Assessment, Learning & Teaching Reflections |
Wednesday 2 November
Our developing e-learning strategy focuses on the exploitation of appropriate and thoughtfully selected on-line resources to support efficient delivery and assessment. This should enable student-lecturer contact time to be more concentrated on formative feedback. We plan also to explore the extent to which we can use re-usable learning objects wherever possible, to avoid replication of effort. Our quality assurance of e-learning resources must ensure that content, process and pedagogy are all equally high in quality, which requires effective team working.
Here at Leeds Met we plan to make sensible and effective use of commercially-produced e-learning instruments and practices, where they serve our purposes, and to invest our developmental energies where they can have most effect in terms of curriculum delivery, learning support, inter-student communication and (particularly) assessment. John Heap is leading cross-university initiatives to ensure real take-up of e-learning and he is well-supported by a number of e-champions across the faculties, who act as advocates to show how learning works best in local contexts. Both John and I agree that the focus must be on learning without the ‘e’ and that soon we should see no distinction between ‘e’ and ‘non-e’ learning, since the means of enablement should be irrelevant.
Sally Brown, Professor of Higher Education Diversity in Learning and Teaching
s.brown@leedsmet.ac.uk
