Summary

The Fostering Learning Exercise was completed in December 2009 and the work of the Fostering Learning Review Group concluded.

The Report of the Fostering Learning Exercise [PDF 56 KB] was considered and fully endorsed by the Education Committee on 7th May 2010. As a result of the recommendations (see Section B of the Report), an Educational Resources Team is to be convened by the Oxford Learning Institute to agree divisional priorities for support from the full range of central service units (including Student Systems, the Skills Portal, the Learning Technologies Group and the OULS User Education Training Service).

The Educational Resources Team will focus on the needs of the divisions as they support academics and students in the teaching and learning process, and the key aim will be the dissemination of good practice in the educational use of IT and in other aspects of educational development. The Educational Resources Team will be chaired by Dr Stephen Goss, Director of the Oxford Learning Institute.

The Objectives, Deliverables and further details of the Fostering Learning Exercise can be found below. There are links to the notes of the two Review Group meetings and to all the associated documentation.

Background to the Fostering Learning Exercise

The University's Pro-Vice-Chancellor (Education, Academic Services and University Collections) Professor Ewan McKendrick, asked the Director of IT and the Director of Student Administration and Services to consider how information technology can provide improved support for learning and teaching, and whether co-ordination was needed across the units which support learning and teaching.

The progress and findings of the activity were reported to the Education Committee.

Objectives

The Fostering Learning Exercise had three objectives:

• To identify areas of learning and teaching within the University where developments in the use of IT can provide improved support for our traditional pedagogical practices and enhance these practices.

• To identify existing best practice in the use of IT to enhance and support learning and teaching, and make these opportunities available to other units across the University.

• To determine whether there is an opportunity to achieve greater coherence across the separate units which enhance teaching and learning through the use of IT, and consider whether a new framework, to coordinate these activities and provide greater coherence, would be helpful.

The Fostering Learning Exercise

Step 1. Consultation:

During April and May 2009 the Director of IT and the Director of Student Administration and Services interviewed representatives from the University's divisions (the Education Committees in particular and the Doctorial Training Centres), faculties, colleges and the student body. The Consultation Questions are available.

The Directors hoped to understand the challenges facing those who teach, and identify best practice in the use of supporting technology. They then explored ways in which the operation of the units, IT tools and infrastructure, might evolve to provide improved support.

They considered how best to deliver a high quality Oxford University education experience for students, whilst minimizing the bureaucratic burden upon staff.

Step 2. Review Group:

The Director of IT and the Director of Student Administration and Services chaired a Review Group which received the results of the interviews and considered reports such as HEFCE's "Enhanced learning and teaching through the use of technology" report. The Review Group helped the Directors to produce a report for the University's Education Committee. The report may be found within the documentation for the Review Group.

Deliverables

1. An understanding of current teaching and learning practices in the context of the objectives contained in the University's Strategic Plan, and an assessment of whether there are needs which are not met by the current IT tools, infrastructure and support.

2. An evaluation of best teaching and learning practice across the collegiate University, for example online assessment in the Medical Sciences Division, or enabling peer learning through IT tools within cohorts of students as in the Systems Biology Doctoral Training Centre, to see whether best practice and areas of excellence in one area could be transferred to another.

3. An appreciation of the relationships educationalists and units have with various centres within the University which provide 'e-Learning' support (e.g. Learning Technologies Group in OUCS, training courses delivered by OUCS, OULS digital holdings, OULS WISER workshops, e-Learning courses developed by TALL in the Department for Continuing Education, IT support services for colleges and departments/faculties, the Oxford Learning Institute and the Department of Education), and an assessment to determine whether there should be greater coherence and coordination across the units.

4. An evaluation of the extent to which current IT tools and infrastructure and training give optimal support for the delivery of learning and teaching in departments/faculties/divisions.

5. Consideration of how fostered learning support is offered in other leading Universities (nationally and internationally), in particular appraising: areas of excellence, integration of components, and developments that have led to quick wins.

6. A strategy for Fostering Learning that integrates with the current Strategic Plan, delivered to the Education Committee in summer 2009, which will provide principles and recommendations that could be integrated into the next University Strategic and Information Communication Technology Plans.

Fostering Learning reports within Higher Education

HEFCE updated their Strategy in March 2009, entitling it, "Enhanced learning and teaching through the use of technology". The new title suggests a focus on fostering traditional learning practices, which corresponds with the focus of the Oxford University Fostering Learning exercise. This new HEFCE strategy addresses three types of benefit: efficiency, enhancement and transformation. The document will inform the Oxford University Fostering Learning exercise.

A government debate on the future of higher education is currently underway. One of the commissioned contributions is entitled, "World Leader in e-learning". The document is likely to steer the Government's thinking about support for learning. Chapter 3 of the report is directly relevant to the Oxford University Fostering Learning exercise. The Fostering Learning exercise will consider the implications of the report's recommendations for Oxford University.