University of Derby - Case study - Revision history

Pbacsich: changed to REDIRECT to canonical form of case study name

2009-02-26T14:37:50Z

changed to REDIRECT to canonical form of case study name

Pbacsich: tidied categories

2008-11-02T18:18:19Z

tidied categories

← Older revision		Revision as of 18:18, 2 November 2008
Line 831:		Line 831:
	<br>		<br>
	> [[Programmes]]		> [[Programmes]]
	~~<br>~~
	~~>> '''[[Case studies]]'''~~

	[[Category:United Kingdom\|Derby]]		[[Category:United Kingdom\|Derby]]
	[[Category:Universities\|Derby]]		[[Category:Universities\|Derby]]
	[[Category:NELIs\|Derby]]		[[Category:NELIs\|Derby]]
	~~[[Category:Case studies\|Derby]]~~
	~~[[Category:Case study for Matic Media\|Derby]]~~
	~~[[Category:Institutional reports\|Derby]]~~

Pbacsich: flagged that this page will be removed soon

2008-11-02T18:14:26Z

flagged that this page will be removed soon

← Older revision		Revision as of 18:14, 2 November 2008
Line 20:		Line 20:
	''This case study has been prepared by [[Paul Bacsich]] of [[Matic Media Ltd]] with the assistance of [http://www.derby.ac.uk/faculties/flexible-and-partnership-learning/subject-areas/projects/flexible-learning-network/fln-project-team/dave-ohare Dave O'Hare] and his colleagues at the [[University of Derby]].''		''This case study has been prepared by [[Paul Bacsich]] of [[Matic Media Ltd]] with the assistance of [http://www.derby.ac.uk/faculties/flexible-and-partnership-learning/subject-areas/projects/flexible-learning-network/fln-project-team/dave-ohare Dave O'Hare] and his colleagues at the [[University of Derby]].''
	<!-- That completes the stub. Now follows the 10 sections of the Case study format. -->		<!-- That completes the stub. Now follows the 10 sections of the Case study format. -->

			'''''This material will be removed shortly to the new case study page.'''''


	== Institution ==		== Institution ==

Pbacsich: added front acknowledgement

2008-10-28T21:40:22Z

added front acknowledgement

← Older revision		Revision as of 21:40, 28 October 2008
Line 18:		Line 18:
	It is a member of the [[Open Learning Foundation]], a member of [[EADTU]].		It is a member of the [[Open Learning Foundation]], a member of [[EADTU]].

			''This case study has been prepared by [[Paul Bacsich]] of [[Matic Media Ltd]] with the assistance of [http://www.derby.ac.uk/faculties/flexible-and-partnership-learning/subject-areas/projects/flexible-learning-network/fln-project-team/dave-ohare Dave O'Hare] and his colleagues at the [[University of Derby]].''
	<!-- That completes the stub. Now follows the 10 sections of the Case study format. -->		<!-- That completes the stub. Now follows the 10 sections of the Case study format. -->

Pbacsich: /* References and reports */ added acknowledgements

2008-10-28T21:38:31Z

References and reports: added acknowledgements

← Older revision		Revision as of 21:38, 28 October 2008
Line 812:		Line 812:
	# [http://www.qaa.ac.uk/reviews/reports/institutional/DerbyCPA03/732Uni_Derby_Collaborative.pdf Quality Audit: Collaborative provision, University of Derby] (IRD 732), QAA, March 2003		# [http://www.qaa.ac.uk/reviews/reports/institutional/DerbyCPA03/732Uni_Derby_Collaborative.pdf Quality Audit: Collaborative provision, University of Derby] (IRD 732), QAA, March 2003
	# [http://www.jiscinfonet.ac.uk/InfoKits/infokit-related-files/derby-case-study-ilt.pdf Implementing Learning Technologies at the University of Derby, 1989-2003: A Case Study], Professor Chris O’Hagan (former Head of the Centre for Educational Development and Media, and Dean of Learning Development at the University of Derby), March 2003		# [http://www.jiscinfonet.ac.uk/InfoKits/infokit-related-files/derby-case-study-ilt.pdf Implementing Learning Technologies at the University of Derby, 1989-2003: A Case Study], Professor Chris O’Hagan (former Head of the Centre for Educational Development and Media, and Dean of Learning Development at the University of Derby), March 2003
			# many private reports have also been consulted - thanks to the University for supplying them.


			=== Acknowledgements ===

			Grateful thanks are due to [http://www.derby.ac.uk/faculties/flexible-and-partnership-learning/subject-areas/projects/flexible-learning-network/fln-project-team/dave-ohare Dave O'Hare] and his colleagues at the [http://www.derby.ac.uk/ University of Derby] for so carefully working through the questions in this template.

