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Institutional strategies for embedding
blended learning in a
research-intensive university
Carmel McNaught
1
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Overview
1. Context of CUHK
2. History of eLearning
@ CUHK
3. Using data
strategically
4. Our six strategies
2
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Traditional comprehensive
research university
Founded in 1963
~20,000+ students (~10,000+ undergraduates,
~10,000- postgraduates), over 100,000 alumni
~2,000 teaching and research staff
~60 major undergraduate programmes
~45 doctoral, ~150 master’s, ~25 MPhil-PhD,
~25 PG diploma programmes3
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Essence and detail …
Core principles are transferrable.
Details? Maybe or maybe not …
http://www.mcescher.nl/Shopmain/Foto/Posters/e21.jpg
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Our universities
are changing!
… in deep and
fundamental
ways
http://londoncoder.files.wordpress.c
om/2007/12/iceberg.jpg
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Who is our community?
Bilingualism and biculturalism
– Combining tradition and
modernity
– Bringing together China
and the West
6
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Year Event
1999 Student IT Competence (SITC) programme
2000 WebCT arrives
2001 First internal courseware development grants (CDGs)
2002 Mapping of CLEAR, ITSC and the Library
2004 First institutional study of eLearning at CUHK
Teaching counts in promotion
2005 Funding for the eLearning Service
2006 Beginning of planning for the four-year undergraduate curriculum
(2012). Double cohort in 2012.
University Grants Committee launches outcomes-based
approaches (OBAs) to T&L
2007 Second internal CDGs. Alongside external TDGs
Beginning of the ‘Digital natives’ project in HK
eLearning Liaison Persons (eLLPs) network
2008 The first T&L quality audit in Hong Kong
eLearning Assistant (eLA) scheme
Fancy student information system
2009
+
eLearning Strategy adopted
Monitoring of eLearning plans for the 2012 curriculum
Framework for & project on ePortfolios 7
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FactorDrivers for coordinated &
supported eLearning
Drivers for laissez faire
approach
1. Senior
manage-
ment
Internal External Internal External
1I+. Evidence of
institutional
research
1E+. External
quality audit
1I-. Culture of
a F2F
university
1E-. Good
external rankings
1I&E+. New student
information system
2. Time
Internal External Internal External
2I+a. Changing
student profile
2I+b. Ss as
digital natives
2E+. Changing
curriculum
(2012)
2I-. University
research life
2E-. Frenetic city
3. Ts’
decisions
about
change
Internal External Internal External
3I+a. Local
support
3I+b. Change in
promotion policy
3E+. OBAs to
T&L in HK
3I-. Peer
groups in
depts
(Research in
T&L as too
‘soft’)
3E-.
Benchmarking
within the
discipline
McNaught (2008); McNaught & Lam (2009)
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Sustainable eLearning
Efficiency requires
whole-institution
planning based on
evidence
Effectiveness requires
sound pedagogy and
scholarly evaluation on
local initiatives
9
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Student learning needs
Aims/ desired learning
outcomes
Content/ fundamental
concepts
Learning activities
Assessment
Actual learning
outcomes
Feedback for
evaluation
Pedagogy
10
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Student learning needs
Aims/ desired learning
outcomes
Content/ fundamental
concepts
Learning activities
Assessment
Actual learning
outcomes
Feedback for
evaluation
Overall area of
research
Specific research questions
Disciplinary research
conventions
Research instruments & methods
Research analysis
Findings & discussion
Research data
Evaluation is a
scholarly exercise
11
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Evaluation
tips from past
experiences
possible re-
development
Proposal
Ini tia l
meeting
Development
Implementation
Reflection
Evaluation
Genera l understanding of eLearning
Fitting the pieces together
Making sense of the whole picture
http://carmodyconsulting.net/db4/00314/carmodyconsulting.net/_uimages/jigsawpuzzle.jpg 12
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Institutional data:
Web logs
13
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The good …
2008-09 data (All sections)
From http://webct.cuhk.edu.hk:7080/webteaching/
Now 80+% Ug courses have a
website
14
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The OK …
2008-09 data
(Log Report System)
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The bad …
2008-09 data
(Log Report System)16
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And the ugly …
So complex … unnecessarily so ??
Art BA EducationEngineerin
gMedicine Science
Social Science
Law OthersTotal
Courses
None 86 12 112 0 0 0 179 11 116 516
Moodle 157 8 7 26 8 36 25 87 22 376
Others 32 10 25 222 121 142 22 0 2 576
CU Forum 300 60 114 16 4 36 93 0 41 664
WebCT 174 211 53 11 113 199 217 2 147 1127
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Co
urs
es
None
Moodle
Others
CU Forum
WebCT
2008-09 data
17
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And the ugly …
So complex … unnecessarily so ??
