Implications of introducing blended learning using a VLE:

1. Implications of introducing blended learning using a VLE: Case study of the University Language Scheme at Sheffield Hallam University

2. Use of Blackboard on stages 1 & 2 of the IWLP • definition of our e-learning: blended learning, directed independent learning at levels 1 or 2 • integrated into the TLA of the modules • complements & reinforces classroom work • obligatory element – 30% of assessment • formative & summative element • multimedia programme • http://blackboard.shu.ac.uk/

3. Development process • iterative development process over 4 years • exploratory phase involving key players • securing funding: Strategic Development Fund (HEFCE). £30,000. • formulation and implementation of e-learning strategy • pedagogical approach • allocation of resources • staff involvement • staff training in Blackboard • technical support network • annual evaluation

4. Three development stages • Stage 1: (Jan 2001 – Sept 2001) • Combination of on-line & paper-based materials overload on students & staff. • Formative only distorted marks. • Resourced by SDF (£30,000). • Two coordinators x 55 hours • One member of staff per module = 8 x 30 hours

5. Three development stages • Stage 2: (Sept 2002 – Jan 2003) • All on-line materials Reduced workload. • Summative grammar test. More balanced marks. • Resourced by an internally funded LTA project. (100 hours of staff time). • 4 'champions' (one from each language) x 25 hours

6. Three development stages • Stage 3: (Sept 2003 – Jan 2004) • Incorporation of a listening and reading comprehension test into the summative assessment. Further reduction in marking load. • Resourced by an internally funded assessment project. (70 hours of staff time). • 2 coordinators x 15 hours • 1 member of staff per module = 8 x 5 hours

7. POSITIVE Speed of development & implementation. Achievement of best fit of technology & pedagogy. Self-selection of enthusiastic staff. High national & international profile for institution. NEGATIVE Champions ahead of technical support. Reluctance to adapt to new approach. Staff able to opt out initially. Institutional framework for resourcing out of line. STAFF INVOLVEMENTChampion model

8. Work planning for existing staff (readiness and willingness levels) Part-time staff Ongoing training needs Involvement of all staff Resources for maintenance of e-learning Staff satisfaction levels: Perceived benefits Rewards Implications

9. Future objectives for us • Ongoing evaluation of the on-line materials • Establishment of a base-line of technical competence with staff, including associate lecturers. • Working closely with technical staff. • Challenging the institutional resourcing model to take account of requirements to maintain & develop the on-line resources.

10. Has it been worthwhile? • What do our external examiners think? "The Bb exercises put the SHU uni-wide language programme at the leading edge of work in this area." Spanish external examiner report 2004 "Students have excellent learning opportunities in classes as well as through the available on-line material." German external examiner report 2003

11. Has it been worthwhile? • What do our staff think? • "Having started out in October quite unsettled and disconnected with it all, I have found the work extremely beneficial to students. It ensures learning continues away from the classroom"

12. Has it been worthwhile? • What do our students think? • "You can choose when you want to do it, you can go back whenever you want. It gives you flexibility." • "It made me do more work between classes and I have developed a much broader range of language and vocabulary." • "Blackboard has made me go out and search for other sites, eg grammar sites, where I have learnt more about constructing grammar structures."