1.
Introduction
The JISC Managed Learning Environments Information
Pack (1) suggests that "the implementation of a VLE [Virtual Learning
Environment] without significant investment in developing staff will
almost certainly not produce good results".
At the University of Birmingham these sentiments
formed the basis upon which a Virtual Learning environment was
implemented. The University had adopted WebCT as a tool underpinning the
learning and teaching strategy and to support developments in
e-Learning. Staff within Information Services, Staff Development Unit
and the Learning Development Unit have been working together to invest
in developing appropriate skills and training for University staff to
ensure that the quality of the content and the communication tools
within the WebCT environment were fully exploited to enhance the student
learning experience. In order to move to this position a number of
developments took place to ensure the benefits of e-Learning were fully
realised. These developments included the establishment of an e-Learning
module, team-based projects from the Learning Development Unit and a
WebCT training and support pathway.
2.
A University in the 21st century
The University of Birmingham was established by Royal
Charter in 1900. It has approximately 24,000 registered students, which
comprise undergraduates (c16,500), taught post graduates (c4500) and
research postgraduates (c2500). The University undertakes teaching and
research in 34 of the 42 subject disciplines as currently defined by the
Quality Assurance Agency. The university is a research led institution
with a national and international reputation reflected in its membership
of organisations such as the Russell Group and Universitas 21. As a
well-established campus based University, Birmingham has also developed
standards of provision and quality of a learning environment well suited
to the changing demands of students, whether these students are
undertaking learning on a part time basis or from a variety of
locations. As part of the University developing and adapting its
provision in the light of the changing environment within Higher
Education, consideration has been given to developing teaching and
learning within flexible frameworks. The flexibility seeks to maintain
and enhance the established strength of this civic University in order
to respond to the challenges and opportunities represented by increasing
student numbers, national plans for the expansion of Higher Education
and the Life Long Learning Agenda. Entry of students into Higher
Education via non-traditional routes, with different skills and prior
qualifications underpins the benefits afforded by the technologies
within the managed learning environment and the possibilities in
learning and teaching.
Support for this development and integration of a
more learner-centred approach to student learning is provided by
Information Services at the University of Birmingham. Information
Services is an amalgamation of library, computing and multimedia
services to form a coherent whole to support the learning, teaching and
research carried out at the University. Information Services is managed
through a number of Divisions including a Learning and Research Support
Division which has a remit, amongst other things, to support
developments and the changing basis of learning and teaching - such as
e-Learning and WebCT. The Learning and Research Support Division also
houses the Learning Development Unit which was at the forefront of
pushing the e-Learning agenda.
After lengthy discussion across the University, it
was agreed that the WebCT package would provide the necessary
functionality and ease of use of a VLE for staff and students at the
University. After several tests of the main products it was agreed that
the University of Birmingham would provide support for, and standardise
on WebCT. At the time of writing Version 3.6.3.8 is supported. WebCT was
also the largest known product at the time and there were no CHEST deals
(Higher Educational Community software) for any VLE. Subsequently, the
package was specifically identified within the learning and teaching
strategy of the University.
2.1
The Learning Development Unit (LDU)
The Learning Development Unit (LDU)(2), which was set
up in September 2000 supports the University's Learning and Teaching
Strategy. It aims to enhance the quality of learning and teaching using
a number of approaches including:
-
Working with
the Staff Development Unit [SDU] to provide training in flexible
learning methods for academic and support staff.
-
Working with
the SDU, the Academic office, Information Services and other
interested parties to ensure that infrastructures are developed to
support flexible ways of learning and teaching
-
Ensuring
collaboration, development and dissemination of effective practice in
learning and teaching innovation.
The Staff Development Unit ensures that staff are
able to acquire the skills, knowledge and expertise to carry out their
duties. In order to achieve this, the LDU fund and support a number of
team based projects to develop best practice in developing, implementing
and supporting learning and teaching. A number of these projects involve
developments in e-Learning and are discussed below.
3.
Learning Development Projects
The HEFCE Teaching Quality Enhancement Fund funds the
LDU and the projects it supports. The LDU aims ‘to encourage pedagogic
developments by funding projects that integrate flexible ways of
learning and teaching into the mainstream curriculum’. The University
originally envisaged that members of academic staff would be seconded to
projects for up to half their time. However, in practice a team-based
approach has been adopted. This involves a number of people who have
been seconded for smaller amounts of time, to a total of up to maximum
0.5 of an FTE. Bob Hunter, the Director of the LDU, encourages this
team-based approach and most projects involve a mixture of School and
Information Services staff, right from the initial bidding stage.