2008-09 Data
0%
50%
100%
Cours
es
None
Moodle
WebCT
Multi-platforms
None 772 191 312 340 500 448 495 11 301 3370
Moodle 181 3 8 26 13 50 23 94 17 415
WebCT 205 232 58 11 145 238 253 2 160 1304
Multi-platforms 12 6 0 3 13 5 12 0 9 60
Arts BA Education Engineering Medicine ScienceSocial
ScienceLaw Others Total
2009-10
Term 1 Data
0%
50%
100%
Cours
es
None
Moodle
WebCT
Multi-platforms
None 297 67 124 111 207 238 236 0 141 1421
Moodle 116 4 4 66 17 40 13 47 26 333
WebCT 99 105 56 5 75 101 147 3 70 661
Multi-platforms 4 5 0 0 4 3 1 0 5 22
Arts BA Education Engineering Medicine ScienceSocial
ScienceLaw Others Total
Data from log report system – i.e. no ‘CUForum’ and ‘others’ categories
So complex … unnecessarily so ??
18
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And who knows … ??
34248
14518
24216
39256
4252
3795
629872
4230
0
10000
20000
30000
40000
50000
60000
70000
80000
90000
doc + pdf ppt multimedia
Moodle
CUForum
WebCT
2006-07 data19
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The J-curve
Things get worse
before they get better!
20
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eLearning Service
Strategies used are:
1) revamp of the eLearning platforms
2) a range of support services
3) seminars and workshops
4) support for courseware development
5) promotion of eLearning
6) research on new strategies &
technologies
21
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Main strategies Specific strategies
1) Revamp of
platforms – Moodle
& WebCT
Launch Moodle in 2006
Upgrade of WebCT
Choice of one platform in
2010
22
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Main
strategiesSpecific strategies
2)
eLearning
support
services
Faculty visits inc. senior management
Enhancement of course outlines
Walk-in clinic
eLearning Assistants (eLAs)
Consultations & projects
Virtual eLearning Resources Centre
Podcasting
New Learning Object Repository
23
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Outcomes-based eLearning
http://www.cuhk.edu.hk/eLearning/eLoutcomes/
24
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Main strategies
3) Seminars &
workshops
Training & exploration
of learning
25
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Main strategies Specific strategies
4) Support for
courseware
development
Framing projects for
grants
Successful completion
of projects
eLearning cluster &
video cluster
26
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Make it matter: Promotion & tenure
Two year snapshot: 2005-2007
Teaching performance scores
Successful cases: 5.26
Unsuccessful cases: 4.88
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Main strategies Specific strategies
5) Promotion of
eLearning
eLS@CU Newsletter
Departmental eLearning
Liaison Persons (eLLPs)
eLearning Expo
28
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Community
eLLPs – eLearning Liaison Personsnetwork across departments
EXPO eventhttp://www.cuhk.edu.hk/eLearning/expo/
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Main
strategiesSpecific strategies
6)
Research
Learning Activity Management
System (LAMS)
Web-conferencing solution
(Adobe Connect)
eBooks
Mobile learning & teaching
eAssessment
Reporting growth of eLearning at
CUHK30
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One example: “Digital Natives ??”
http://blaugh.com/cartoons/060901_kindergarten_wifi.gif
689 Year 1 Ss and 56 of their Ts across all 8
Faculties – 2008 studyMcNaught, Lam & Ho (2009)
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ELearning publication snapshot
2004-2005:
38 different authors
44 refereed papers
Role of evaluation in eLearning 10
Strategic planning for eLearning 8
Innovations in eLearning 8
ELearning projects at CUHK 18
33
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Course
code
Course
title
Type of
website
Content Forum Quizz Drop
box
AAA
1111
XXXX W X X -- X
AAA
1222
XXXX M X -- x --
AAA
5111
XXXX --
Departmental profiles from log data
Triggers for reflection 34
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References
McNaught, C., & Lam, P. (2009). Institutional strategies for embedding
blended learning in a research-intensive university. Proceedings of the
elearn2009 conference, Bridging the development gap through innovative
eLearning environments, The University of the West Indies, St Augustine,
Trinidad and Tobago, 8–11 June 2009.
McNaught, C. (2008). Towards an institutional eLearning strategy: The long
journey. In C. S. Nair (Ed.), Evidence based decision making: Scholarship
and practice (pp. 43–55). Proceedings of the Australasian Higher Education
Evaluation Forum (AHEEF) 2008, 2–3 October. Melbourne: Centre for
Higher Education Quality, Monash University.
http://pandora.nla.gov.au/tep/103801
McNaught, C., Lam, P. & Ho, A. (2009). The digital divide between
university students and teachers in Hong Kong. In R. Atkinson & C.
McBeath (Eds.), Same places, different spaces (pp. 654–664). Proceedings
of the 26th annual Australian Society for Computers in Learning in Tertiary
Education 2008 conference, Auckland, 6–9 December 2009.
http://www.ascilite.org.au/conferences/auckland09/procs/mcnaught.pdf
Others papers noted at http://www.cuhk.edu.hk/clear/people/Carmel.html 35
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Several aims …
Several streams …
Need for convergence
http://www.parkenet.org/jp/challenges/convergence.jpg36
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Thank You
37