Costing the lifecycle of networked learning: Documenting the costs from conception to evaluation

This paper reports the development of a course development lifecycle model which is intended to inform the identification of ‘hidden’ costs associated with network‐based learning. The development of this model formed part of a six‐month research study funded by the Joint Information Systems Committee of the UK Funding Councils. The study aimed to produce a planning document and financial schema through which the full costs of networked learning could be documented A discussion is given of the initial five‐stage model, the testing and development of this model and the evolution of a final three‐phase model. Hypothetical examples are given of the use of the three‐phase model

Bibliography of benchmarking e-learning version 1

This version of the bibliography has been compiled as part of the work to create an overarching analysis of the methodologies used and considered in the Higher Education Academy/JISC Benchmarking of e-Learning Programme and related activities. It is hoped that future versions will more fully cover activities in other countries and sectors

Benchmarking E-learning in UK Universities: Lessons from and for The International Context

Using participant-observer evaluation with documentary review, the author traces the history of the Pick&amp;Mix benchmarking methodology in the UK programme on benchmarking elearning up to the current day. The paper aims to show how other countries can use a similar methodology, and discusses the ranges of applicability.The paper focusses on: benefits of an open educational methodology; refinement of criteria; issues of alignment to national government and quality agency mandates; project management approaches; making use of consortia, and how to ensure deep discussion within institutions. In particular, evidence is put forward for the restriction to around 24 criteria.The author has been active in all four phases of the UK programme; has been an international advisor to the Australian scheme, collaborated closely with the main New Zealand expert, worked with EU projects, and analysed other schemes for their relevance to the UK. The author had a unique position in the UK programme including creating one of the leading methodologies (Pick&amp;Mix) and updating three others, directly overseeing half the activity and being in charge of the final phase in Wales. The full range of comparative work on criteria has not been published and the conclusions on international use are new.</p

Policy Approaches to Open Education - Case Studies from 28 EU Member States (OpenEdu Policies)

This study provides the first-ever EU-wide overview of the state of play with policies on open education involving all the 28 Member States. For each Member State, a full account of their understanding of open education and strategic policy approach is given.  JRC.B.4-Human Capital and Employmen

VISCED – Final Country/Region Reports

This is a description of the process and outcomes of creation of over 110 country reports specially contracted by VISCE

Lessons to be learned from the failure of the UK e-University

The UK’s attempt to develop a global e-university ended in public failure in 2004. The main focus of this paper is to exploit the failure as a case study to update the literature on ‘critical success factors ’ for virtual universities and so provide lessons for e-universities worldwide. However, since much of the public comment was superficial or ill-informed, it is also inevitably in part a critique of the public view. Although several alleged reasons for failure were incorrect or specific to the era, some of the real reasons still have much relevance to the worldwide scene. A brief history of UKeU The UK e-University was first proposed by the UK Secretary of State for Education in February 2000, as a vehicle to deliver online the best of UK higher education across the world. He asked the Higher Education Funding Council for England (HEFCE) to take the lead. By August 2000, key studies on business model, tools and markets had already been done. By July 2001, many follow-up studies were complete and the operating company UK eUniversities Worldwide Limited (UKeU for short) had been incorporated with an Interi

Virtual schools and colleges. Providing alternatives for successful learning. Volume 2

Virtual schools and colleges are an increasingly important alternative for students and are becoming more and more prevalent all over the world – including Europe. But little is known in Europe about how they operate or what makes them successful. This two-volume handbook will provide you with a sound understanding of virtual schools and colleges, provisional policy recommendations to support effective virtual schooling and information about where you can find out more. This volume investigates the topic of teacher training, provides a series of success factors and puts forward a set of policy recommendations related to the further deployment of virtual schools and colleges. (DIPF/author