Effective Practice with e-Learning

1. Effective Practice with e-Learning Disseminating our outcomes

2. Key question • How can we disseminate the outcomes of the first phase of activities under the ‘Designing for Learning’ theme to our key stakeholders? • Issues to consider: • Sector – FE, ACL, HE • Audience – practitioners; staff developers/learning technologists; researchers; software developers and standards bodies; funding councils • Type of outputs – research reports, case studies and video case studies, recommendations from projects • Practitioners study – six principles for effective interventions in practice • Communications strategy

3. External channels • Existing networks • JCLT and Pedagogy Steering Group, Experts Group, links into communities of practice • Workshops • beginning with joint RSC Learning Journey event, extending to all regions and subject areas under ‘Designing for Learning’ title • Presentations at other key events • e.g. ALT-C, other conferences, symposia and training events • Publications • Effective Practice with e-Learning • Articles in newsletters (ALT-N), magazines (Nilta News and NIACE Chips with Everything) and for related websites • Papers to relevant journals (e.g. ALT-J, JIME) • Mailing lists • Eped-info, Heads of e-Learning, ILT Champions, Apollo; LT officers, LT theory, CETIS pedagogy forum • JISC website and JISC Inform • Partner organisations • e.g. DfES, the HE Academy, Becta (Raising Standards Group), NIACE, ESRC (TLRP), CETIS

4. Internal (JISC) channels • JCLT and Pedagogy Steering Group • JISC Development Group • joint planning • working with specific projects under the Dist-eL, Frameworks and Innovations strands • JISC Services • joint workshop with JISC Infonet and CETIS for services, Techdis, RSCs and LTSNs • recommendations from practice project to other JISC services

5. Effective Practice with e-Learning • A practitioner-focused guide which has synthesised the outcomes from the e-Learning Models study together with the Netskills case studies on e-learning practice. • The emphasis of this guide is on how learning activities can be devised with the support of technology to meet challenges faced by both learners and practitioners. • The ten case studies illustrate a themed approach to designing learning and represent the views and achievements of practitioners across the post-16 sector. • Five of the case studies are supported by video clips and all are available on a complementary CD-ROM.

6. Contents • Introduction • How to use this guide • e-Learning in context • Starting point • What is e-learning? • Introduction to effective practice with e-learning • Designing for learning • Approaches to learning • Learning activity design • Building in e-learning • The e-learning advantage • e-Learning in practice case studies • e-Learning in perspective • Understanding your practice • Conclusion • A model for effective practice with e-learning • Next steps • Effective practice planner • References and further reading

8. Effective Practice with e-Learning • In addition an accompanying CD ROM will contain: • Guidance materials • The Effective Practice Planner • Case studies • Video case studies • Case study template to describe effective practice

9. Effective Practice with e-Learning • Timelines for launch of guide: • Promoted at ALT-C – 15th -17th September • Launched at the RSC Learning Journey Conference – 18th -19th October • Mailed out to all post-16 institutions in UK in October • Copies to members of the Experts group

10. ‘Designing for learning’: a framework for e-L practice? • Paper to ‘Shock of the New’, ALT-C and UNFOLD conference • To be submitted to ALT-J • Could form introductory chapter to collected papers (special issue?) • Synthesises outcomes of the theme • Comments on the implications for e-learning research and practice

11. Further information s.knight@jisc.ac.uk www.jisc.ac.uk/elearning_pedagogy.html eped-info@jiscmail.ac.uk