User Experience of Academic Staff in the Use of a Learning Management System Tool

In Open Distance Learning (ODL) institutions the teaching model is moving towards fully integrated information and communication technology applications. To successfully teach or facilitate the use of technology, academics need to have a strong comfort level with the use of technology tools. The academic staff are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The objective of this paper is to identify the factors that influence the user experience when using a Learning management system (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to evaluate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative responses were analysed and the results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The scope of this paper is the analysis and presentation of the quantitative results of the study. The contribution of this paper is to present a framework of the factors that influence the user experience of the academic when using a LMS and to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment. The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS

User experience of academic lecturing staff in the use of a learning management system tool : a case study at an open distance learning institution in South Africa

The teaching model in Open Distance Learning is moving towards fully integrated information and communication technology applications, therefore, academic lecturers need to have a strong comfort level with the use of technology tools. The academic lecturers are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The study identified the factors that influence the user experience when using a Learning Management System (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to validate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative analysis of the survey results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The qualitative analysis revealed that all nine of the identified factors do have an influence on the perceived user experience of the academic when using the LMS. The contribution of this study is to present a conceptual framework of the factors that influence the user experience of the academic when using an LMS to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS.School of ComputingM. Sc. (Computing

Developing a WebCT Support Program to Take Teaching to a Higher Level

As educational institutions increase the use of technology in their teaching, it becomes key to examine how we are integrating its use into our curricula. A challenge to campus wide adoption of course management systems is the support needed by faculty and designers. Learning Objectives: By the end of this presentation, participants will be able to: Describe the elements of an effective faculty/staff collaborative model for teaching with technology. Discuss key factors in building campus WebCT user innovations group. Understand the value in building support models based on participant needs. As educational institutions increase the use of technology in their teaching, it becomes increasingly important to examine how we are integrating its use into our curricula. Experience and research has shown one of the challenges to campus wide adoption of a course management system is the support needed by faculty and designers to feel adept and effective in the use of this potent and complex teaching technology. In academic year 2004-2005 the University of Massachusetts selected WebCT Vista as the new course management system. In response to this initiative UMass Medical School designed and implemented Phase I of a required training program for faculty and staff. The faculty development effort was championed by a collaborative between three of the school’s offices and departments: the Office of Faculty Administration (OFA), Information Services (IS), and the Lamar Soutter Library (LSL). The OFA and IS partnered to develop and implement the faculty and staff development programs, and the LSL took on the responsibility of student orientation to WebCT. This strategic alliance brought together the expertise of three distinct departments with interconnected work. The results being enhanced student learning through pedagogically sound use of the new technology, as well as increased faculty adaptation with course offerings growing from approximately 120 to 330 online courses. Phase I of the program consisted of required workshops addressing both best practice content and tool training in WebCT. Phase II, the next level, moved to as-needed deskside training; each time an instructor activates a new course tool additional instructional design consultation and targeted technical assistance is necessary. Phase III emerged from these targeted sessions with the goal of taking teaching with WebCT to the next level; a higher level. As a result an ‘Innovations in Teaching with Technology User Group’ was implemented. The group represents the only forum with designers, teachers, technologists and librarians in one room actively sharing, collaborating and presenting. Sessions are built around participant needs and requests. This cross collaborative real-time feedback loop has provided fertile soil for on-going innovation from all involved in this community of learning. It has heightened awareness of the art & science of teaching with technology, in the service of student learning, and a process is in place to move participants\u27 work to scholarship. This workshop will demonstrate the importance of integrating a new course management system into the operational structure of an institution, in order for growth to occur in a synchronized and supportive infrastructure. We will share the keys to the successful implementation of this type of institutional enterprise

ePortfolios: models and implementation

This paper explores the use of ePortfolio tools to support teaching, learning and the personal and professional development of postgraduate students at the Institute of Education, University of London (IOE). The needs of tutors and students are considered alongside the affordances and limitations of specific tools in relation to these needs. The study involved five areas of postgraduate study at the IOE, one at PhD level, two at Masters level (MA in ICT in Education and MTeach) and two PGCE courses (PGCE in ICT and Post-Compulsory PGCE). Preliminary discussions with IOE staff revealed five common themes relating to the perceived purpose of an ePortfolio: model, ownership, collaboration, accessibility and support. The first theme relates to the definition of the ePortfolio, whilst the remaining themes address questions relating to ownership, control, use and user needs/development. In this paper, each of the themes and the questions raised within those areas are addressed in detail and a cross-comparative table of responses across each of five teaching scenarios is provided with levels of importance measured on a scale of 1 (low) to 4 (high)

OULDI-JISC Project Evaluation Report: the impact of new curriculum design tools and approaches on institutional process and design cultures

This report presents research and evaluation undertaken by the OULDI-JISC Project (Open University Learning Design Initiative JISC Project) between 2008 and 2012. In particular, it considers the impact of new curriculum design tools and approaches piloted by the project on institutional processes and design cultures. These tools and approaches include tools for sharing learning design expertise (Cloudworks), visualising designs (CompendiumLD, Module Map, Activity Profile) and for supporting design and reflection in workshops (Facilitation Cards, workshop activities, etc.). The project has adopted a learning design approach so as to help foreground pedagogy and learner experience. Nine pilots have been completed across six UK universities

Carers as partners in social work education

This report explores the extent and nature of participation by caregivers in the education of social work students in England. A national survey gave rise to a series of telephone interviews with education providers; regional workshops then brought together for discussion representives of carers' organisations, individual caregivers and educators. The study identified the ways in which caregivers are involved in educating social work students, the challenges experienced, the factors that facilitate positive involvement, and the outcomes experienced by those involved. The report makes a series of recommendations designed to facilitate good practice in caregiver participation in social work education

Complete LibTech 2013 Print Program

PDF of the complete print program from the 2013 Library Technology Conferenc