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| Thursday, 21 July 2005: 11:15 AM-12:00 PM | |||
| Yerba Buena Salon 12 (San Francisco Marriott) | |||
| G-14: WebCT and the Development of a UK Centre of Excellence | |||
| Detailed Description: | The session will focus on strategy, professional development, and pedagogic models used within a UK university sector Centre of Excellence in Teaching and Learning (CETL). The session will share how WebCT has been successfully deployed to add value to face-to face approaches, to enrich student support and guidance and to provide access to learning from a distance in professional settings. Participants will have opportunities to explore and share their own institutional successes and challenges. | ||
| Presentation Format: | Showcase | ||
| Topic: | Planning e-learning: Strategies for Institutional Change | ||
| Target Audience: | Academic Technology Directors, Course Designers, E-learning Managers, Faculty and Other Instructors, Senior Administrators | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | Edge Hill is designated as one of the UK's Centres of Excellence in Teaching and Learning (CETL) in the university sector. The CETL status and associated government funding are awarded for demonstrated excellence in scholarship of teaching and learning and its application. Our SOLSTICE approach (Supported Online Learning for Students using Technology for Information and Communication in their Education) focuses primarily on the use of WebCT to enhance learning. WebCT has been successfully deployed to add value to face-to face approaches, to enrich student support and guidance and to provide access to learning from a distance in professional settings. This includes students on traditional university courses, clinical educators, new teachers and classroom-assistants in schools. This session will focus on four key aspects that have been significant in institutional change and development: ·Effective institutional approaches resulting the effective deployment of WebCT and reflections on the lessons learned from the history of its use in the institution. ·The professional development model of ‘New Academic teamwork' that has impacted upon symbiotic development of academics, WebCT technologists and instructional designers. This has resulted in a group of educators developing to become a hub of recognised national expertise. ·Exemplification of the approaches and steps employed with curriculum development teams involved in planning to support learning via WebCT. This will include the ‘Purpose, Audience and Form Alignment model' used to bespoke the use of WebCT to the unique contexts and situations of learners in university and professional settings. ·The EXIT-M model of pedagogic design used within the SOLSTICE approach (Extending Interactions with Text and other Media) The session will go beyond this case study to involve participants in discussion of approaches that have worked for them. It will provide opportunities for exploration of potential solutions to the developmental challenges faced in their own institutional contexts. | ||
| Session Leader: | Mark Schofield Edge Hill | ||
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