UKOLN "Institutional Web Management 2001" Workshop

Parallel Session on "E-Learning - Barriers and Enablers"

This page provides details of the "E-Learning- Barriers and Enablers" workshop session facilitated by Paul Helm (Sheffield Hallam University) and Megan Quentin-Baxter (LTSN) at the Institutional Web Management: 2001 workshop held at Queen's University Belfast on 25-27 June 2001.


This session will draw on the experience of a large scale implementation of a Virtual Learning Environment in focussing on the model of academic support Sheffield Hallam University (SHU) is developing to 'make e-learning happen'. SHU has taken a particularly devolved stance to the institutional implementation of its Learning, Teaching and Assessment strategy, including elearning. Through case study examples this session will consider the different ways in which faculty engage with the VLE and explore ways of helping faculty articulate their specific support needs.

This will include reference to the new and redefined roles and working relationships that have emerged to provide this support both centrally and at School level, for example 'at-elbow' technical advice, e-learning representatives and Learning, Teaching and Assessment groups, peer support in the form of secondments, and students supporting staff in their elearning initiatives. The Learning and Teaching Institute is actively engaged in creating and fostering inter and cross-School initiatives to discuss the issues and disseminate good practice.

The session will aim to share good practice among the participants. Participants will be asked to bring samples of faculty support materials e.g. leaflets, documentation, newsletters, web sites, teaching packages) and should be prepared to share ideas about what works, and what doesn't. The main questions the session will address are:


Time Topic Comments
09:30 Introductions, facilitators and group. Aim of workshop is to explore elearning from a variety of perspectives Introductions and expectations (why did you choose this workshop?)
Review of programme
09:45 Reviewing web sites
How do you assess sites? How do other people assess sites? How do other groups of people e.g. students assess sites
Criteria for successful elearning sites
Criteria for sites; critique sites, share with group; wish list; how would you avoid making the same mistakes?
Group divided into groups of academics, students, technical support, administrators (if numbers, managers, learning technology researchers). Look at e.g. and come up with 3 things wrong with it, 1 thing right. Then look at e.g.: What can you "read" into a site?
What did you learn from watching and talking about this with other people (their style)
10:45-11:15 Break  
11:30-12:15 Case studies
Planning for elearning
Issues of enhancement/substitution
Role of VLEs/MLEs
Working in teams on developing specifications for the following: and drawing up the work you did earlier today.
  • A web site to support distance learning students on a masters programme (budget 5k) OR
  • An internally or externally funded information project, allocated 100k over 2 years OR
  • Your Head of Department wants all third year modules to have a "web presence" next year and you are tasked with implementing it OR
  • You are teaching a large first year module (over 300 students) and want to use the web to automate some of the more onerous tasks. You have been awarded a Teaching Innovation Grant by your institution of 5k
12:15-12:30 Plenary Sharing of experiences and lessons learned from activities, discussion of future activities, consultation with rapporteur.


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