Applications for funding are reviewed by the LDU
Advisory Board. The criteria for funding include
-
Approval by the Head of School and the Director of
Learning and Teaching within the School, including a commitment to use
some of the funding to provide cover for staff who are seconded to the
project
-
Evidence that the project will support the
University’s and the School’s Learning and Teaching Strategies
-
Evidence that staff development needs have been
identified
-
Strategies for evaluating the project and
disseminating the lessons from the project
-
An indication of how the innovation will become
embedded within the work of the School
-
Evidence that the lessons learnt from the project
will be transferable to other Schools
The LDU also provides bookable office space for
Project Leaders and members of project teams. This enables staff to get
away from their own offices to a place where they can concentrate on
project work with relatively few interruptions. It is also a place where
people working on related projects can get together to share ideas and
good practice. The PCs are equipped with a wide range of software,
including the standard suite of MS Office software and a range of
applications for producing web based learning materials. Such support
ensures that staff at the University can be assisted in the management,
development, implementation and, perhaps more importantly, appropriate
evaluation of their projects.
3.1
Examples of LDU Projects
Since its inception in 2000 the Learning Development
Unit has supported and developed in partnership with academic staff a
number of projects to encourage pedagogic developments in the use of
WebCT. Although these projects differ in terms of the Schools they
emanate from, a number of common themes across the projects have
emerged. By considering some key examples of projects supported it is
hoped to provide a flavour for how WebCT is enhancing the learning
experience of students at the University of Birmingham, as well as to
produce more pointers for ensuring that the features of the managed
learning environment employed (ie WebCT) are being fully exploited. Use
was being made of WebCT to overcome some of the current challenges
afforded Higher Education (identified in the introduction to this
paper). It was also becoming clear as these projects began to be
evaluated that staff felt that they did not always have the requisite
skills to fully exploit the VLE tool or to develop their students within
the online course. It was also felt that the project leaders for these
LDU projects would become WebCT champions to raise the profile of the VL
and to ensure that is it used effectively and widely. The projects could
then become examples of good practice and encourage others to explore
the different options.
3.2
Enhancing the Learning Experience of Off Campus Students
This project sought support for students on a
Community, Play and Youth course. The main aim was to ensure that
students were able to gain valuable experience from the placement
element of their course. In particular, that students would not feel
isolated when on placement as they would be able to use WebCT to
facilitate better communication between students and their tutors and
amongst the students themselves. WebCT was also used to administer the
placements and deliver information to students about assessment
requirements. The Project leader noted that "there has always been a
danger that placement was regarded as "real life" and university as
"academic life". For the LDU project it was decided to see if the
introduction of "virtual life" could help bridge the two worlds. In
evaluating the success of the project a key lesson came to the fore.
That is, should one introduce new WebCT courses with new students? First
year students were happy to make use of the online support environment,
as they knew no different. However, it was found that students who had
experienced different forms of support (telephone calls from tutors,
appointments with tutors) that there was "unanticipated active
resistance" from the existing students. Further, the project leader felt
that she was not all together clear how she had expected the students to
make use of the communication facility. The suggestion was that the
tutor needed more experience of managing the communication tool.
3.3
Developing learning communities
The use of the communication tools such as discussion
boards and email has resulted, according to the feedback from students,
in providing more confidence to these students to take part in face to
face learning such as tutorials. Students also report a sense of "Class
Culture" being developed online. By ensuring that the course content
section was utilised fully students were provided with the opportunity
for reflection on seminar material. Non-native English speakers, who
were able to prepare more confidently for face-to-face seminars and use
WebCT as a revision tool, especially welcomed this. The project leader,
on reflection, suggested that there was more opportunity for developing
collaboration with other tutors for integrating online resources of use
to the students as part of their course and for revision purposes.
3.4
Development of Generic Skills
Students arriving at the University bring with them a
wide variety of Information and Communication Technology skills making
it quite difficult to deliver a suitable "one size fits all" ICT
training. This is made even more difficult if the traditional delivery
methods are used as there are basically too many students and not enough
resources. As a result, a blended approach to ensuring that students
have access to a variety of learning materials which support the
development of their generic skills. The project is based on the Impetus
training materials for Microsoft office applications, combined with
locally produced materials, all of which are to be delivered using WebCT.
