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g4DdDd0ppp@ <4!d!d 0L,{<4dddd 0L,{<4BdBd 0L,{___PPT9,,?j-19 Sept 2002 6JISC/SURF/Internet2, OxfordO =<S0Formative Evaluation of the JISC SWaNI Programme111Veronica Adamson Jane Plenderleith Glenaffric Ltd2#T Main PurposeTo contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)ZU The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9VKey Respondents$%A SWaNI programme manager, project leaders, project partners and other project workers B Lead institution senior manager ideally with a strategic role in the provision of information systems, support and management within their institution C Administrative staff who may be involved with the newly interoperable systems within their institution D Academic staff who may be involved with the newly interoperable systems within their institution E Vendors of the interoperability system technologies F Agencies with an over-arching role (CETIS, RSCs) 0%ZZ%WInitial FindingsHitting the ground running Use cases Vendors Capacity Colleges Vendors Organisational strategy Timescales Staffing Historical legacyB6ZZ>Z6>XWorking with vendorsKite marking Development planning Lead time Future direction Opportunity costs covered Attending meetings Travel etc Use of technology Use of VC Collaboration tools Clear link to business objectives Need to be harassed to do things"ZZZZZZCZ"CY JISC and vendorsValidate systems against IMS specifications Pay for travel etc Facilitate collaboration Invite senior staff to JISC committees etc Work to understand business cycles ZZ Main PurposeTo contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)Z[ The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9@Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)  Z !H What is an MLE?What it should be A set of components Of which MIS will be one of many An evolving concept An evolving framework for choice Catalyst for change What it s definitely not! 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What data to exchange Data validation Transfer mechanism Reusable learning objects Student transcripts&GgGgJ Why IMS?Leading body in terms of educational standards International body Extensive UK representation Specifications are generic Can be modified with extensions for local needs `B0B0KWho are the project partners? ^Perth & Lauder Falkirk Banff & Buchan Coleg Sir Gar Coleg Menai Coleg Llandrillo Ystrad-Mynach_x_> # Capita, WebCT & Learnwise Capita, SITS & Teknical SITS & SUfI Learnwise, FD, Teknical Microcompass & Learnwise Teknical & FD Teknical & UfIx   NWhat are project themes? ^Perth & Lauder Falkirk Banff & Buchan Coleg Sir Gar Coleg Menai Coleg Llandrillo Ystrad-Mynach_x_> # nMIS/VLE (2-way) MIS/VLE MIS/VLE/Intranet Content packaging MIS/VLE + language MIS/VLE Student transcripts/PDPoxoM,What s happened so farData fields agreed Data format agreed Transport mechanism agreed (in principle) Testing agreed Cross-project testing still to take placeO!What have been the issues so far?Difficulties in working with vendors Delays in getting started Commitment not as promised Transport mechanism Lack of experience of this type of project Bi-directional flow of data Shortness of project <%ZIZ]Z%I]PWhat are likely outcomes? $Limited success in cross-project interoperability Further work on transport mechanism Increased awareness within sector Business process re-engineering Importance of impact on the learnerQWhat is the way forward?Systems with interoperability as standard or Generic interoperability agents Government E-gif framework Working with other government agencies to ensure a UK wide approach to supporting the sector Pedagogy forum$*RDawne Hodkinsondawne.hodkinson@uhi.ac.ukH /Lx  ` ` ̙33` 333MMM` ff3333f` f` f` 3>?" dd@(|?" dd@   " @ ` n?" dd@   @@``PT    @ ` ` p>>    H (    6h{ "`` { T Click to edit Master title style! !$  0{ "` { RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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Background to JISC MLE Programme!! !JISC Five year strategy (2001 - 2005) Help institutions create and maintain Managed Learning Environments (MLEs) to support students JISC leads UK FE and HE sectors in the innovative use of technology Funds JANET Funds many services including advisory services, licensing deals for electronic content, delivers thousands of electronic objects to FE and HE Funds development programmes that work with FE and HE to explore key technologies 60m annual budget0ZZ ]"!Institutional context and drivers""  " English FE funded and encouraged to research MLEs and open standards Scottish FE funding specifically for VLEs NI single VLE HE: increasing use of technology and VLEs mainstreaming learning technologies national strategies such as NGfL, UfI/SUfI and the e-University*ZZ ^# MLEs defined    The whole range of information systems and processes of an institution (including a VLE if appropriate) that contribute directly, or indirectly, to learning and the management of that learning. (JISC MLE Steering Group, 2000)Z _$Managed Learning Environment  `'*Business functions and supporting systems++  +Administrative systems Student registration Financial systems Payroll Resource collection and maintenance Estates management Staff and student support systems Library systems Student loans Online learning (eg VLEs)ZZZZ$ZZ"Z8Z$" 8 I Interoperability - Why?How are the different component parts of the MLE going to communicate? What data to exchange Data validation Transfer mechanism Reusable learning objects Student transcripts&GgGgo6Strategic MLE development Working with universities, FE colleges, and commercial companies to develop MLEs or parts of MLEs Soft and hard issues Technical systems integration Using standards and specifications to: Describe what we want e-learning systems to do (e.g. learning design) Get systems to work together (interoperate) Exploration of institutional processes and cultural change to support MLE implementationVbZZZrZYZbZrY a%JISC role in MLE development aFunding institutions/consortia through development programmes Providing support Project management Technical implementation Providing resources Financial and technical Providing impartial advice From a national (and international) perspective Working with system vendors Making the outcomes available Workshops, conferences, briefing papers, reports etc>ZZ,ZZZZ0ZZZ5Z>, 0 5 bd(JISC MLE Programme - 1 K1999/2000 MLE Steering Group Building MLEs in HE programme 14 funded projects of 1-2 years MLE Interoperability Projects in FE Awareness raising programme 12 funded projects of 1 year Supporting activities Centre for Recording Achievement (CRA) CETIS Specific studies - authentication, landscape, cultural and organisational issues Z1Z Z$Z9ZZ~Z 1 $9 ~ Le)JISC MLE Programme - 2   !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~h      !"#$%'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOQRSTUVWXYZ[\]^_fijklmnopqrstuvwxyz{|}~Root EntrydO)@jxlPictures gCurrent UserPSummaryInformation(&HRPowerPoint Document( DocumentSummaryInformation8P2Sdcs|uzhjACsBS[r);cƛ9;k[d )J:IrJQ{ƭU cmPPJCmp0712HsIDATx^\Te?M|\P&X}E CRR 4ptyL4M]!^ !3|ma!ھ4L]}̜f`?*ss~}n|7?d1ƣ_܀:J5>c|f@&3 fY;}H52>3SQ>ЇQN ($QgXG't}_@Lأ t'_˰|4Zfwτ Z4bƬ!}5p # p/2|HN+ư c|c@62!24B΄>B:14&{`wg`>4C'~h^{<u'ˢPn Շ_GFf젔\ɊlD̈6NʇwVf4"gK bPґȃe A:b=}8#ЇwRhLF° ͈gڹ a/NCg Wd -  /DVL4B1,ްAV3L-'Hm9p4͌m݇[?