As student and staff numbers at University College London (UCL) grow, we need to think more about our approach to scaling up institutional use of e-learning. This presentation explores each element of our approach that helped us achieve widespread adoption of the Moodle Virtual Learning Environment, including: *Technology (and integrations) *Networks *Guidance *Training *Policies *Qualifications

1. Moving a large university online in 9 years:
laying the foundation for blended learning opportunities in every module
Jessica Gramp
UCL Digital Education Advisor
Bartlett, Engineering, Maths & Physical Sciences
ALT Online Winter Conference 2017

2. Overview
Elements that helped us achieve widespread change:
• Technology (and integrations)
• Networks
• Guidance
• Training
• Policies
• Qualifications

3. • Worked in education for over 13 years and UCL since 2008.
• Multimedia and Project Management background.
• Working towards Masters of Digital Education, Edinburgh University.
• Contributed to E-Learning projects to effect institutional change:
• UCL E-Exam system selection and guidance.
• UCL E-Learning Baseline.
• Moodle MyFeedback report.
• Moodle Accessibility using Universal Design for Learning principles.
Jessica Gramp

4. Background

5. Campus-based
Wholly onlineFace-to-face / blended
Research-intensive
University College London

6. UCL is a large institution
• 4 schools.
• 11 faculties.
• 77 teaching departments.
• 44,000 students.
• 4,000 teaching and support staff.
• 7,000 Moodle courses.

7. Digital Education Team
Over 20 staff in various sub-teams to support:
• Advisory and outreach.
• Supporting and enhancing e-learning services.
• Innovation, evaluation and development.
• Developing digital skills.
• Developing learning spaces.
• Distance learning and continuing professional development.
*Over 15 staff based in some faculties & departments:
• Engineering
• Brain Sciences
• Life Sciences
• Medical Sciences
• Population Health Sciences
• Institute of Education

8. Our network based change story…

9. Moodle Timeline
• 2008 – migrated 400 courses from WebCT to Moodle.
• 2010 – Academic committee set minimum
requirements for Moodle courses for every taught
module by Sept 2011.
• 2017 – Education committee requires all Moodle
courses to be checked against baseline by Sept 2018.

10. Technology

11. Moodle integrates with most tools

12. Custom integrations
• Automatic student enrolment / unenrolment
based on student records system (SITS).
• Library reading lists integrations (Talis Aspire).
• Room bookings to Moodle calendar (CMIS).
• Lecturecast (Echo360):
– book recording from your Moodle course.
– based on room bookings for your module.

13. MyFeedback report

14. Networks

15. • Established 2010.
• Annual TA conference.
• Active online community
(Moodle discussion forums).
• Teaching Administrator
Handbook.
• InEDITA – UCL’s Induction,
engagement and development
initiative for teaching
administrators.
Teaching Administrators (TA)

16. • Established 2013.
• Academic + Administrator:
• Teaching committee members.
• Local strategic statements.
• Termly Faculty meetings:
• Share good practice.
• E-Learning updates.
• Special interest groups.
E-Learning Champions
https://www.slideshare.net/cply/presentation-to-ucl-elearning-champions

17. Digital Education support structure
Core services
Innovation
Evaluation
Champions
School-facing
advisors

18. Guidance

19. UCL’s E-learning Baseline:
enhancing e-learning provision
A requirement for all taught modules since 2011.
Compliance is being checked in 2018.

20. E-Learning Case Studies
Examples include:
• Using video in an online module to encourage students
to engage with research and theory.
• Transforming a face-to-face course online.
• Using Lynda.com in the Doctoral School Skills
Development Programme.
• The benefits of switching on Moodle completion
tracking.
• Making and using video for teaching: Dr John Potter's tips
and advice.
https://www.ucl.ac.uk/teaching-learning/case-studies/digital-education

21. E-Learning Newsletter

22. ABC Curriculum Design Workshops
• 90 minute workshop to design engaging learning
activities based on learning outcomes.
• Teams create a visual ‘storyboard’
of learning types.
• Plan assessments.
• Useful for new programmes or
for moving online or to a blended format.
To find out more contact:
Clive Young (c.p.l.young@ucl.ac.uk) &
Nataša Perović (n.perovic@ucl.ac.uk

23. Training

24. Training provision
• Getting Started with Moodle – gets you to Baseline
level in 3 hours (f2f & online).
• Administrating your Moodle course (online) –
required to access all courses in a department.
• Turnitin – self-paced & led workshops from 1hr+.
• Lecturecast – online and f2f training in 2hrs.

25. Learning with Lynda.com

26. Policies

27. UCL Policies
• 2010: Total Moodle.
• 2010: assessment feedback within 4 weeks (NUS).
• 2014 > *Total e-assessment (in some departments).
• 2017: lecture materials 48hrs in advance (ULCU).
• 2018: Total Baseline.
• 2018: Total Lecturecast (opt out).
*https://www.ucl.ac.uk/teaching-learning/case-studies/2014/mar/improve-student-satisfaction-100-cent-e-submissions

28. Qualifications

29. Qualifications
• 2011 > HEA fellowship* (Arena programme):
– Arena One: Postgraduate Teaching Assistants (PGTAs)
– Arena Two: probationary teaching staff.
– Arena Open: existing staff with other student-facing roles –
e.g. librarians, e-technologists and administrators.
• 2012 > Certified Membership for the
Association of Learning Technology (CMALT)
UCL mentoring programme.
https://www.heacademy.ac.uk/system/files/downloads/institutional_approaches_to_hea_accreditation_final_version.pdf

30. Future plans

31. Coming soon…
• Developing tools to help staff check their
courses against the baseline, including:
– Online checking tool (SharePoint form).
– Enhanced excel spreadsheets.
– Course checks Moodle plugin (tbc).

32. Questions?
Acknowledgments
• Fiona Strawbridge
• Nataša Perović
• Clive Young
Contact me at j.gramp@ucl.ac.uk