Students can then make use of the available resources as they see fit,
dependent upon their individual needs. Although this is not intended to
replace face to face training for students who are complete beginners it
is intended to help bring all students up to an acceptable level of ICT
skills in order that they may complete the rest of their degree
programme adequately. The main difficulty for this project has been the
lack of experience of the programme tutors in adding appropriate content
and writing materials in a style required for this sort of environment.
3.5
Using ICT for Assessment
-
Computer-based student centred learning and
assessment resources – Highway Management & Engineering
-
Physiotherapy
These projects looked to the WebCT environment to
develop the assessment aspect for their modules. The courses sought to
integrate a link between the written assignments or quizzes and the
documentation or other media within WebCT. For example, the
Physiotherapists use video clips on CDROM about how to examine for a
particular scenario and this is then linked back into the WebCT
environment for the students to answer specific questions which are then
assessed. This is a useful blended approach using a mix of media to
enhance the learning and teaching experience of the students. However,
the project leaders felt that there was more scope for developing the
assessment approach being supported in this environment which was not
being fully exploited in this project.
It was becoming apparent, therefore, that more
knowledge was required about the principles of E-Learning if staff
across the university campus were to be fully supported in exploiting
this developing environment. Further, if Information Services were to
meet the challenge of supporting the University wide agenda of promoting
a managed learning environment effectively then effort was required to
set out a flexible framework of staff support. The difficulty facing the
Learning Development Unit and Information Services was the range of
staff with different needs. Some wanted help on writing materials for
this environment whilst others on using new software.
The main area of concern for support staff centred on
developing the principles and techniques of e-Learning pedagogy for
staff to bring to bear on their projects and a deeper understanding that
underpins current practice in online learning and teaching. Despite the
fact that this was a fast developing area there appeared to be no course
available (externally or internally), which met the needs of the staff
at the University of Birmingham. Therefore an approach was made to two
external consultants to work with the Staff Development Unit, the
Learning Development Unit and Information Services to develop a module
on e-Learning in Higher Education which would go some way to addressing
the concerns rising out of the evaluation of some LDU projects.
The two external consultants had experience in
promoting the use of flexible learning, had developed frameworks for
accrediting key transferable skills and had been involved with
e-Learning projects. The result was the creation of a module on
e-Learning in Higher Education that sought to provide staff at the
University with the knowledge and the theoretical content to undertake
all aspects of online learning and teaching in Higher Education.
4.
The learning outcomes of the e-Learning in
Higher Education module
The course, created for the University of Birmingham,
set out to develop knowledge and skills in e-Learning in Higher
Education with the following specific learning outcomes:
-
demonstrate
knowledge of the underpinning theoretical content that currently
informs online learning and teaching in Higher Education;
-
critically
evaluate online learning and teaching tools and resources within a
managed learning environment;
-
demonstrate
good practice in supporting online learning and teaching;
-
demonstrate
good practice in developing online learning materials and programs
including the use of online assessment tools;
-
apply the
processes of critical evaluation and reflection to your work.
It was aimed at anyone who had an interest in the
delivery and support of e-Learning. At the University this meant that
the participants were drawn from academic staff in a wide range of
disciplines (Law, Political Science, Education); Information Services
staff (Liaison Librarians responsible for liaison within Schools, Lab
Managers and IT advisors) and Learning Development Unit staff.
This range of staff led to a very productive exchange
of ideas and perspectives and helped reinforce the team approach to
supporting E-Learning on campus.
-
The learning and teaching methods employed include:
-
tutor led
and student led online discussions and conferences;
-
use of case
studies and real life scenarios;
-
project work
involving working in one collaborative, one problem solving and two
co-operative learning sets to produce specific reports or products (e.g:
web-based learning resources or online assessment tools;
-
Online
seminars involving guest speakers;
-
Open
learning materials;
-
Self, peer
and tutor evaluation and feedback;
-
Development
of reflective practice using learning journals.
The structure of the course revolves around online
participation by the participants within the managed learning
environment (WebCT) based on four workshops. These workshops cover
-
introduction
to online learning and teaching;
-
online
tutoring;
-
design of
online learning programmes and resources;
-
online
assessment and evaluation of student learning.