_nhKTxHg L*iHDY"^_u?Bd3qQ30*^8ᔥX>@L>:/MѬ =C2fD6SZJQC9-x74~~+i3Ȟ ~ATJ(FU/FE4kX:ؐħ3FO0>ru| fE#ԉ8jΕ R__f:k )vu|׏ kCq 7U"8X.Tm0*QmLk14 vE(qx>ߺz 9m5֨pcY"jE= .hː|DRG:q kyԝGdg*%y2;xxqdFenBY`x?]@]FCX's|(C8QˍuО^(&`^(Qc! 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Background to JISC MLE Programme!! !JISC Five year strategy (2001 - 2005) Help institutions create and maintain Managed Learning Environments (MLEs) to support students JISC leads UK FE and HE sectors in the innovative use of technology Funds JANET Funds many services including advisory services, licensing deals for electronic content, delivers thousands of electronic objects to FE and HE Funds development programmes that work with FE and HE to explore key technologies 60m annual budget0ZZ ]"!Institutional context and drivers""  " English FE funded and encouraged to research MLEs and open standards Scottish FE funding specifically for VLEs NI single VLE HE: increasing use of technology and VLEs mainstreaming learning technologies national strategies such as NGfL, UfI/SUfI and the e-University*ZZ ^# MLEs defined    The whole range of information systems and processes of an institution (including a VLE if appropriate) that contribute directly, or indirectly, to learning and the management of that learning. (JISC MLE Steering Group, 2000)Z _$Managed Learning Environment  `'*Business functions and supporting systems++  +Administrative systems Student registration Financial systems Payroll Resource collection and maintenance Estates management Staff and student support systems Library systems Student loans Online learning (eg VLEs)ZZZZ$ZZ"Z8Z$" 8 a%JISC and MLE development Funding institutions/consortia through development programmes Providing support Project management Technical implementation Providing resources Financial and technical Providing impartial advice From a national (and international) perspective Working with system vendors Making the outcomes available Workshops, conferences, briefing papers, reports etc Promoting good practice and common standards>ZZ,ZZZZ0ZZZ5Z-Z>,  0  5- @Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)   !d(JISC MLE Programme - 1 K1999/2000 MLE Steering Group Building MLEs in HE programme 14 funded projects of 1-2 years MLE Interoperability Projects in FE Awareness raising programme 12 funded projects of 1 year Supporting activities Centre for Recording Achievement (CRA) CETIS Specific studies - authentication, landscape, cultural and organisational issues Z1Z Z$Z9ZZ~Z 1 $9 ~ Le)JISC MLE Programme - 2 2001/2002 Building MLEs across HE and FE Phase 1 - NIIMLE and SHELL SWaNI FE Interoperability Projects 7 funded projects across Scotland, Wales and Northern Ireland Linking Digital Libraries with Virtual Learning Environments (DiVLE) Recommended by Inspiral project 10 funded projects 2003/2005 Building MLEs across HE and FE Phase 2 - NIIMLE and SHELL continue plus 9 other projects ZZZ#Z>ZEZ4Z ZZ:Z #>E  4 : f*SWaNI Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)   !I Interoperability - Why?How are the different component parts of the MLE going to communicate? What data to exchange Data validation Transfer mechanism Reusable learning objects Student transcripts&GgGgn5SWaNI Projects Scotland Banff and Buchan Perth (plus Lauder) Falkirk (plus Stow, Telford and Fife/Glenrothes) Wales Llandrillo Menai Sir Gar Ystrad MynachL V' V' NProject Themes $Perth - MIS/ VLE (2-way) Falkirk - MIS/VLE Banff & Buchan - MIS/VLE/Intranet Sir Gar - Content packaging Menai - MIS/VLE + language Llandrillo - MIS/VLE Ystrad-Mynach - Student transcripts/PDPxn6 TFormative Evaluation To contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)Zh4 ObjectivesTo identify the project management activities and systems that are most effective in achieving project objectives To explore factors influencing effective relationships with vendors and how these relationships may be sustained To explore the models of consortium working used in the projects and evaluate their effectiveness To identify and explore the organisational factors that are influential in determining the impact of project deliverables To identify the aspects of programme management that most contribute to project activities To investigate the overall impact and potential benefits of the SWaNI programme To explore the extent to which cultural differences influence the achievements of the SWaNI programme To establish the lessons that can be learned from the SWaNI programme with relevance to the MLEs for Lifelong Learning Programme and for future interoperability initiatives To suggest themes, indicators and methods that may inform the summative evaluation of the SWaNI programme" y=ScGN$kU The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9VKey Respondents %A SWaNI programme manager, project leaders, project partners and other project workers B Lead institution senior manager ideally with a strategic role in the provision of information systems, support and management within their institution C Administrative staff who may be involved with the newly interoperable systems within their institution D Academic staff who may be involved with the newly interoperable systems within their institution E Vendors of the interoperability system technologies F Agencies with an over-arching role (CETIS, RSCs) 0%ZZ%i+Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturej,Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturek- Relationships Vendors Kite marking Development planning Lead time Future direction Clear link to business objectives Opportunity costs covered Attending meetings - travel etc Need to be harassed to do things Consortia Models Subgroup of larger consortium Chums Formal agreementsZ"Z=ZZ Z!Z ZZ$ZZ"= !    $l/#Organisational and Cultural Factors$$Organisational Factors The big ideas and plans versus reality Academic staff and VLEs Reasonable expectations Cultural Differences FE/HE Timing and national differences Scotland ahead? Northern Ireland SIS Wales LLWRjW&0W&0  $7m1Impact and BenefitsDSector Institutional Individual Project staff College staff Learners& % %Q Way forward? Systems with interoperability as standard or Generic interoperability agents Government E-gif framework Working with other government agencies to ensure a UK wide approach to supporting the sector Pedagogy forum$*/c"  ` ` ̙33` 333MMM` ff3333f` f` f` 3>?" dd@$|?" dd@  " @ ` n?" dd@   @@``PT    @ ` ` p>> bZ (    6h{ "` { T Click to edit Master title style! !$  0{ "` { RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  C AC:\Documents and Settings\isrcbmo\My Documents\JISC ASSIST\Publications\four balls.jpg"p  C AC:\Documents and Settings\isrcbmo\My Documents\JISC ASSIST\Publications\left strip.jpg"p   TD${xaxa1?"  H l    0l({"  B 2 ] `B   s *D|"   C fANE:\Documents\Affric\Graphics\logo2.gif"H  0޽h ? ̙33 jisc092002 JB (  ~ s *lmh  m x  c $< m    m   C fANE:\Documents\Affric\Graphics\logo2.gif"s/QgH  0޽h ? ̙33   $(  r  S !{`  { r  S C`Q  H  0޽h ? ̙33  0$(  r  S T`  { r  S X8`  H  0޽h ? ̙33x  ( @(  r  S q`  {   S m` m ,X`hpl  B,Mm ?"2  MLEs are concepts not physical systems MLEs are particular to an institution UK-specific term at the moment (growing international interest) 2 8ZZH  0޽h ? ̙33  P*+(  ^B @ 6DoP :P R  s *P ` pR  s * pR  s *P L  c $p R  s *@ P R  s *`R   s *`   6~0  <     620p YQuality Process      6= pp ZBusiness Systems      6,0 \Learning Resources     0| 0 \Curriculum Mapping     0`  T Assessment       0 0  W Communication     0 @ 0 RDelivery       08`@  W Tutor Support     0G@ 0  RTracking       00ƿUP p  dOther Agencies (e.g. HESA)     0d%UP @pp wOther Organisations &      08 P jVirtual Learning Environment( 2  dB @ <Do  dB  <Do P dB  <DoP @@ jB  BDodB  <Do   jB  BDo0  dB  <Dol 4p dB  <Do  p ^B   6Do H ^B ! 