format is a 10 minute presentation
followed by 5 minutes for questions. Questions can be submitted either using the
text chat area of through a microphone. The topics for 2008/09 will include;
Using Moodle for diagnostic assessment
Online group role play with distance learners
Gathering student feedback using the Audience Response System
What are QR Codes and why might I use them?

4.3.2: Face to face support

4.3.2.1. Generic Workshops

E-learning will focus on 6 core workshops delivered in the BUCS IT Training Rooms.
These will be run between September and April (see
http://www.bath.ac.uk/learningandteaching/events-workshops/). The workshops
are;
1. Introduction to Moodle - 3 hour
2. Further developing your Moodle Skills - 3 hour
3. Using technologies to support large group teaching - 2 hour
4. An introduction to e-assessment - 2 hour
5. Exploring collaboration, communication and group work - 2 hour
6. What can e-learning do for me? - 1 hour

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The frequency of these workshops vary over the time period. These can all be quickly
developed for delivery at the local level.

4.3.2.2. Online Courses

The e-learning team will run a number of blended (face to face and online courses).
These will last three weeks, and you will be expected to spend 5 hours a week on the
completing the activities and contributing to discussions. The courses will use a
number of different technologies and approaches. Therefore, they are a really good
way to experience the use of virtual meetings, forums, online submission, wikis and
blogs. The topics for 2008/09 will include;
An introduction to e-moderating
Podcasting for Learning and Teaching
Creating online tutorials using free authoring software

4.3.2.3. Summer Seminar Series

These are lunchtime seminars on topics around emerging technologies and

pedagogies which will be of interest to staff at the University. The topics for 2008/09
include;
Using technologies to enhance face to face teaching
Moodle for Peer Review & Peer Assessment
Digital Stories for Learning and Teaching
Using Twitter for Learning and Teaching
Why you might want to use desktop conferencing in your Learning and
Teaching

Action (A10) Publish the e-learning Staff development programme by September

2009, March 2010, Sept 2010 and March 2011
Owner Head of e-learning
Action (A11) Implement a evaluation plan for our staff development programme
(Oct 2009)
Owner Head of e-learning

4.3.2.4. PGCAPP

The e-learning team runs the Unit 6 on the University's PGCAPP. This is a very
practical M Level Unit which requires staff to design, implement and evaluate an e-
learning activity. Their outcomes will (when appropriate) be disseminated through
the eLPF and online case studies

4.4: e-learning Tools

The following are the list of e-learning Tools that e-learning will be supporting until
the end of the academic year 2010/11. The degree of support will vary depending on
the tool. Many of them will be used in small scale pilots. Before the end of this period
we will consult and disseminate the tools we'll support after 2010/11. More tools may
emerge over the period.

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Full support (where the responsibility of the e-learning team includes training, online
material etc.,)
Moodle
EduTxt (SMS)
TurningPoint (Audience Response Systems)
Online Unit Evaluation
University of Baths QR Code Generator

Partial support for University wide tools (where the responsibility of the e-learning
team includes advice on use)
Confluence (wiki)
Learning Materials Filestore
Wordpress (blogs)

Partial Support on small scale pilots (implemented by the e-learning Team)

eXe & Xerte (e-learning Authoring Tools)
Megameeting (desktop conferencing)
Mahara or similar system (ePortfolo)

Both Moodle and Online Unit Evaluation will have a software development plan for
each academic year. This will be developed through consultation with key
stakeholders, and members of the community.

Action (A12) Develop the OUE Development Plan for 2009/10 by August 2009
Owner Head of e-learning
Action (A13) Develop the Moodle Development Plan for 2009/10 by July 2009
Owner VLE Operational Manager

Clearly there is need to further explore the potential of e-assessment at the

University. It is proposed to work up a project to identify the current use, the needs
across the University and potential medium term solutions.