On completion of the course participants obtain 20
academic credit points at M level towards the Postgraduate Certificate
in Learning and Teaching in Higher Education and eligibility for the
Associate membership of the Institute for Learning and Teaching.
Overall, the module covered the underpinning
knowledge necessary for participants to undertake all aspects of online
learning and teaching in Higher Education. This included coverage of
underpinning theoretical content that currently informs online learning
and teaching in Higher Education. Participants were able to develop
their knowledge and skills in developing and using teaching tools and
resources in a managed learning environment; online tutoring; design and
development of online learning materials or programmes; assessment of
online learning; The participants were encouraged to engage in and
experience a number of different approaches to online learning, i.e
collaborative problem solving and co-operative learning sets.
Participants were encouraged to critically evaluate and reflect on the
online work carried out.
Participants were expected to be online up to two
hours per week but on reflection this was an underestimation of the
need. There were a number of online activities - both individual and
group centred work - which employed different learning styles from
collaborative to co-operative. These online activities, often called e-tivities
- helped to mobilise, engage and enable the participants to progress
through the learning experience. The course also had guest speakers
(experts in their field of study but drawn from a variety of locations -
academics in Australia to researchers in Manchester) who contributed and
added their valuable experience to the online discussions.
4.1
Support for participants
A key feature of the course, particularly given its
online nature, is the role given to mentors to the participants. The
mentor's role is really one of a confidential sounding board and
critical friend. That is someone who can provide support and advice and
help participants to adapt and adopt their ideas. The mentors were drawn
from across the University and externally as well.
4.2
Assessment of the module
Assessment of the module has been on going since the
start of the course and is based on a Portfolio of work.
4.3
Learning Journals
One aspect of assessment has been the use of learning
journals to help chart progress, problems, challenges, thinking and
development over the period of the course. The Learning Journal helps
individual learners record developments and to reflect on the links
between theory and practice. This journal has been kept since day one.
It also forms part of the Portfolio of e-Learning Practice, which
provides evidence of the satisfactory attainment of the Institute for
Learning and Teaching learning outcomes and of adherence to the ILTs
professional values, and thus fulfils the requirements for Associate
membership of the ILT.
4.4
The Portfolio
The portfolio consists of examples of learning design
and planning; learning support and the establishment of effective
learning environments covering the defined learning outcomes of the
module. The evidence in the portfolio demonstrates how the learning
outcomes have been achieved through the process of critical evaluation
and reflection. The examples in the portfolio are both descriptive and
explanatory showing why certain pedagogical decisions were made and
hence understood within the overall learning context of e-Learning. The
portfolio also shows how professional values have been integrated into
the work as a supporter of learning. In particular it includes 30 hours
in supporting learners online including 2 peer observations, 2
observations from the mentors and 2 tutor observations drawing upon the
learning journal.
The pilot course started in November 2001 and has
provided the participants with a better understanding of the theory and
practice of e-Learning. This means that staff are more informed when
extolling the theory and practice of e-Learning across campus offering
practical suggestions and comments from real life experience. For
example, having an appreciation for how group discussions may facilitate
learning not just how to post a message within the environment!
At the time of writing, the pilot module is nearing
completion. Feedback from participants and tutors has included two
significant concerns about the course. Firstly, that there is too much
material in the course and secondly that there was not enough time to
devote to such a course. Despite the fact that material was taken out of
the later units of the module in response to this problem, some
participants still struggled to fit the coursework in around their work
and other commitments. Some of the participants on the course also found
that the latter half of the module, which concerns course design and
content development, is not as relevant to their day to day work as the
first half of the course. This is because many of the participants
supported e-tutors and students on courses, which were created by
someone else, and so have little control over the actual content.
5.
E-Learning in Higher Education II
The next reiteration of the module has been modified
to reflect this feedback. The next session will run as two 10-credit
modules with the opportunity to apply for Associate Membership of the
ILT on successful completion of the two modules. Each module will run
for 10 weeks and assessment will be by portfolio.
-
The first 10
credit module will focus on e-Tutoring and will be a pre-requisite to
the second module;
-
The second
10-credit module will focus on content design and delivery;
-
The learning
outcomes for both modules are very similar in nature to the overall
E-Learning module with an emphasis on the application of critical
evaluation and reflection to the online work.
