International survey of ICT use

The An international comparative survey

In summary:

"The aim of this study is to investigate which scenarios are emerging with respect to the
use of ICT in higher education and how future developments can be predicted and
strategic choices can be based on that. It seeks to answer the following questions:
? What strategic responses do institutions make with respect to the use of ICT;
? Which external conditions and developments influence these choices;
? Which external and internal conditions and measures are taken in order to
achieve strategic targets;
? What are the implications for technology use, teaching and learning processes
and staff?

BEST briefing papers - Staff structure & development for e-learning

Saff development

EU university survey

The report Virtual Models of European Universities is a summary of a larger report on iCT use.

Dancing with the devil

THE EFFECT OF ELEARNING
ON TODAY'S HIGHER EDUCATION is an intelligent paper questioning and addressing some of the important changes being brought about by the integration of elearning / ICT into HE.

Talks about the confluence of two very different traditions of teaching and learning.

eLearning Reviews: Paradoxes and Dilemmas in Managing E-Learning in Higher Education

eLearning Reviews: Paradoxes and Dilemmas in Managing E-Learning in Higher Education may be worth looking at.

The Developing Impact of ILT

The report The Developing Impact of ILT is an extensive survey of FE produced in december 2004 and has comparative figures between staff and students.

In summary:

"This report describes aspects of the use of information and learning
technology (ILT) by staff and students in English further education colleges,
as revealed from case study investigations and questionnaire surveys. In
particular the report provides information about resources in use, about staff
development issues, infrastructure, and support for ILT users. The report
also records attitudes towards and perceptions of the impact of ILT."

Case study for Implementing elearning

The case study for implementing elearning at Derby University encapsulates the solutions to 'issues' as key lessons. The survey of 100 staff stated that "The results suggested that the prevalence of technophobia was probably very small, and that the main barriers to adoption of new methods were a lack of time and a lack of staff
development opportunities. "

Overcoming barriers

Overcoming the barriers to e-learning provides a basic overivew of the commonly held barriers

Enhancing learning with ICT in HE

The paper Enhancing learning with Information and Communication Technology (ICT) in Higher Education looked at thew use of ICT in a slected few universities with the aim to:

The project therefore aimed to answer four main questions:
o In HEIs where the teaching and learning strategy emphasises the role of ICT, how far had departments integrated ICT into their practice?
o In those departments where technology had been integrated into the teaching and learning process, was there evidence that ICT helped promote changes in students? attitudes to learning, as they progress from one level to the next?
o How, and to what extent, had examples of good practice in ICT been disseminated within and between departments (and/or within subject communities) and what role had the quality management and enhancement arrangements at departmental, faculty and institutional level played in facilitating this process?
o Given the range of subjects surveyed by the QAA, to what extent did these differences impact upon the integration of ICT into the curriculum? "

Inspiral project

The literature review of the inspiral project although relatively old provides a broad approach and gives some useful links to other reading materials.

Trends in Faculty Use and Perceptions of E-Learning

This survey was undertaken at MMU and looked at the use of elearning within two faculties. Like many areas it showed a lack of engagement in learning and concerns about its potential. One imporant factor when looking at brriers is to differentiate between the barriers that the 'software' creates e.g. technical/ICT knowledge and the pedagogical issues e.g. subject/content.

Embedding elearning in HE - Stiles

Embedding eLearning in a Higher Education Institution although written in 2002/3 provides some useful information on the process of embedding elearning.

To quote:

"This requires a perception, by all staff, that eLearning is part of normal practice. The cultural changes required affect teaching, support, administrative and management staff. To achieve these changes requires recognition of the symbiotic relationship between “culture” and “policy and procedure”. Staff development used only in cohort with “strategy” will not achieve the changes required. Staff development needs to be embedded in the “production process” and the processes of changing policies and procedures. Only by doing this will changes in roles and responsibilities be embedded culturally as well as functionally?"

e-Learning Centre: What it is to be an online tutor

The e-Learning Centre: What it is to be an online tutor provides a series of articles looking at competencies / roles of eelarning. One article entitled fifty-one competencies for on-line instruction indicates the types of article

elearning alliance paper

elearning alliance

Metaphors to describe ICT adoption

An intersting article

Abstract:

This paper explores the assimilation gap, the gap between the acquisition of a technology and its deployment, in higher education teaching. The relevant literature covers three themes: technology diffusion,the technology acceptance model and task-technology fit. To explore the significance of these models to a teaching environment case study research was undertaken within a university college in north-west England. Using an ethnographic approach, with semi-structured interviews, lecturers' attitudes to the adoption of ICT were surfaced. Then the data collected was analysed by categorising the findings. One technique used to present these findings is the translation of the dialogue of each respondent into another character. This defamiliarised the taken for granted aspects of the informants’ response. Using this method respondents were categorised using two metaphors suggesting that staff can be classified within two different cultures. The first metaphor is that of the Frontier where the adoption of ICT is seen as an exploration and the discourse used relates to the relative desire for adoption of ICT. The second metaphor is that of the Frontline where the view of ICT adoption centres on attack and defence and the discourse relates to the differences in the perceived ease of adoption.

JUTLP - vol 2 issue 1

This article JUTLP - vol 2 issue 1 explores the issues on 'lectures' being seen a the core teaching practice. It has implications for how we use ICT in teaching and learning.

ICT in research led universities

The article DEVELOPING RESEARCH-BASED LEARNING USING ICT IN HIGHER EDUCATION CURRICULA: THE ROLE OF RESEARCH AND EVALUATION briefly explores the use of ICT in research led universities.

Changing Pedagogy: Does the Introduction of Networked Learning Have an Impact on Teaching

The paper Changing Pedagogy: Does the Introduction of Networked Learning Have an Impact on Teaching has references to resistance and possible ways to overome it.

MUSCLE project report

The report Managed University Schools and College Learning Environment project identified that the socio-cultural aspects of ICT introduction were far greater than the technological issues.

JISC research into ICT - Wolverhampton study

The report Enhancing learning with Information and Communication Technology
(ICT) in Higher Education produced in 2004 provides some rather good general information that will provide support to the ideas.

It also has a questionnaire / survey which has a useful way of phrasing some of the questions.