Embedding structures for e-learning change

Susan McKnight, Angela Trikic, Elaine Swift
Nottingham Trent University, United Kingdom

Nottingham Trent University (NTU) recently implemented a new enterprise level Virtual Learning Environment, moving from an existing bespoke solution that has been used at the university for the last five plus years. The challenges that face an institution wishing to adopt such an enterprise level system are many-fold. From the multiplicity of cultural attitudes existent in different areas of the institution to the mind-set that can accompany prolonged use with one particular e-learning application. (Morgan, 2003) This short paper describes how through harnessing the Customer Value Discovery (LibQUAL Survey 2006) methodology combined with best practice in project governance NTU established a methodology of engagement that embedded top-down and bottom-up engagement with cross-institutional stakeholders, from senior management through to practicing academics and students.The benefits of embedding such a methodology of engagement are applicable on many levels. Learners and tutors can have insight and influence over the process of e-learning developments, raising issues that may need to be addressed to cacilitate entahced learning and teaching. Senior management can engage the community in developing strategic objectives that focus on institutional strenghths enabling developments to progress in a sustainable manner and be more responsive to changing student requirements.By utilising data from NTU's participation in the Higher Education Academy's Phase 1 Benchmarking Exercise (Trikic, 2008 ), in conjunction with early post project evaluation data and quantitative statistics, the authors aim to show that employing this methodology with a broad group of institutional stakeholders has facilitated greater engagement with blended learning and e-learning throughout all areas of the university; in academic Schools, the Library and central support services.The authors will describe how the methodology used throughout the implementation of the project has been further embedded within the structures of the university, for example aiding the development of minimum standards for online learning and teaching provision, an outcome of the NTU Benchmarking Exercise. Furthermore, adopting such a methodology of engagement can accelerate and augment a change management process, a methodology and process that is applicable for a variety of e-learning developments not merely VLEs.

Morgan G. 2003. (Key findings: Faculty use of course management systems . Boulder , Colorado : EDUCAUSE Center for Applied Research. Last Accessed March 2nd, 2009 , from http://www.educause.edu/ir/library/pdf/ecar_so/ers/ERS0302/ekf0302.pdf ). LibQUAL Survey 2006: Last Accessed March 2nd, 2009 , from http://www.library.qmul.ac.uk/surveys/libqual/index.htm Trikic, A. 2008: Benchmarking of e-Learning at Nottingham Trent University: November 2006 - April 2007. Last Accessed March 2nd, 2009 from http://irep.ntu.ac.uk/R/-?func=dbin-jump-full&object_id=178207¤t_base=GEN01