Both modules are aimed at different groups of staff
that share a common interest in e-Learning: information services staff;
academic staff; and school staff involved in the development of LDU and
similar projects. Both modules run on-line and each are supported by two
face-to-face workshops.
It is intended to run the first E-Tutoring Module
from October 2002 to December 2002 with the E-Content Design &
Development Module running from January 2003 to March 2003.
6.
But what's it really like to be an
E-Learner?
Staff at the University of Birmingham were,
therefore, in a unique position to be developing their online skills
whilst participating in an e-Learning environment. The participants were
then able to come to understand and sympathise more fully with the
student's potential online environment.
Formal evaluation of the course has not yet been
completed, as the course only ended in November 2002. However, the
Author carried out an email survey requesting responses to four
questions only to help obtain some quantitative data for the purposes of
this paper with the following results.
6.1
Overall experience
As with any course one enrols on the expectations and
experiences of the participants are as far ranging as the participants!
Therefore all participants were able to draw upon their learning journal
in order to answer these simple yet informative questions about the
participants experience of the module.
All the participants felt that they had benefited
from taking part in the module and that the support they now provide for
student learning and teaching is enhanced. The course itself entailed
daily visits to WebCT with effort being expended on checking resources,
contributing to the growing themed discussions and reviewing activities
for the current workshop. Participants reflected the hybrid team
approach (with participants pulled from areas reflecting the make up of
the University) in comments such as:
"One of the most important learning outcomes for me
has been a real/fuller awareness of just how much so many specialists
have to contribute in designing and delivering the e-Learning
experience"
Throughout the course there was encouragement to pair
up to facilitate sharing of ideas and expertise and to develop
e-practice that is appropriate and satisfactory. The opportunity to make
use of the WebCT environment, providing the participants with the direct
experience of networked learning, was particularly welcomed. More
specifically identifying how students might interact with electronic
media from a practical and pedagogic perspective made the experience all
the more real.
This exchange was probably the most useful aspect of
the whole course and one that continues as the course comes to a formal
end. The opportunity to work within a community of practice and engage
in reflective practice of a new and developing area was welcomed by most
participants.
Basically, it was realising that I was not alone in
this job and that other people have the same problems and are benefiting
from one another
For many the main difficulty with the course - was
time. An example of this comes in the form of a response to the survey
carried out which said
I find it extremely hard to manage my time and to get
to grips with the demands of the Virtual Learning Environment
Several participants reported difficulties with
actually using the VLE. Just because the environment is built around a
web interface does not automatically translate to the participants being
familiar with using the specific features of the environment in an
interactive way. Age did not seem to be a significant factor here (some
of the younger participants struggled more than the older ones) but more
of a gender issue. Several individuals who struggled were female, but
this may simply reflect the fact that more of the men on the course had
prior experience of using WebCT than did the women. The introductory
session to the environment over-estimated the skills levels of the
participants and many left the introductory session feeling more
frustrated than enthused about the product. It might have proved useful
to provide a basic follow up activity for these participants to overcome
their fears early on rather than being launched straight into the first
key assignment. Perhaps the introduction of a buddy system might have
worked to encourage those who felt they never caught up with the initial
difficulties of the system.
As the course developed and many of the participants
were able to create their online roles there were some participants who
rarely (if ever) participated. Some of the participants felt that the
tutors could have done more to encourage and cajole those participants
who were struggling. Further, that there was more scope for an
e-Tutoring role to manage and enhance the online discussions which take
place. The discussions would have also benefited from additional useful
resources being added. This has been reflected in the e-Learning module
II.
The experience has also provided more confidence for
some of the support staff to provide appropriate guidance and advice on
using VLEs. When support staff such as subject librarians or lab
managers discuss with tutors how they might implement WebCT staff are
able to provide positive suggestions and a real insight into how the
structure might be perceived by their students. For example, how one
might provide a reading list with links to the actual catalogue record
so that students can see where the item is (given that not everything is
available online) or how to theme the discussions so that students can
opt to contribute to specific areas and not have to scroll through
hundreds of emails first.
6.2
Features participants liked about the module
Participants were asked about features of the course
they particularly liked. These included such features as an opportunity
to develop an online voice. This was especially true of some of the
support staff; developing skills in reading and following threads online
which helped to sharpen their critical evaluation skills; being able to
develop as a self motivated manager of the learning process; exchange of
experience, ideas and topics from multiple perspectives (from academic
staff to IT advisors to librarians); and greater equality of all
participants regardless of age, gender or race. This was especially
welcomed by staff where English is not their first language.
