20 April 2023 © University of Reading 2006 www.reading.ac.uk

HEA e-Learning Benchmarking and Pathfinder Project

Professor Ginny Gibson & Maria Papaefthimiou Director of Teaching and Learning e-Learning Manager FESS CDOTL

Agenda

• What was the e-learning benchmarking exercise?

• What did we learn about Reading?

• Where did Reading stand against the benchmark group?

• What actions have emerged?

• What is the Pathfinder project?

What was the e-learning benchmarking exercise?

• Sponsored by the HEA with a focus on process and structures for managing e-learning

• Run by the Observatory for Borderless Higher Educations (OBHE) with a self reflective methodology

• Brought together 20 HEIs to form the “Benchmark group” including Birmingham, Bournemouth, Brunel, Cambridge, De Montfort, Exeter, Greenwich, Hull, Keele, London South Bank, Middlesex, Westminster

• Aim: to help institutions understand their own position regarding the development of e-learning in relation to other HEIs

What did we learn about Reading? - what have we done well

• Developed strong operational platform

• E-learning (ICT in T&L) on the Strategic T&L agenda for over 6 years

• Encouraged and supported academic staff and engendered sustained enthusiasm

• Created Community of Practice

• Fostered an environment where academics have a sense of ownership and control of their innovations

What did we learn about Reading? - where can we improve

• Lack of clarity between the “core business” strategies (T&L, Research and Enterprise) and the “resource strategies” which support these (IT, Library, Estates, Personnel etc.)

• Lack of connection between the e-learning strategy and the resourcing decisions / bids

• Few mechanisms for evaluating the costs and benefits of various e-learning activities in order to set priorities

• Lack of clarity of the role and position for e-learning in the enhancement agenda

• Variability in student experience of e-learning

What did we learn about Reading? - what are we particularly good at

• Development and support of “academic champions” who have acted as early adopters and change agents within their Schools and beyond

• The quality and embedding of e-learning training

• The provision of effective daily support for users

• Creation of strategic committee for the use of ICT in T&L

• Non-prescriptive, evolutionary and flexible approach to the development of e-learning

Where did Reading stand againstthe benchmark group?

• e-Learning Strategy Development +++

• Collaboration and Partnerships ++

• Management and Leadership of e-Learning +/-

• Resources for e-learning and Value for Money +/o

• e-Learning Delivery ++

• e-Learning and Students +/o

• e-Learning and Staff ++

• Communications, Evaluation and Review o/- Key: + towards top of group

o middle of group - toward bottom of group

What actions have emerged?

• Ensure that e-learning strategy and the revised University T&L Strategy are aligned

• Sustainable resourcing for e-learning

• Develop a robust process for evaluating the costs and benefits of e-learning activities

• Monitor student expectations and student experiences

• Embedding e-learning- Going beyond the “champions”

What is the Pathfinder project?

From Assurance to Enhancement- Reforming the Quality Management Processes

Aim

• To develop a process that will enable Schools to drive forward enhancement

• To improve current institutional support and develop a more proactive approach to working with Schools

• To appropriately embed e-learning in the design, development and delivery of programmes