6DoP  P  " 6ذ 6`  _Student Record System   jB # BDo`   P dB $@ <DoF @  % @ ` & 0Ԕ@ fB ' 6Do00 0  ( <(ԔN  [Off-Line Learning    ) <8Ԕ   S Registers     x * c $\ 9x    + <xdV $ ~&Reproduced by kind permission of BECTa''!B  s *޽h ? f̙f  $(  r  S 3`   r  S x`  H  0޽h ? ̙33  p$(  r  S L{`  { r  S ~`  H  0޽h ? ̙33  P40(  4x 4 c $`   x 4 c $н`  H 4 0޽h ? ̙33  $(  r  S V`   r  S ?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|~ ՜.+,0    DOn-screen ShowGlenaffric Ltd   Times New RomanVerdanaArial jisc092002#MLEs and the JISC SWaNI Programme!Background to JISC MLE Programme"Institutional context and drivers MLEs definedManaged Learning Environment+Business functions and supporting systemsInteroperabilityIMSStrategic MLE developmentJISC role in MLE developmentJISC MLE Programme - 1JISC MLE Programme - 2SWaNI Programme AimsSWaNI ProjectsProject ThemesFormative Evaluation Objectives The ProcessKey RespondentsProject ManagementRelationships$Organisational and Cultural FactorsImpact and BenefitsFindings on MLEs to dateTechnical issuesFE/HE community benefits#Sources of information and advicePowerPoint Presentation (_Veronica AdamsonVeronica Adamson Fonts UsedDesign Template Slide Titles2001/2002 Building MLEs across HE and FE Phase 1 - NIIMLE and SHELL SWaNI FE Interoperability Projects 7 funded projects across Scotland, Wales and Northern Ireland Linking Digital Libraries with Virtual Learning Environments (DiVLE) Recommended by Inspiral project 10 funded projects 2003/2005 Building MLEs across HE and FE Phase 2 - NIIMLE and SHELL continue plus 9 other projects ZZZ#Z>ZEZ4Z ZZ:Z #>E  4 : f*SWaNI Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)   !n5SWaNI Projects Scotland Banff and Buchan Perth (plus Lauder) Falkirk (plus Stow, Telford and Fife/Glenrothes) Wales Llandrillo Menai Sir Gar Ystrad MynachL V' V' NProject Themes $Perth - MIS/ VLE (2-way) Falkirk - MIS/VLE Banff & Buchan - MIS/VLE/Intranet Sir Gar - Content packaging Menai - MIS/VLE + language Llandrillo - MIS/VLE Ystrad-Mynach - Student transcripts/PDPxn6 TFormative Evaluation To contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)Zh4 ObjectivesTo identify the project management activities and systems that are most effective in achieving project objectives To explore factors influencing effective relationships with vendors and how these relationships may be sustained To explore the models of consortium working used in the projects and evaluate their effectiveness To identify and explore the organisational factors that are influential in determining the impact of project deliverables To identify the aspects of programme management that most contribute to project activities To investigate the overall impact and potential benefits of the SWaNI programme To explore the extent to which cultural differences influence the achievements of the SWaNI programme To establish the lessons that can be learned from the SWaNI programme with relevance to the MLEs for Lifelong Learning Programme and for future interoperability initiatives To suggest themes, indicators and methods that may inform the summative evaluation of the SWaNI programme" y=ScGN$kU The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9VKey Respondents %A SWaNI programme manager, project leaders, project partners and other project workers B Lead institution senior manager ideally with a strategic role in the provision of information systems, support and management within their institution C Administrative staff who may be involved with the newly interoperable systems within their institution D Academic staff who may be involved with the newly interoperable systems within their institution E Vendors of the interoperability system technologies F Agencies with an over-arching role (CETIS, RSCs) 0%ZZ%i+Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturej,Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturek- Relationships Vendors Kite marking Development planning Lead time Future direction Clear link to business objectives Opportunity costs covered Attending meetings - travel etc Need to be harassed to do things Consortia Models Subgroup of larger consortium Chums Formal agreementsZ"Z=ZZ Z!Z ZZ$ZZ"= !    $l/#Organisational and Cultural Factors$$Organisational Factors The big ideas and plans versus reality Academic staff and VLEs Reasonable expectations Cultural Differences FE/HE Timing and national differences Scotland ahead? Northern Ireland SIS Wales LLWRjW&0W&0  $7m1Impact and BenefitsDSector Institutional Individual Project staff College staff Learners& % %q:Findings on MLEs to date MLE development is particular to each institution Organisational issues are key to successful implementation Have not yet seen a  complete MLE in the UK FE or HE sectors (though many are under development) Standards and specifications have an important role to play But are not a  magic solution to integration To be successful, institutions need to identify the drivers for changeB Z.ZGZ .G r;FE/HE community benefits MLE developer s pack  step-by-step guide to MLE planning and implementation (October 2003) Case studies of implementation Recommendations and guidelines for good and bad practice Recommendations about the use of standards to create MLEs (the  building block approach) MLE Landscape Study  survey and report in July 2003 More information about what the Jones are doing Free tools and  glueware Input to the development of international e-learning standardst\ZZ5Z1ZYZ\51Y2 ?s<!Sources of information and advice "Regional Support Centres JISC InfoNET Started on 2nd Jan 2003 Supporting UK FE and HE in the planning and implementation of Information Systems Information systems; learning and teaching technologies; approaches to technology<&& Q Way forward? Systems with interoperability as standard or Generic interoperability agents Government E-gif framework Working with other government agencies to ensure a UK wide approach to supporting the sector Pedagogy forum$*/c  ($(  (r ( S @\{`  { r ( S 8`  H ( 0޽h ? ̙33  p$(  r  S L{`  { r  S ~`  H  0޽h ? ̙33  86(  8~ 8 s *   x 8 c $HQ  H 8 0޽h ? f̙f3  <<(  <~ < s *@6Q`  Q ~ < s *d9Q  Q H < 0޽h ? ̙33  @<(  @~ @ s *Q`  Q ~ @ s *gQ` Q H @ 0޽h ? ̙33r(`a?[oSYq0+])_-a<1cuA=C(| )/ 0DTimes New Roman@{|d0|Wo 0DVerdanaw Roman@{|d0|Wo 0" DArialaw Roman@{|d0|Wo 0"g$ .  @n?" dd@  @@`` @     "#$%,&')*+,-./13678<=>OR$zfYR$ѴWK3&u.bYR$ֿ 6{= II Yb$<e90)Y 0e0e     A@  A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||S"`f ]?