Action (A14) Develop a proposal to further investigate e-assessment to be

presented at the LTC by November 2009
Owner Head of e-Learning & Director of LTEO

At this stage, a few placeholders can be set in terms of software developments in the
future. However, the intention is not to be the primary development unit for these
but to work closely with other groups to achieve an appropriate and sustainable
University wide solution. This includes, stream server solutions, lecture capture and
podcasting, survey technology, technologies to enhance face to face teaching.

Section 5: Role of evaluation

5.1: Software

A higher importance will be placed on evaluation within this e-learning operational

plan. The majority of the tools will be evaluated through small scale case studies
which are designed to capture the evolving story of use. This approach has been
successfully implemented for the Audience Response Systems Service

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(http:blogs.bath.ac.uk/ars). However, systems such as Moodle will be evaluated
through more rigorous procedures. The aim of the Moodle evaluation is to ensure
that it is being used, identify how it is being used, identify where it adds valuse
where it can be improved and if it is fit for purpose. The methodologies of evaluating
Moodle will include;

Student survey (questions within the University's Student Experience Survey)

Staff Moodle Survey (once every two years)
Staff & Student focus groups (once every two years)
Department Snapshot (once a year - student intern)
User activity on Moodle (ongoing)
SSLCs & Academic Council (yearly)
Departmental Visits (ongoing)
Case Studies (ongoing)

Action (A14) Develop a Moodle Evaluation Plan (2009-2011) by October 2009

Owner VLE Operational Manager & Head of e-Learning
Action (A15) Implement the Moodle Evaluation Plan (2009-2011) ongoing
Owner VLE Operational Manager

5.2: Staff development

The e-learning staff development programme will also be evaluated to identify longer
term impact. This will include attendance data and an annual survey of staff who
have attended our sessions.

Action (A16) Develop an e-learning staff development programme Evaluation

Plan (2009-2011) by October 2009
Owner Head of e-Learning
Action (A17) Implement the e-learning staff development Evaluation Plan (2009-
2011) ongoing
Owner Head of e-Learning

Section 6: Role of external bids & national profiling

The e-learning team will continue to identify and submit proposals for appropriate
external funding calls inline with our core themes. An important criteria is they have
a very practical impact on our staff and students. These funds will be used to help
profile e-learning at the University on the national scene and fund specific
developments at the University. This will also include supporting (when appropriate)
departmental bids for externally funded projects.

The e-learning team will also promote a higher profile in UK Education through
disseminating our work, contributing Moodle developments to the Open Source
Community, and participating on national initiatives. This will include a commitment
to attending and presenting at National Conferences (ALT C, MoodleMoot, Shock of
the Old, IWMW) and emerging Special Interest Groups.

Action (A18) Ongoing

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Owner Head of e-Learning

Section 7: The next steps

Action (A19) Write e-learning Operational Plan for

20011/12 to 2013/14, by April 2011
Owner Head of e-Learning

Appendix 1: Summary

2008/9 2009/10 2010/11

Develop the Online Unit Create e-learning advisory
Evaluation Plan for group (Dec 09)
2009/10 (Aug 2009)
Create Moodle User Group
Develop the Moodle (Dec 09)
Development Plan for
2009/10 (July 2009) Develop and implement eLPF
Plan (Sept 09)
Write e-learning
Communication Plan (Sept 09)
Publish the e-learning
staff development
programme (Sept 2011)
Develop the OUE
Development Plan for
20011/12 (Aug 2011)
Develop the Moodle
Development Plan for
20011/12 (July 2011)

Implement e-learning staff Develop the e-learning

development podcast (Sept Operational Plan
09) (2011/12 to 2014/15)

Publish the e-learning staff

development programme
(Sept 2009 and March 2010)

Develop the Online Unit

Evaluation Development Plan
for 20010/11 (Aug 2010)

Develop the Moodle

Development Plan for 2010/11
(July 2010)

Propose an e-assessment
review (Nov 09)

Design a Moodle Evaluation

Plan 2009-11 (Oct 09)

Write an e-learning staff

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development evaluation plan
(Oct 09)

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