			The University and the case study author [[Paul Bacsich]] would also like to acknowledge the support of the [[Higher Education Academy]] for supporing the Benchmarking and Pathfinder programmes which encouraged and assisted many universities including the University of Derby to undertake a substantial programme of analysis, reflection and enhancement.

	----		----

Pbacsich: /* The extent to which student attitudes to e-learning are favourable */

2008-10-28T21:33:40Z

The extent to which student attitudes to e-learning are favourable

← Older revision		Revision as of 21:33, 28 October 2008
Line 662:		Line 662:
	Details here are based on the last student survey delivered in December 2006 (630 student responses):		Details here are based on the last student survey delivered in December 2006 (630 student responses):
	: How would you rate the online-learning aspects of your study programme?		: How would you rate the online-learning aspects of your study programme?


	Very poor: 2% <br>		Very poor: 2% <br>
Line 676:		Line 675:
	Some benefit: 40% <br>		Some benefit: 40% <br>
	Considerable benefit: 52% <br>		Considerable benefit: 52% <br>


	==== The extent to which students understand the demands on them placed by e-learning systems ====		==== The extent to which students understand the demands on them placed by e-learning systems ====

Pbacsich: /* Institution's funding from government as a percentage of annual income */ edit

2008-10-28T21:32:16Z

Institution's funding from government as a percentage of annual income: edit

← Older revision		Revision as of 21:32, 28 October 2008
Line 169:		Line 169:
	==== Institution's funding from government as a percentage of annual income ====		==== Institution's funding from government as a percentage of annual income ====

	''~~Not known~~.''		''No information at this stage.''


	==== The way that funding is provided for institutions in the institution's country ====		==== The way that funding is provided for institutions in the institution's country ====

Pbacsich: /* Futures */ tidied

2008-10-28T21:30:58Z

Futures: tidied

← Older revision		Revision as of 21:30, 28 October 2008
Line 768:		Line 768:
	==== The expected changes as they relate to e-learning within the institution's current strategic horizon ====		==== The expected changes as they relate to e-learning within the institution's current strategic horizon ====
	''(from the institution's strategy documents)''		''(from the institution's strategy documents)''


	The areas which need to be addressed for e-learning to be more widely adopted at the institution have to some extent already been identified as part of the [http://elearning.heacademy.ac.uk/wiki/index.php/University_of_DerbyBenchmarking and Pathfinder project] funded and supported by the [[Higher Education Academy]].		The areas which need to be addressed for e-learning to be more widely adopted at the institution have to some extent already been identified as part of the [http://elearning.heacademy.ac.uk/wiki/index.php/University_of_DerbyBenchmarking and Pathfinder project] funded and supported by the [[Higher Education Academy]].
Line 780:		Line 779:
	==== Any changes further downstream that the institution is now considering or concerned about. ====		==== Any changes further downstream that the institution is now considering or concerned about. ====

	The current re-writes of both the corporate plan, the LTA strategy and the Quality Enhancement strategy will place learning technology in a significant position in the ~~Universities~~ development.		The current re-writes of both the corporate plan, the LTA strategy and the Quality Enhancement strategy will place learning technology in a significant position in the University's development.

			The development of the corporate training arm ''University of Derby Corporate'' will have a significant impact on the development, support and delivery of online learning – with a shift to a much more customer-led model of curriculum development and delivery.


Line 797:		Line 798:

	==== How the institution analyses and takes into account present and future markets for its offerings ====		==== How the institution analyses and takes into account present and future markets for its offerings ====


	The University has for some years carried out sound market research from a central team for future developments, with close monitoring of recruitment trends across current provision.		The University has for some years carried out sound market research from a central team for future developments, with close monitoring of recruitment trends across current provision.
Line 803:		Line 803:

	==== How the institution analyses and takes into account present and future competitor suppliers for its offerings ====		==== How the institution analyses and takes into account present and future competitor suppliers for its offerings ====

			The University has a governing council, which provides a forum for a range of key stakeholders to influence the decisions of the institution (Membership of the council is broad.) This council is responsible for ratifying the decisions made by academic board.