@f8&!uʚ;5ʚ; g4DdDd0ppgp<4!d!d 0,,{<4dddd 0,,{<4BdBd 0,,{___PPT9xp4,?j-19 Sept 2002 6JISC/SURF/Internet2, OxfordO =f5S"MLEs and the JISC SWaNI Programme## 1Veronica Adamson Jane Plenderleith Glenaffric Ltd22 \! Background to JISC MLE Programme!!JISC Five year strategy (2001 - 2005) Help institutions create and maintain Managed Learning Environments (MLEs) to support students JISC leads UK FE and HE sectors in the innovative use of technology Funds JANET Funds many services including advisory services, licensing deals for electronic content, delivers thousands of electronic objects to FE and HE Funds development programmes that work with FE and HE to explore key technologies 60m annual budget0ZZ]"!Institutional context and drivers"" English FE funded and encouraged to research MLEs and open standards Scottish FE funding specifically for VLEs HE: increasing use of technology and VLEs mainstreaming learning technologies national strategies such as NGfL, UfI/SUfI and the e-University&ss^# MLEs defined   The whole range of information systems and processes of an institution (including a VLE if appropriate) that contribute directly, or indirectly, to learning and the management of that learning. (JISC MLE Steering Group, 2000)Z_$Managed Learning Environment `'*Business functions and supporting systems++ Administrative systems Student registration Financial systems Payroll Resource collection and maintenance Estates management Staff and student support systems Library systems Student loans Online learning (eg VLEs)ZZZZ$ZZ"Z8Z$" 8I Interoperability - Why?How are the different component parts of the MLE going to communicate? What data to exchange Data validation Transfer mechanism Reusable learning objects Student transcripts&GgGgo6Strategic MLE developmentWorking with universities, FE colleges, and commercial companies to develop MLEs or parts of MLEs Soft and hard issues Technical systems integration Using standards and specifications to: Describe what we want e-learning systems to do (e.g. learning design) Get systems to work together (interoperate) Exploration of institutional processes and cultural change to support MLE implementationVbZZZrZYZbZrYa%JISC role in MLE developmentaFunding institutions/consortia through development programmes Providing support Project management Technical implementation Providing resources Financial and technical Providing impartial advice From a national (and international) perspective Working with system vendors Making the outcomes available Workshops, conferences, briefing papers, reports etc>ZZ,ZZZZ0ZZZ5Z>, 0 5d(JISC MLE Programme - 1K1999/2000 MLE Steering Group Building MLEs in HE programme 14 funded projects of 1-2 years MLE Interoperability Projects in FE Awareness raising programme 12 funded projects of 1 year Supporting activities Centre for Recording Achievement (CRA) CETIS Specific studies - authentication, landscape, cultural and organisational issues Z1Z Z$Z9ZZ~Z 1 $9 ~e)JISC MLE Programme - 22001/2002 Building MLEs across HE and FE Phase 1 - NIIMLE and SHELL SWaNI FE Interoperability Projects 7 funded projects across Scotland, Wales and Northern Ireland Linking Digital Libraries with Virtual Learning Environments (DiVLE) Recommended by Inspiral project 10 funded projects 2003/2005 Building MLEs across HE and FE Phase 2 - NIIMLE and SHELL continue plus 9 other projects ZZZ#Z>ZEZ4Z ZZ:Z #>E  4 :f*SWaNI Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)   !n5SWaNI ProjectsScotland Banff and Buchan Perth (plus Lauder) Falkirk (plus Stow, Telford and Fife/Glenrothes) Wales Llandrillo Menai Sir Gar Ystrad MynachL V' V'NProject Themes Perth - MIS/ VLE (2-way) Falkirk - MIS/VLE Banff & Buchan - MIS/VLE/Intranet Sir Gar - Content packaging Menai - MIS/VLE + language Llandrillo - MIS/VLE Ystrad-Mynach - Student transcripts/PDPxTFormative Evaluation To contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)Zh4 ObjectivesTo identify the project management activities and systems that are most effective in achieving project objectives To explore factors influencing effective relationships with vendors and how these relationships may be sustained To explore the models of consortium working used in the projects and evaluate their effectiveness To identify and explore the organisational factors that are influential in determining the impact of project deliverables To identify the aspects of programme management that most contribute to project activities To investigate the overall impact and potential benefits of the SWaNI programme To explore the extent to which cultural differences influence the achievements of the SWaNI programme To establish the lessons that can be learned from the SWaNI programme with relevance to the MLEs for Lifelong Learning Programme and for future interoperability initiatives To suggest themes, indicators and methods that may inform the summative evaluation of the SWaNI programme" y=ScGN$kU The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9VKey Respondents %A SWaNI programme manager, project leaders, project partners and other project workers B Lead institution senior manager ideally with a strategic role in the provision of information systems, support and management within their institution C Administrative staff who may be involved with the newly interoperable systems within their institution D Academic staff who may be involved with the newly interoperable systems within their institution E Vendors of the interoperability system technologies F Agencies with an over-arching role (CETIS, RSCs) 0%ZZ%i+Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturej,Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturek- RelationshipsVendors Kite marking Development planning Lead time Future direction Clear link to business objectives Opportunity costs covered Attending meetings - travel etc Need to be harassed to do things Consortia Models Subgroup of larger consortium Chums Formal agreementsZ"Z=ZZ Z!Z ZZ$ZZ"= !    $l/#Organisational and Cultural Factors$$Organisational Factors The big ideas and plans versus reality Academic staff and VLEs Reasonable expectations Cultural Differences FE/HE Timing and national differences Scotland ahead? Northern Ireland SIS Wales LLWRjW&0W&0  m1Impact and BenefitsDSector Institutional Individual Project staff College staff Learners& % %q:Findings on MLEs to dateMLE development is particular to each institution Organisational issues are key to successful implementation Have not yet seen a  complete MLE in the UK FE or HE sectors (though many are under development) Standards and specifications have an important role to play But are not a  magic solution to integration To be successful, institutions need to identify the drivers for changeB Z.ZGZ .Gr;FE/HE community benefitsMLE developer s pack  step-by-step guide to MLE planning and implementation (October 2003) Case studies of implementation Recommendations and guidelines for good and bad practice Recommendations about the use of standards to create MLEs (the  building block approach) MLE Landscape Study  survey and report in July 2003 More information about what the Jones are doing Free tools and  glueware Input to the development of international e-learning standardst\ZZ5Z1ZYZ\51Ys<!Sources of information and adviceRegional Support Centres JISC InfoNET Started on 2nd Jan 2003 Supporting UK FE and HE in the planning and implementation of Information Systems Information systems; learning and teaching technologies; approaches to technology<&& Q Way forward?Systems with interoperability as standard or Generic interoperability agents Government E-gif framework Working with other government agencies to ensure a UK wide approach to supporting the sector Pedagogy forum$*/c JB (  ~ s *lmh  m x  c $< m    m   C fANE:\Documents\Affric\Graphics\logo2.gif"s/QgH  0޽h ? ̙33   $(  r  S !