JISC Conference 2005

1. JISC Conference 2005 Joint Information Systems Committee Supporting education and research

2. Meeting learner needs through regional e-learning Introduction to regional e-learning activity Sarah Davies Programme Manager, Distributed e-Learning Programme

3. Why take a regional approach? • Because, apart from traditional HE entrants, learners are committed to living in a particular place, and can’t move to study. • Learners (or potential learners) are also children, parents, employees, partners, carers… all of which tend to imply geographical constraints. • So learners need to be able to • find out about local or regional learning opportunities • move between one local institution and another • or study at more than one local institution at the same time • and perhaps integrate their study with their work • This applies to e-learning, too, unless it is entirely on-line (ie distance) • Involves things like learner records, personal development planning and e-portfolios, shared online content, support resources, etc.

4. Regional work in JISC development projects • MLEs for Lifelong Learning – learner records, e-portfolios, cross-institutional use of MLEs eg for delivery of HE in FE. 2002-5 • Distributed e-learning regional pilots (2005-6). 21 multi-institutional projects around three themes: • Facilitating progression • Sharing content and services • Supporting the independent lifelong learner • Aiming to pilot JISC and other technology across a number of institutions in a region to support lifelong learners.

5. Examples of regional pilots • East Midlands (based Nottingham) - Joining up learner records and PDP processes across schools, FE colleges, and two universities • So learners can take their personal information and reflections from school through college and into university, using these to support their applications • Or learners on part-time and sandwich courses can capture their achievements and reflections at work and feed these into their study • South East (based Southampton) – four universities, plus two 14-19 or ACL partners each, sharing language learning objects which meet the needs of students across the range of institutions • So learners on evening courses at their local college can benefit from a wide range of resources in their chosen language • Learners across the region for whom English is not their first language have a wide choice of where and how they can study, using these resources

6. Examples of regional pilots • East Midlands (based Loughborough) – delivering courses on energy efficiency and/or waste management authored in university and colleges in the region in flexible ways for SMEs • So managers and employees can access the type and amount of courses they require in order to meet their professional needs, eg for legal compliance on waste management • Cheshire and Merseyside (based Liverpool JMU) – offering PDP to FE students unsure about going into HE, linked to skills development courses and HE application • So students can reflect on the skills they will need to enter their preferred course or career, identify and apply mini-courses to boost relevant skills, and then use their reflections as part of their HE application

7. Emerging issues • There is a will to work together across a region • but reaching consensus can be difficult and time-consuming • Institutions need to work within the constraints of legacy systems • Deciding on new approaches or systems can take time, and decision-making processes differ in each institution • Where students are taught collaboratively, ‘whose students’ they are is a big issue • Access, authorisation and authentication can be difficult • It is key to fully understand and where necessary harmonise business processes, eg around MIS system, around learners, and with SMEs