6.3
Features participants did not like about the module
Participants were then asked about one thing they did
not like about the course. The responses which appeared more than once
included too many messages within the themed discussion lists -
particularly felt by participants who did not log on regularly enough
and then felt overwhelmed when they did; not enough time with which to
carry out the e-tivities given a range of other commitments as well (not
particularly unique to the online environment!); changes in time
management; impersonal nature of online communities and not having
necessary technical skills to understand or take part in some of the
activities outlined.
6.4
WebCT Training and Support pathway
The benefit of introducing WebCT to support
e-Learning brought with it challenges relating to implementing support
in a constructive and flexible framework. A number of skills were
identified if WebCT was to be implemented appropriately including
technical advisors, instructional designers, knowledge managers, complex
content providers and academic content experts. WebCT finds favour in
motivating many students to use a familiar environment and to promote
the tutorial or discussion aspect of the learning process. However, many
tutors who are enthusiastic about the package comment that it can be
time consuming to put any material into the environment or to make
appropriate use of the communication tools. Although WebCT works within
a familiar environment, putting content in and managing the
communication tools is not always straightforward (indicated above from
the e-Learning participants).
Therefore a useful supporting framework is necessary
if a) staff at the University of Birmingham are going to make effective
use of it and b) academics at Birmingham who are not habitual users of
IT are to make use of it. At Birmingham a " WebCT Training and Support
Pathway" has been developed to bring together the range of WebCT related
training materials already available into a coherent structure. This
pathway provides a web-based support site, training courses and other
information deemed appropriate to support staff in exploiting the WebCT
environment.
6.5
WebLearn Web Site
The WebLearn website is the focal point for training
materials, frequently asked questions and details of how to apply for
courses. Groups of students are then assigned to courses using
information from the centrally managed student record system held at the
University. The site can be found at
www.weblearn.bham.ac.uk It was created by a project team made up of
liaison librarians, IT and learning advisors.
6.6
Training Pathway
The Training Pathway has developed a modular course
structure including a "Getting Started with WebCT" course. This course,
based on a template structure, is intended to be a "short, sharp,
introduction to the benefits of WebCT as a learning package. Staff bring
along their own content to be uploaded into WebCT. By the end of the
session staff then have the basics of a course which a) has their
content within, b) they can develop by attending other sessions and c)
their students can use straight away. The intention is that this
"taster", delivered by Liaison Librarians, will hook staff into WebCT
and that, as they are developing their own courses pressure will come
from students to continue the development.
IT Trainers then deliver the additional applications
content within this modular structure which includes constructing and
managing course content; using communication tools; using assessment
tools and student management. This structure is underpinned by drop in
sessions for academic staff to discuss and apply techniques in their own
WebCT environment. To ensure that all WebCT features are exploited
demands a lot of staff time and commitment.
Documentation from the pathway is available from the
Weblearn WebSite, which provides further help, advice and examples of
courses already running with WebCT. Although there are no formal courses
to train undergraduates the subject librarians are being asked more and
more to include an element of WebCT introduction in the general
induction to library services. There is basic instruction on setting
browsers to enable JavaScript and setting the cache to always reload a
page to ensure the latest version on the WebLearn website which can be
cumbersome - particularly when the access is from student clusters.
7.
Conclusion
The E-Learning module, Learning Development Unit
projects and the training and support pathways ensures that the
University of Birmingham has provided the necessary investment in
developing staff so that the implementation of a VLE produces good
results.
The approach adopted at Birmingham enables the
interactive nature of WebCT to enhance the student learning experience
and provides a useful tool in this respect. It is anticipated that WebCT
as a learning environment will be well received. However, WebCT is only
the tool and its effectiveness will depend on the quality of the content
including the learning resources and the use made of the communication
tools. Universities, including the staff, have to change if they are to
survive. All aspects of developing an online environment need to be
carefully monitored and evaluated to ensure that the student learning
experience and the change in current education practice is enhanced and
that the University and its staff are sustainable in the 21st
century.
References
-
JISC :
Managed Learning Environments : An Information Pack: March 2002
www.jisc.ac.uk/
-
Learning Development Unit:
www.ldu.bham.ac.uk/
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