{`  { r  S C`Q  H  0޽h ? ̙33  0$(  r  S T`  { r  S X8`  H  0޽h ? ̙33f  @(  r  S q`  {   S m` m ,X`hpZ  B,Mm ?"2  MLEs are concepts not physical systems MLEs are particular to an institution UK-specific term at the moment (growing international interest) 28ZZH  0޽h ? ̙33  7/P*+(  ^B @ 6DoP :P R  s *P ` pR  s * pR  s *P L  c $p R  s *@ P R  s *`R   s *`   6~0  *    620p YQuality Process      6= pp ZBusiness Systems      6,0 \Learning Resources     0| 0 \Curriculum Mapping     0`  T Assessment       0 0  W Communication     0 @ 0 RDelivery       08`@  W Tutor Support     0G@ 0  RTracking       00ƿUP p  dOther Agencies (e.g. HESA)     0d%UP @pp ]Other Organisations     08 P jVirtual Learning Environment( 2  dB @ <Do  dB  <Do P dB  <DoP @@ jB  BDodB  <Do   jB  BDo0  dB  <Dol 4p dB  <Do  p ^B   6Do H ^B ! 6DoP  P  " 6ذ 6`  _Student Record System   jB # BDo`   P dB $@ <DoF @  % @ ` & 0Ԕ@ fB ' 6Do00 0  ( <(ԔN  [Off-Line Learning    ) <8Ԕ   S Registers     x * c $\ 9x    + <xdV $ X&Reproduced by kind permission of BECTa''B  s *޽h ? f̙f  $(  r  S 3`   r  S x`  H  0޽h ? ̙33  ($(  (r ( S @\{`  { r ( S 8`  H ( 0޽h ? ̙33  $(  r  S V`   r  S *whoosh.wav.WAV 10103RIFFWAVEfmt ++data~~~~~~~~~~~~~~~~~~~~~~~~~~~|||~~~~~zvtvxz|~zvrnlrv||vtrpptz~|xvtv|~~zxvvvz|~xrlhntzzvrrpprrx~|j[QU_|bICCYn[ICY~zlnh]_r|]SUSSjz|x__l~v_]drnUb|nfd_]d]5=rrnj]jz~lMldrx[[_f|YQfWK_xh[zx[CIjzxxdSQz|_fI9WӹM;QnvK;OUx~xj]]YS~ɵlM?plM;CGpٵ[)Kh|% %;xtKQS]ɖbGr|lSnvz~nfS[nëx;Az=+AYݻ|=/1r_ ?|潄W5/Czãf)/pvbMQr|O=OtjdhjlG?G_ɊK3לdQCMppW;1SŷAMz/#?bx͖SAM[hvhYp~~zrvt[]ptWOUtxxd]v~vvxzd_xzh_nrSQltbdp~_lrQ_l][tf]W]~hWfp|fWhnhbU[hzlSCWbYbnxpdhjvjM9Ot]GQ[dpp~hhhdpx~xh]Yntnrp]dlvjQMb|vdjpzxzztljr||_[r~~jb_j|z|xpp~~v]Wh||zx|x|zzndhpxr]Yfntzjl|z||~vppnrzphrxz|~|xtrjjtv~~vz|z||xrrv~xrprtz|||vzxvx|xtx~~~~~~~zxxxx|zxz~~~rrz~|xz~~|vtx|zxz|~~~||zx|||~~zz|zz~~~~|~~||~~||zz|~||z~~~~zxzz|~~~~|~~~|~||~~~~~~~~~~~~~|||~~~~~~~~~~~~~||~~||~||~~~~|||~~~~||||~~~~~~||||~~~~~~~~~~~|~~~~|zz~~~~~~~||||~~||~~~~~|||~~~~~|||~|~|~~~~|z|~~~~~~~|||~~~~~~~~||~~~~~~~~ H!      ,    !OR$zfR$ѴWK3&u.bR$ֿ 6{= II b$<e90) 0e0e     A@ A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||S"`f ]?@f8&uʚ;5ʚ; g4DdDd0ppRp<4!d!d 0,<4dddd 0,<4BdBd 0,___PPT9tl4,?j-19 Sept 2002 6JISC/SURF/Internet2, OxfordO =8S"MLEs and the JISC SWaNI Programme## 1Veronica Adamson Jane Plenderleith Glenaffric Ltd22 \! Background to JISC MLE Programme!!JISC Five year strategy (2001 - 2005) Help institutions create and maintain Managed Learning Environments (MLEs) to support students JISC leads UK FE and HE sectors in the innovative use of technology Funds JANET Funds many services including advisory services, licensing deals for electronic content, delivers thousands of electronic objects to FE and HE Funds development programmes that work with FE and HE to explore key technologies 60m annual budget0ZZ]"!Institutional context and drivers"" English FE funded and encouraged to research MLEs and open standards Scottish FE funding specifically for VLEs HE: increasing use of technology and VLEs mainstreaming learning technologies national strategies such as NGfL, UfI/SUfI and the e-University*ss^# MLEs defined The whole range of information systems and processes of an institution (including a VLE if appropriate) that contribute directly, or indirectly, to learning and the management of that learning. (JISC MLE Steering Group, 2000)Z_$Managed Learning Environment `'*Business functions and supporting systems++ Administrative systems Student registration Financial systems Payroll Resource collection and maintenance Estates management Staff and student support systems Library systems Student loans Online learning (eg VLEs)ZZZZ$ZZ"Z8Z$" 8I InteroperabilityCommunication between different MLE components: Data for exchange Data validation Transport mechanism Reusable learning objects Student transcripts&0d0dZ  9o6Strategic MLE developmentWorking with universities, FE colleges, and commercial companies to develop MLEs or parts of MLEs Soft and hard issues Technical systems integration Using standards and specifications to: Describe what we want e-learning systems to do (e.g. learning design) Get systems to work together (interoperate) Exploration of institutional processes and cultural change to support MLE implementationVbZZZrZYZbZrYa%JISC role in MLE developmentbFunding institutions/consortia through development programmes Providing support Project management Technical implementation Providing resources Financial and technical Providing impartial advice From a national (and international) perspective Working with system vendors Making the outcomes available Workshops, conferences, briefing papers, reports etc>,06>,  0  6Vd(JISC MLE Programme - 1K1999/2000 MLE Steering Group Building MLEs in HE programme 14 funded projects of 1-2 years MLE Interoperability Projects in FE Awareness raising programme 12 funded projects of 1 year Supporting activities Centre for Recording Achievement (CRA) CETIS Specific studies - authentication, landscape, cultural and organisational issues Z1Z Z$Z9ZZ~Z 1 $9 ~e)JISC MLE Programme - 22001/2002 Building MLEs across HE and FE Phase 1 - NIIMLE and SHELL SWaNI FE Interoperability Projects 7 funded projects across Scotland, Wales and Northern Ireland Linking Digital Libraries with Virtual Learning Environments (DiVLE) Recommended by Inspiral project 10 funded projects 2003/2005 Building MLEs across HE and FE Phase 2 - NIIMLE and SHELL continue plus 9 other projects ZZZ#Z>ZEZ4Z ZZ:Z #>E  4 :f*SWaNI Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)   !n5SWaNI ProjectsScotland Banff and Buchan Perth (plus Lauder) Falkirk (plus Stow, Stevenson, Fife and Glenrothes) Wales Llandrillo Menai Sir Gar Ystrad MynachL Y' Y',B /NProject Themes Perth - MIS/VLE (2-way) Falkirk - MIS/VLE Banff & Buchan - MIS/VLE/Intranet Sir Gar - Content packaging Menai - MIS/VLE + language Llandrillo - MIS/VLE Ystrad-Mynach - Student transcripts/PDPx TFormative Evaluation To contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)Zh4 ObjectivesTo identify the project management activities and systems that are most effective in achieving project objectives To explore factors influencing effective relationships with vendors and how these relationships may be sustained To explore the models of consortium working used in the projects and evaluate their effectiveness To identify and explore the organisational factors that are influential in determining the impact of project deliverables To identify the aspects of programme management that most contribute to project activities To investigate the overall impact and potential benefits of the SWaNI programme To explore the extent to which cultural differences influence the achievements of the SWaNI programme To establish the lessons that can be learned from the SWaNI programme with relevance to the MLEs for Lifelong Learning Programme and for future interoperability initiatives To suggest themes, indicators and methods that may inform the summative evaluation of the SWaNI programme" y=ScGN$kU The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9VKey Respondents %A SWaNI programme manager, project leaders, project partners and other project workers B Lead institution senior manager ideally with a strategic role in the provision of information systems, support and management within their institution C Administrative staff who may be involved with the newly interoperable systems within their institution D Academic staff who may be involved with the newly interoperable systems within their institution E Vendors of the interoperability system technologies F Agencies with an over-arching role (CETIS, RSCs) 0%ZZ%i+Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturej,Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturek- RelationshipsVendors Kite marking Development planning Lead time Future direction Clear link to business objectives Opportunity costs covered Attending meetings - travel etc Need to be harassed to do things Consortia Models Subgroup of larger consortium Chums Formal agreementsZ"Z=ZZ Z!Z ZZ$ZZ"= !    $l/#Organisational and Cultural Factors$$Organisational Factors The big ideas and plans versus reality Academic staff and VLEs Reasonable expectations Cultural Differences FE/HE Timing and national differences Scotland ahead? Northern Ireland SIS Wales LLWRjW&0W&0  m1Impact and BenefitsDSector Institutional Individual Project staff College staff Learners& % %q:Findings on MLEs to dateMLE development is particular to each institution Organisational issues are key to successful implementation Have not yet seen a  complete MLE in the UK FE or HE sectors (though many are under development) Standards and specifications have an important role to play But are not a  magic solution to integration To be successful, institutions need to identify the drivers for changeB Z.ZGZ .Gv=Technical factors Application profiles English FE pilots + extensions Profiles agreed with vendors XML schema devised Use cases Understand business processes Steep learning curve - slow to develop Testing System UserZOZ ZEZZ ZO E  r;FE/HE community benefitsMLE developer s pack  step-by-step guide to MLE planning and implementation (Early 2004) Case studies of implementation Recommendations and guidelines for good and bad practice Recommendations about the use of standards to create MLEs (the  building block approach) MLE Landscape Study  survey and report in July 2003 More information about what the Jones are doing Free tools and  glueware Input to the development of international e-learning standardstZZZ5Z1ZYZZ51Y,Mrs<!Sources of information and adviceRegional Support Centres JISC InfoNET Started on 2nd Jan 2003 Supporting UK FE and HE in the planning and implementation of Information Systems Information systems; learning and teaching technologies; approaches to technology<&& Q Way forward?Systems with interoperability as standard or Generic interoperability agents Government E-gif framework Working with other government agencies to ensure a UK wide approach to supporting the sector Pedagogy forum$*/c JB0(  ~ s *a h   x  c $Hb       C fANE:\Documents\Affric\Graphics\logo2.gif"s/QgH  0޽h ? ̙33  `$(  r  S ,`   r  S `   H  0޽h ? ̙33  $(  r  S `   r  S R  H  0޽h ? ̙33  `<(  `~ ` s *`   ~ ` s *X`   H ` 0޽h ? ̙33  $(  r  S `   r  S رR)  H  0޽h ? ̙33  $$(  $r $ S `   r $ S H`  H $ 0޽h ? ̙33(   h(  ~  s *U`     s *xV`a <$D 0  H  0޽h ? ̙33  D$(  Dr D S  u`  u r D S 0u` u H D 0޽h ? ̙33  <<(  <~ < s *`   ~ < s *   H < 0޽h ? ̙33rLI4Ne:S.]0` 26ny8r>v<=@vAL(| )/ 0DTimes New RomanȪ0Wo 0TDVerdanaw RomanȪ0Wo 0T" DArialaw RomanȪ0Wo 0T"g  .  @n?" dd@  @@``_>*whoosh.wav.WAV 10103RIFFWAVEfmt ++data~~~~~~~~~~~~~~~~~~~~~~~~~~~|||~~~~~zvtvxz|~zvrnlrv||vtrpptz~|xvtv|~~zxvvvz|~xrlhntzzvrrpprrx~|j[QU_|bICCYn[ICY~zlnh]_r|]SUSSjz|x__l~v_]drnUb|nfd_]d]5=rrnj]jz~lMldrx[[_f|YQfWK_xh[zx[CIjzxxdSQz|_fI9WӹM;QnvK;OUx~xj]]YS~ɵlM?plM;CGpٵ[)Kh|% %;xtKQS]ɖbGr|lSnvz~nfS[nëx;Az=+AYݻ|=/1r_ ?|潄W5/Czãf)/pvbMQr|O=OtjdhjlG?G_ɊK3לdQCMppW;1SŷAMz/#?bx͖SAM[hvhYp~~zrvt[]ptWOUtxxd]v~vvxzd_xzh_nrSQltbdp~_lrQ_l][tf]W]~hWfp|fWhnhbU[hzlSCWbYbnxpdhjvjM9Ot]GQ[dpp~hhhdpx~xh]Yntnrp]dlvjQMb|vdjpzxzztljr||_[r~~jb_j|z|xpp~~v]Wh||zx|x|zzndhpxr]Yfntzjl|z||~vppnrzphrxz|~|xtrjjtv~~vz|z||xrrv~xrprtz|||vzxvx|xtx~~~~~~~zxxxx|zxz~~~rrz~|xz~~|vtx|zxz|~~~||zx|||~~zz|zz~~~~|~~||~~||zz|~||z~~~~zxzz|~~~~|~~~|~||~~~~~~~~~~~~~|||~~~~~~~~~~~~~||~~||~||~~~~|||~~~~||||~~~~~~||||~~~~~~~~~~~|~~~~|zz~~~~~~~||||~~||~~~~~|||~~~~~|||~|~|~~~~|z|~~~~~~~|||~~~~~~~~||~~~~~~~~ H       ,    !OR$zfR$ѴWK3&u.bR$ֿ 6{= II b$<e90) 0e0e     A@ A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||S"`f ]?@f8&uʚ;5ʚ; g4DdDd0pRp<4!d!d 0h<4dddd 0h<4BdBd 0h___PPT9tl4,?j-19 Sept 2002 6JISC/SURF/Internet2, OxfordO =7S"MLEs and the JISC SWaNI Programme## 1Veronica Adamson Jane Plenderleith Glenaffric Ltd22 \! Background to JISC MLE Programme!!JISC Five year strategy (2001 - 2005) Help institutions create and maintain Managed Learning Environments (MLEs) to support students JISC leads UK FE and HE sectors in the innovative use of technology Funds JANET Funds many services including advisory services, licensing deals for electronic content, delivers thousands of electronic objects to FE and HE Funds development programmes that work with FE and HE to explore key technologies 60m annual budget0ZZ]"!Institutional context and drivers"" English FE funded and encouraged to research MLEs and open standards Scottish FE funding specifically for VLEs HE: increasing use of technology and VLEs mainstreaming learning technologies national strategies such as NGfL, UfI/SUfI and the e-University*ss^# MLEs defined The whole range of information systems and processes of an institution (including a VLE if appropriate) that contribute directly, or indirectly, to learning and the management of that learning. (JISC MLE Steering Group, 2000)Z_$Managed Learning Environment `'*Business functions and supporting systems++ Administrative systems Student registration Financial systems Payroll Resource collection and maintenance Estates management Staff and student support systems Library systems Student loans Online learning (eg VLEs)ZZZZ$ZZ"Z8Z$" 8I InteroperabilityCommunication between different MLE components: Data for exchange Data validation Transport mechanism Reusable learning objects Student transcripts&0d0dZ  9o6Strategic MLE developmentWorking with universities, FE colleges, and commercial companies to develop MLEs or parts of MLEs Soft and hard issues Technical systems integration Using standards and specifications to: Describe what we want e-learning systems to do (e.g. learning design) Get systems to work together (interoperate) Exploration of institutional processes and cultural change to support MLE implementationVbZZZrZYZbZrYa%JISC role in MLE developmentbFunding institutions/consortia through development programmes Providing support Project management Technical implementation Providing resources Financial and technical Providing impartial advice From a national (and international) perspective Working with system vendors Making the outcomes available Workshops, conferences, briefing papers, reports etc>,06>,  0  6Vd(JISC MLE Programme - 1K1999/2000 MLE Steering Group Building MLEs in HE programme 14 funded projects of 1-2 years MLE Interoperability Projects in FE Awareness raising programme 12 funded projects of 1 year Supporting activities Centre for Recording Achievement (CRA) CETIS Specific studies - authentication, landscape, cultural and organisational issues Z1Z Z$Z9ZZ~Z 1 $9 ~e)JISC MLE Programme - 22001/2002 Building MLEs across HE and FE Phase 1 - NIIMLE and SHELL SWaNI FE Interoperability Projects 7 funded projects across Scotland, Wales and Northern Ireland Linking Digital Libraries with Virtual Learning Environments (DiVLE) Recommended by Inspiral project 10 funded projects 2003/2005 Building MLEs across HE and FE Phase 2 - NIIMLE and SHELL continue plus 9 other projects ZZZ#Z>ZEZ4Z ZZ:Z #>E  4 :f*SWaNI Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)   !n5SWaNI ProjectsScotland Banff and Buchan Perth (plus Lauder) Falkirk (plus Stow, Stevenson, Fife and Glenrothes) Wales Llandrillo Menai Sir Gar Ystrad MynachL Y' Y',B /NProject Themes Perth - MIS/VLE (2-way) Falkirk - MIS/VLE Banff & Buchan - MIS/VLE/Intranet Sir Gar - Content packaging Menai - MIS/VLE + language Llandrillo - MIS/VLE Ystrad-Mynach - Student transcripts/PDPx TFormative Evaluation To contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)Zh4 ObjectivesTo identify the project management activities and systems that are most effective in achieving project objectives To explore factors influencing effective relationships with vendors and how these relationships may be sustained To explore the models of consortium working used in the projects and evaluate their effectiveness To identify and explore the organisational factors that are influential in determining the impact of project deliverables To identify the aspects of programme management that most contribute to project activities To investigate the overall impact and potential benefits of the SWaNI programme To explore the extent to which cultural differences influence the achievements of the SWaNI programme To establish the lessons that can be learned from the SWaNI programme with relevance to the MLEs for Lifelong Learning Programme and for future interoperability initiatives To suggest themes, indicators and methods that may inform the summative evaluation of the SWaNI programme" y=ScGN$kU The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9VKey Respondents %A SWaNI programme manager, project leaders, project partners and other project workers B Lead institution senior manager ideally with a strategic role in the provision of information systems, support and management within their institution C Administrative staff who may be involved with the newly interoperable systems within their institution D Academic staff who may be involved with the newly interoperable systems within their institution E Vendors of the interoperability system technologies F Agencies with an over-arching role (CETIS, RSCs) 0%ZZ%i+Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturek- RelationshipsVendors Kite marking Development planning Lead time Future direction Clear link to business objectives Opportunity costs covered Attending meetings - travel etc Need to be harassed to do things Consortia Models Subgroup of larger consortium Chums Formal agreementsZ"Z=ZZ Z!Z ZZ$ZZ"= !    $l/#Organisational and Cultural Factors$$Organisational Factors The big ideas and plans versus reality Academic staff and VLEs Reasonable expectations Cultural Differences FE/HE Timing and national differences Scotland ahead? Northern Ireland SIS Wales LLWRjW&0W&0  m1Impact and BenefitsDSector Institutional Individual Project staff College staff Learners& % %q:Findings on MLEs to dateMLE development is particular to each institution Organisational issues are key to successful implementation Have not yet seen a  complete MLE in the UK FE or HE sectors (though many are under development) Standards and specifications have an important role to play But are not a  magic solution to integration To be successful, institutions need to identify the drivers for changeB Z.ZGZ .Gv=Technical issues Application profiles English FE pilots + extensions Profiles agreed with vendors XML schema devised Use cases Understand business processes Steep learning curve - slow to develop Testing System UserZOZ ZEZZ ZO E  r;FE/HE community benefitsMLE developer s pack  step-by-step guide to MLE planning and implementation (Early 2004) Case studies of implementation Recommendations and guidelines for good and bad practice Recommendations about the use of standards to create MLEs (the  building block approach) MLE Landscape Study  survey and report in July 2003 More information about what the Jones are doing Free tools and  glueware Input to the development of international e-learning standardstZZZ5Z1ZYZZ51Y,Mrs<"Sources of information and advice## Regional Support Centres JISC InfoNET Started on 2nd Jan 2003 Supporting UK FE and HE in the planning and implementation of Information Systems Information systems; learning and teaching technologies; approaches to technology<&& Q Way forward?Systems with interoperability as standard or Generic interoperability agents Government E-gif framework Working with other government agencies to ensure a UK wide approach to supporting the sector Pedagogy forum$*/c  `<(  `~ ` s *`   ~ ` s *X`   H ` 0޽h ? ̙33  D$(  Dr D S  u`  u r D S 0u` u H D 0޽h ? ̙33   @<(  @~ @ s *(͚`   ~ @ s *4`  H @ 0޽h ? ̙33r @Iɍsv͏@vA4N(| )/ 0DTimes New RomanȪ|d0|Wo 0TDVerdanaw RomanȪ|d0|Wo 0T" DArialaw RomanȪ|d0|Wo 0T"g  .  @n?" dd@  @@``_>*whoosh.wav.WAV 10103RIFFWAVEfmt ++data~~~~~~~~~~~~~~~~~~~~~~~~~~~|||~~~~~zvtvxz|~zvrnlrv||vtrpptz~|xvtv|~~zxvvvz|~xrlhntzzvrrpprrx~|j[QU_|bICCYn[ICY~zlnh]_r|]SUSSjz|x__l~v_]drnUb|nfd_]d]5=rrnj]jz~lMldrx[[_f|YQfWK_xh[zx[CIjzxxdSQz|_fI9WӹM;QnvK;OUx~xj]]YS~ɵlM?plM;CGpٵ[)Kh|% %;xtKQS]ɖbGr|lSnvz~nfS[nëx;Az=+AYݻ|=/1r_ ?|潄W5/Czãf)/pvbMQr|O=OtjdhjlG?G_ɊK3לdQCMppW;1SŷAMz/#?bx͖SAM[hvhYp~~zrvt[]ptWOUtxxd]v~vvxzd_xzh_nrSQltbdp~_lrQ_l][tf]W]~hWfp|fWhnhbU[hzlSCWbYbnxpdhjvjM9Ot]GQ[dpp~hhhdpx~xh]Yntnrp]dlvjQMb|vdjpzxzztljr||_[r~~jb_j|z|xpp~~v]Wh||zx|x|zzndhpxr]Yfntzjl|z||~vppnrzphrxz|~|xtrjjtv~~vz|z||xrrv~xrprtz|||vzxvx|xtx~~~~~~~zxxxx|zxz~~~rrz~|xz~~|vtx|zxz|~~~||zx|||~~zz|zz~~~~|~~||~~||zz|~||z~~~~zxzz|~~~~|~~~|~||~~~~~~~~~~~~~|||~~~~~~~~~~~~~||~~||~||~~~~|||~~~~||||~~~~~~||||~~~~~~~~~~~|~~~~|zz~~~~~~~||||~~||~~~~~|||~~~~~|||~|~|~~~~|z|~~~~~~~|||~~~~~~~~||~~~~~~~~ H!      ,    !"OR$zfR$ѴWK3&u.bR$ֿ 6{= II b$<e90) 0e0e     A@ A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||S"`f ]?@f8&uʚ;5ʚ; g4DdDd0ppRp<4!d!d 0,<4dddd 0,<4BdBd 0,___PPT9tl4,?j-19 Sept 2002 6JISC/SURF/Internet2, OxfordO = 9S"MLEs and the JISC SWaNI Programme## 1Veronica Adamson Jane Plenderleith Glenaffric Ltd22 \! Background to JISC MLE Programme!!JISC Five year strategy (2001 - 2005) Help institutions create and maintain Managed Learning Environments (MLEs) to support students JISC leads UK FE and HE sectors in the innovative use of technology Funds JANET Funds many services including advisory services, licensing deals for electronic content, delivers thousands of electronic objects to FE and HE Funds development programmes that work with FE and HE to explore key technologies 60m annual budget0ZZ]"!Institutional context and drivers"" English FE funded and encouraged to research MLEs and open standards Scottish FE funding specifically for VLEs HE: increasing use of technology and VLEs mainstreaming learning technologies national strategies such as NGfL, UfI/SUfI and the e-University*ss^# MLEs defined The whole range of information systems and processes of an institution (including a VLE if appropriate) that contribute directly, or indirectly, to learning and the management of that learning. (JISC MLE Steering Group, 2000)Z_$Managed Learning Environment `'*Business functions and supporting systems++ Administrative systems Student registration Financial systems Payroll Resource collection and maintenance Estates management Staff and student support systems Library systems Student loans Online learning (eg VLEs)ZZZZ$ZZ"Z8Z$" 8I InteroperabilityCommunication mechanisms between different MLE components: Data for exchange Data validation Transport mechanism