Lindsey Martin

1. Lindsey Martin Meeting the challenges of e-learning:achieving and maintaining an e-ethos in an academic library ALDP April 2007

2. Aims and Overview Focus upon the strategic approach to embedding e-learning within an academic library service and its maintenance: Defining e-learning Impact of e-learning on libraries and job roles The Edge Hill context Role of leadership, strategy and vision The strategy in action Reviewing the strategy Next actions

3. ‘Any technologically mediated learning using computers, whether in a face-to-face classroom setting or from distance learning’ (University of South Dakota) Defining e-learning

4. Impact of e-learning on libraries and job roles • Early initiatives not led by librarians • Largely focused at short-term, local project level • But offering new opportunities for collaboration across services • Evidence of increasing involvement in technical support, learner support, discovery & embedding of e-resources, instructional design and e-tutoring • Impacting on roles across the library – subject librarian, front-line support, collections

6. Role of leadership, strategy & vision • Organisational readiness for e-learning requires leadership that visibly values and encourages learning • Dean and senior management team’s vision was to engender an e-ethos that enthuses and equips staff at all levels with necessary skills • Central is embedding e-learning opportunities within the staff development programme and within everyday working practices of all staff • Staff would develop their roles where appropriate • Purpose is the benefit of learners who have access to skilled and knowledgeable support staff at point of need

7. The strategy in action • Staff development is consciously planned • Inclusive approach - staff at all levels • Introduce e-learning from day 1 • Future needs are identified • Performance review and communication channels • Through restructuring, changing roles and teams • Providing a baseline of knowledge and skills for all staff • ProVIDE (staff induction and information base) • Supporting Online Learning (4 week online module) • Beyond the baseline • Customer Care module for all staff • Other staff development opportunities dependent on job role • Experiential learning through small project work

8. The Baseline: ProVIDE

10. The Baseline: Supporting Online Learning

13. Reviewing the strategy • Staff enthusiasm for e-learning has diminished • Engagement with e-learning is inhibited by lack of understanding of the demands of e-environment • Completion rates reduced • Online products and process remained the same • Hypothesis: there is a gap between the rhetoric around the e-ethos and the reality for staff across the service • Action research would enable me to explore this gap and determine how rhetoric and reality might become more closely aligned

14. Reconnaissance • Review of past e-learning modules and staff development activities • Qualitative and quantitative data from WebCT use • Module evaluations and completed portfolios • Questionnaire to elicit attitudes to e-learning, personal skills assessment and their view of where e-learning sits in relation to job role • Reflecting on my delivery of an online module • Maintaining a reflective journal of my experiences during the reconnaissance

15. Findings • Our vision of an e-ethos is unpublished – there is no continuing point of reference • Supporting material e.g. pre-module information has not been treated as part of the learning process • Staff perceive e-learning as less effective than face to face • Little marketing of e-learning staff development • Baseline skills for e-learning had not been defined • E-skills and competences for specific roles have not been identified • Staff complained of lack of time to complete online modules • Staff report lack of opportunities to follow up what was learned • Line managers and supervisors not engaging with the notion of e-ethos

16. Actions identified: theme 1 • Marketing and communication: publishing and promoting the vision • Audio/video/print of vision for ProVIDE • Review all pre-module communications focusing on value rather than content • Newsletter for staff • Face-to-face awareness-raising sessions to explore and improve perceptions • Marketing to be a rolling programme targeted to various stakeholders

17. Actions identified: theme 2 • Articulating and communicating e-skills and competencies • Baseline competencies tested and refined • Front-line staff competencies tested and refined • Consultation process prior to implementation

18. Actions identified: theme 3 • Management issues around e-learning • Promote value of e-learning to line managers and supervisors • Senior management to communicate their expectations concerning the promotion of an e-ethos and how staff participating should be supported • Review locations available for staff to undertake e-staff development

19. Lessons learned • The role of leadership, strategy and vision is essential for cultural change • Over time sustainability of an e-ethos may wane • Requires continuing communication of the vision and senior management’s expectations around engagement with e-learning • Continuing promotion of the value of e-learning is crucial • Action research can be ‘messy’ but provides a richer insight than evaluation alone

20. Contact • Lindsey Martin • Information & Research Co-ordinator (Arts & Sciences) • Learning Services • Edge Hill University • United Kingdom • martinl@edgehill.ac.uk