			<!-- Finally have a section for References etc-->

	~~Comparison with our benchmark group of local institutions.~~


	~~==== How the institution analyses and takes into account the views of other stakeholders ====~~
	~~''including but not restricted to employers, local authorities and the social partners (unions'')~~

	~~''No information.''~~


	~~<!-- Finally have a section for References etc-->~~
	== References and reports ==		== References and reports ==

Pbacsich: /* Technology */ tidied

2008-10-28T21:27:46Z

Technology: tidied

← Older revision		Revision as of 21:27, 28 October 2008
Line 714:		Line 714:
	==== VLE and/or content repository ====		==== VLE and/or content repository ====

	Blackboard – HE usage: score 3.		Blackboard – HE usage: score 4


	==== Email or bulletin boards ====		==== Email or bulletin boards ====

			Email used widely: score 5
	Email used widely: score
	Bulletin boards: score 2, with a strong subject influence – huge success in psychology with these, less so in many other areas		Bulletin boards: score 2, with a strong subject influence – huge success in psychology with these, less so in many other areas

	==== Automated assessment ====		==== Automated assessment ====

	Difficult to grade on the summative side in excess of 15,000 student assessments, ~~but~~ the needs analysis demonstrated a clear lack of knowledge of this (even of our internal services by many members of academic staff).		Difficult to grade on the summative side, but there are in excess of 15,000 student assessments. However, the needs analysis demonstrated a clear lack of knowledge of this (even of our internal services) by many members of academic staff.


Line 731:		Line 729:
	''especially blogs, wikis and social networks oriented to the institution''		''especially blogs, wikis and social networks oriented to the institution''

	~~''Info?''~~		Score 2 – progressed beyond pilot usage, blogs less successful than Wiki’s, time investment for successful establishment of the activities is an issue. Social network tools lower usage.


	==== e-portfolios ====		==== e-portfolios ====

	Score: 1. Very little engagement with e-portfolios		Score 1. Very little engagement with e-portfolios


Line 742:		Line 740:
	''and comment on student ownership issues''		''and comment on student ownership issues''

	Score: 2. There is a good wireless network throughout most of the campuses, and coverage is growing. Study space to use laptops is an issue.		Score 2. There is a good wireless network throughout most of the campuses, and coverage is growing. Study space to use laptops is an issue.


	==== Audio or video podcasting or streaming ====		==== Audio or video podcasting or streaming ====
	''and comment on student ownership issues''		''and comment on student ownership issues''

			Probably an upward 2, especially in relation to narrated lectures etc. Issues here have related to copyright issues on relation to youtube. University has its own podcasting studio, which has been recently launched.


Line 752:		Line 752:
	''and comment on student ownership issues''		''and comment on student ownership issues''

	Score: 1.		Score: 1. This is not an area where the University has focussed. A more real issue for the University is in terms of support for a multiplicity of devices (e.g. linking Apple Macs to the wireless network).

	This is not an area where the University has focussed. A more real issue for the University is in terms of support for a multiplicity of devices (e.g. linking Apple Macs to the wireless network).


Line 761:		Line 759:
	==== A description of any other technologies with significant use in the institution ====		==== A description of any other technologies with significant use in the institution ====

	~~''No input~~.''		Virtual worlds e.g. Second Life (and other bespoke) simulations have significant usage by our psychology team and is being developed by a range of other area (e.g. healthcare, quarrying).


	== Futures ==		== Futures ==

Pbacsich: /* Students */ tidied

2008-10-28T21:24:29Z

Students: tidied

← Older revision		Revision as of 21:24, 28 October 2008
Line 654:		Line 654:
	''In each case use a 1-5 scale with a comment''		''In each case use a 1-5 scale with a comment''

	~~''This is~~ a ~~real challenge~~ to ~~answer!!!''~~		(a) The current level of student competence varies greatly, but would average at present at around 2-2.5, probably reflecting the nature of the student population at the University which has a large proportion of mature students, who may not have been exposed to using technology.<br>
			(b) The expected level of competence on graduation would be 3-3.5, but this is on an upward trajectory.


	==== The extent to which student attitudes to e-learning are favourable ====		==== The extent to which student attitudes to e-learning are favourable ====
	''Use a 1-5 scale with a comment''		''Use a 1-5 scale with a comment''

	''Details here ~~will be~~ based on the last student survey delivered in December 2006~~. To follow.''~~		Details here are based on the last student survey delivered in December 2006 (630 student responses):
			: How would you rate the online-learning aspects of your study programme?


			Very poor: 2% <br>
			Poor: 6% <br>
			OK: 44% <br>
			Good: 39% <br>
			Excellent: 8% <br>

			: How would you rate the contribution that technology makes to your overall learning?
			Considerable distraction: 1% <br>
			Distraction: 3% <br>
			No benefit: 3% <br>
			Some benefit: 40% <br>
			Considerable benefit: 52% <br>


Line 686:		Line 703:
	# Mostly agree: 41.48% (73)		# Mostly agree: 41.48% (73)
	# Definitely agree: 23.3% (41)		# Definitely agree: 23.3% (41)


	== Technology ==		== Technology ==