study of environments to support e- learning in uk further and ... - Jisc
study of environments to support e- learning in uk further and ... - Jisc
study of environments to support e- learning in uk further and ... - Jisc
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SECTION 2: e-LEARNING ENVIRONMENTS – CURRENT AND FUTURE DEVELOPMENTS<br />
2.1 Listed below are functions <strong>of</strong> processes, services <strong>and</strong> systems that <strong>support</strong> <strong>learn<strong>in</strong>g</strong> <strong>and</strong><br />
teach<strong>in</strong>g. To what extent will these systems, services <strong>and</strong> processes be developed or<br />
<strong>in</strong>tegrated <strong>in</strong> your <strong>in</strong>stitution by September 2005, <strong>and</strong> <strong>to</strong> what extent do you want them <strong>to</strong><br />
develop <strong>in</strong> the future?<br />
Please tick one <strong>of</strong> the ‘Sept 05’ boxes for each <strong>of</strong> the functions (rows) below <strong>to</strong> <strong>in</strong>dicate the likely<br />
position <strong>in</strong> September 2005; <strong>and</strong> one <strong>of</strong> the ‘Aim’ boxes <strong>to</strong> <strong>in</strong>dicate your longer-term ambitions.<br />
Recruitment /<br />
application (non<br />
UCAS)<br />
Recruitment <strong>and</strong><br />
application enquiries<br />
are by telephone<br />
with paper forms<br />
Prospectus can be<br />
viewed <strong>and</strong> simple<br />
enquiries can be<br />
made onl<strong>in</strong>e<br />
Prospectus can be<br />
viewed <strong>and</strong><br />
applications can be<br />
made onl<strong>in</strong>e<br />
Prospectus can be<br />
viewed, applications<br />
can be made <strong>and</strong><br />
tracked onl<strong>in</strong>e<br />
Sept 05 Aim Sept 05 Aim Sept 05 Aim Sept 05 Aim<br />
Course<br />
enrolment<br />
Course enrolment is<br />
through paper forms<br />
only<br />
Enrolment for some<br />
courses can be done<br />
on-l<strong>in</strong>e<br />
On-l<strong>in</strong>e enrolment<br />
available for the<br />
majority <strong>of</strong> courses<br />
Students primarily<br />
enrol for courses onl<strong>in</strong>e<br />
Sept 05 Aim Sept 05 Aim Sept 05 Aim Sept 05 Aim<br />
Sign<strong>in</strong>g-on <strong>to</strong><br />
access e-<br />
<strong>learn<strong>in</strong>g</strong><br />
resources <strong>and</strong><br />
<strong>environments</strong><br />
No e-<strong>learn<strong>in</strong>g</strong><br />
resources<br />
Students have <strong>to</strong> use<br />
multiple user names<br />
specific <strong>to</strong> each<br />
resource <strong>to</strong> access e-<br />
<strong>learn<strong>in</strong>g</strong> resources<br />
<strong>and</strong> <strong>environments</strong><br />
Students access e-<br />
<strong>learn<strong>in</strong>g</strong> resources<br />
<strong>and</strong> <strong>environments</strong><br />
us<strong>in</strong>g many user<br />
names; some cover<br />
multiple resources<br />
Students access all<br />
e-<strong>learn<strong>in</strong>g</strong> resources<br />
<strong>and</strong> <strong>environments</strong><br />
directly us<strong>in</strong>g a s<strong>in</strong>gle<br />
user name <strong>and</strong><br />
password<br />
Sept 05 Aim Sept 05 Aim Sept 05 Aim Sept 05 Aim<br />
Students have Students have<br />
Personalised<br />
Students have<br />
No personalised personalised access personalised access<br />
personalised access<br />
access <strong>to</strong> e- access <strong>to</strong> e-<strong>learn<strong>in</strong>g</strong> <strong>to</strong> some e-<strong>learn<strong>in</strong>g</strong> <strong>to</strong> many e-<strong>learn<strong>in</strong>g</strong><br />
<strong>to</strong> all e-<strong>learn<strong>in</strong>g</strong> <strong>and</strong><br />
<strong>learn<strong>in</strong>g</strong> <strong>and</strong> <strong>and</strong> <strong>support</strong><br />
<strong>and</strong> <strong>support</strong><br />
<strong>and</strong> <strong>support</strong><br />
<strong>support</strong> resources<br />
<strong>support</strong><br />
resources<br />
resources<br />
resources<br />
resources Sept 05 Aim Sept 05 Aim Sept 05 Aim Sept 05 Aim<br />
Access <strong>to</strong><br />
course<br />
descriptions<br />
<strong>and</strong> <strong>learn<strong>in</strong>g</strong><br />
outcomes<br />
Course descriptions<br />
<strong>and</strong> <strong>learn<strong>in</strong>g</strong><br />
outcomes are<br />
accessible <strong>in</strong> paper<br />
format only<br />
Course descriptions<br />
<strong>and</strong> <strong>learn<strong>in</strong>g</strong><br />
outcomes are<br />
accessible <strong>in</strong> a<br />
mixture <strong>of</strong> on-l<strong>in</strong>e <strong>and</strong><br />
paper formats<br />
Course descriptions<br />
<strong>and</strong> <strong>learn<strong>in</strong>g</strong><br />
outcomes all<br />
accessible on-l<strong>in</strong>e<br />
from different<br />
systems<br />
Course descriptions<br />
<strong>and</strong> <strong>learn<strong>in</strong>g</strong><br />
outcomes are<br />
available <strong>to</strong> students<br />
from a s<strong>in</strong>gle entry<br />
po<strong>in</strong>t<br />
Sept 05 Aim Sept 05 Aim Sept 05 Aim Sept 05 Aim<br />
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