study of environments to support e- learning in uk further and ... - Jisc

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Extent of integration Staff access to course administrati on Access is set up for each member of staff individually Access is semiautomatically set-up for staff for courses Access for staff is automatically set-up for courses but roles need assigning manually Now 3-5 years Now 3-5 years Now 3-5 years Now Staff are automatically provided with access to and authorisation for administering courses 3-5 years Tracking of students’ attendance Attendance data is not tracked Attendance data is tracked manually Individual staff collect data on students’ attendance on-line Integrated attendance systems report students attendance leading to staff intervention where necessary Now 3-5 years Now 3-5 years Now 3-5 years Now 3-5 years Monitoring of students’ use of online resources Assessment results No on-line resources Use of on-line resources not monitored Individual staff monitor students’ use of on-line resources Now 3-5 years Now 3-5 years Now 3-5 years Now Assessment results are not integrated into the on-line environment Now Assessment results are re-entered to the student record system by admin staff Assessment results are updated in the student record through an electronic link following off-line verification by tutor 3-5 years Now 3-5 years Now 3-5 years Now Integrated systems report students’ use of on-line resources, leading to staff intervention where necessary 3-5 years Assessments results are automatically updated in the student record system with on-line verification by tutor 3-5 years Staff access to institutional information Staff have no on-line access to institutional papers Staff have on-line access to institutional papers etc but cannot update or share information Staff have on-line access to all relevant institutional papers, and can update information but no fora for discussion Staff have on-line access to all relevant institutional papers, can update and share information with colleagues, and have on-line fora for discussion with colleagues Now 3-5 years Now 3-5 years Now 3-5 years Now 3-5 years 108
SECTION 3: FUTURE DEVELOPMENT OF YOUR MLE 3.1 ALL PLEASE ANSWER: From an institutional point of view, what would you say are the (potential) advantages of MLEs? Please write in as much detail below 3.2 And what do you think are the (potential) disadvantages, from an institutional point of view? Please write in as much detail below 3.3 What has been the impact of your MLE developments to date on teaching and learning in your institution? Write in 3.4 And what do you think will be the impact of these developments in five year’s time on teaching and learning in your institution? Write in 109
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STUDY OF ENVIRONMENTS TO SUPPORT E-
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Environments to support e-Learning
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Section 1: E-learning development E
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Page 59 and 60: Environments to support e-Learning
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Page 82 and 83: SECTION 1: e-LEARNING DEVELOPMENT T
Page 84 and 85: 1.9 Which, if any, of the following
Page 86 and 87: Module selection (where applicable)
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Page 90 and 91: 3.4 Which external strategy documen
Page 92 and 93: 4.3 How has conformance/compliance
Page 94 and 95: 4.9 How do all modules or units of
Page 96 and 97: 4.15 How is VLE development support
Page 98 and 99: 4.20 Do any of the following groups
Page 100 and 101: SECTION 6: ABOUT YOURSELF 6.1 Pleas
Page 102 and 103: SECTION 1: MLE DEVELOPMENT The firs
Page 104 and 105: 1.5 Which, if any, of the following
Page 106 and 107: 1.9 ALL PLEASE ANSWER: How are you
Page 108 and 109: SECTION 2: MLE - CURRENT AND FUTURE
Page 112 and 113: 3.5 Which one of the following best
Page 114 and 115: 4.4 How many students currently use
Page 116 and 117: 4.13 Does your institution have a s
Page 118 and 119: SECTION 5: PORTALS Portal is a netw
Page 120 and 121: SECTION 6: ABOUT YOURSELF 6.1 Pleas
Page 122 and 123: Higher Education Institution 2005 r
Page 124 and 125: Further Education Institution 2005
Page 126 and 127: Further Education Institution Exete
Page 128 and 129: Further Education Institution 2005
Page 130: Education for Change Ltd The Resear
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