Reusable learning objects Student transcripts&;d;dZ   9w>Why IMS?Leading body in terms of educational standards International body Extensive UK representation Specifications are generic Can be modified with extensions for local needs `B0B0o6Strategic MLE developmentWorking with universities, FE colleges, and commercial companies to develop MLEs or parts of MLEs Soft and hard issues Technical systems integration Using standards and specifications to: Describe what we want e-learning systems to do (e.g. learning design) Get systems to work together (interoperate) Exploration of institutional processes and cultural change to support MLE implementationVbZZZrZYZbZrYa%JISC role in MLE developmentbFunding institutions/consortia through development programmes Providing support Project management Technical implementation Providing resources Financial and technical Providing impartial advice From a national (and international) perspective Working with system vendors Making the outcomes available Workshops, conferences, briefing papers, reports etc>,06>,  0  6Vd(JISC MLE Programme - 1K1999/2000 MLE Steering Group Building MLEs in HE programme 14 funded projects of 1-2 years MLE Interoperability Projects in FE Awareness raising programme 12 funded projects of 1 year Supporting activities Centre for Recording Achievement (CRA) CETIS Specific studies - authentication, landscape, cultural and organisational issues Z1Z Z$Z9ZZ~Z 1 $9 ~e)JISC MLE Programme - 22001/2002 Building MLEs across HE and FE Phase 1 - NIIMLE and SHELL SWaNI FE Interoperability Projects 7 funded projects across Scotland, Wales and Northern Ireland Linking Digital Libraries with Virtual Learning Environments (DiVLE) Recommended by Inspiral project 10 funded projects 2003/2005 Building MLEs across HE and FE Phase 2 - NIIMLE and SHELL continue plus 9 other projects ZZZ#Z>ZEZ4Z ZZ:Z #>E  4 :f*SWaNI Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)   !n5SWaNI ProjectsScotland Banff and Buchan Perth (plus Lauder) Falkirk (plus Stow, Stevenson, Fife and Glenrothes) Wales Llandrillo Menai Sir Gar Ystrad MynachL Y' Y',B /NProject Themes Perth - MIS/VLE (2-way) Falkirk - MIS/VLE Banff & Buchan - MIS/VLE/Intranet Sir Gar - Content packaging Menai - MIS/VLE + language Llandrillo - MIS/VLE Ystrad-Mynach - Student transcripts/PDPx TFormative Evaluation To contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)Zh4 ObjectivesTo identify the project management activities and systems that are most effective in achieving project objectives To explore factors influencing effective relationships with vendors and how these relationships may be sustained To explore the models of consortium working used in the projects and evaluate their effectiveness To identify and explore the organisational factors that are influential in determining the impact of project deliverables To identify the aspects of programme management that most contribute to project activities To investigate the overall impact and potential benefits of the SWaNI programme To explore the extent to which cultural differences influence the achievements of the SWaNI programme To establish the lessons that can be learned from the SWaNI programme with relevance to the MLEs for Lifelong Learning Programme and for future interoperability initiatives To suggest themes, indicators and methods that may inform the summative evaluation of the SWaNI programme" y=ScGN$kU The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9VKey Respondents %A SWaNI programme manager, project leaders, project partners and other project workers B Lead institution senior manager ideally with a strategic role in the provision of information systems, support and management within their institution C Administrative staff who may be involved with the newly interoperable systems within their institution D Academic staff who may be involved with the newly interoperable systems within their institution E Vendors of the interoperability system technologies F Agencies with an over-arching role (CETIS, RSCs) 0%ZZ%i+Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturek- RelationshipsVendors Kite marking Development planning Lead time Future direction Clear link to business objectives Opportunity costs covered Attending meetings - travel etc Need to be harassed to do things Consortia Models Subgroup of larger consortium Chums Formal agreementsZ"Z=ZZ Z!Z ZZ$ZZ"= !    $l/#Organisational and Cultural Factors$$Organisational Factors The big ideas and plans versus reality Academic staff and VLEs Reasonable expectations Cultural Differences FE/HE Timing and national differences Scotland ahead? Northern Ireland SIS Wales LLWRjW&0W&0  m1Impact and BenefitsDSector Institutional Individual Project staff College staff Learners& % %q:Findings on MLEs to dateMLE development is particular to each institution Organisational issues are key to successful implementation Have not yet seen a  complete MLE in the UK FE or HE sectors (though many are under development) Standards and specifications have an important role to play But are not a  magic solution to integration To be successful, institutions need to identify the drivers for changeB Z.ZGZ .Gv=Technical issues Application profiles English FE pilots + extensions Profiles agreed with vendors XML schema devised Use cases Understand business processes Steep learning curve - slow to develop Testing System UserZOZ ZEZZ ZO E  r;FE/HE community benefitsMLE developer s pack  step-by-step guide to MLE planning and implementation (Early 2004) Case studies of implementation Recommendations and guidelines for good and bad practice Recommendations about the use of standards to create MLEs (the  building block approach) MLE Landscape Study  survey and report in July 2003 More information about what the Jones are doing Free tools and  glueware Input to the development of international e-learning standardstZZZ5Z1ZYZZ51Y,Mrs<"Sources of information and advice## Regional Support Centres JISC InfoNET Started on 2nd Jan 2003 Supporting UK FE and HE in the planning and implementation of Information Systems Information systems; learning and teaching technologies; approaches to technology<&& Q Way forward?Systems with interoperability as standard or Generic interoperability agents Government E-gif framework Working with other government agencies to ensure a UK wide approach to supporting the sector Pedagogy forum$*/c  `<(  `~ ` s *`   ~ ` s *X`   H ` 0޽h ? ̙33   H<(  H~ H s * u`   ~ H s *h`  H H 0޽h ? ̙33r IEwI%MwAZM(| )/ 0DTimes New RomanȪ|d0|Wo 0TDVerdanaw RomanȪ|d0|Wo 0T" DArialaw RomanȪ|d0|Wo 0T"g  .  @n?" dd@  @@``_>*whoosh.wav.WAV 10103RIFFWAVEfmt ++data~~~~~~~~~~~~~~~~~~~~~~~~~~~|||~~~~~zvtvxz|~zvrnlrv||vtrpptz~|xvtv|~~zxvvvz|~xrlhntzzvrrpprrx~|j[QU_|bICCYn[ICY~zlnh]_r|]SUSSjz|x__l~v_]drnUb|nfd_]d]5=rrnj]jz~lMldrx[[_f|YQfWK_xh[zx[CIjzxxdSQz|_fI9WӹM;QnvK;OUx~xj]]YS~ɵlM?plM;CGpٵ[)Kh|% %;xtKQS]ɖbGr|lSnvz~nfS[nëx;Az=+AYݻ|=/1r_ ?|潄W5/Czãf)/pvbMQr|O=OtjdhjlG?G_ɊK3לdQCMppW;1SŷAMz/#?bx͖SAM[hvhYp~~zrvt[]ptWOUtxxd]v~vvxzd_xzh_nrSQltbdp~_lrQ_l][tf]W]~hWfp|fWhnhbU[hzlSCWbYbnxpdhjvjM9Ot]GQ[dpp~hhhdpx~xh]Yntnrp]dlvjQMb|vdjpzxzztljr||_[r~~jb_j|z|xpp~~v]Wh||zx|x|zzndhpxr]Yfntzjl|z||~vppnrzphrxz|~|xtrjjtv~~vz|z||xrrv~xrprtz|||vzxvx|xtx~~~~~~~zxxxx|zxz~~~rrz~|xz~~|vtx|zxz|~~~||zx|||~~zz|zz~~~~|~~||~~||zz|~||z~~~~zxzz|~~~~|~~~|~||~~~~~~~~~~~~~|||~~~~~~~~~~~~~||~~||~||~~~~|||~~~~||||~~~~~~||||~~~~~~~~~~~|~~~~|zz~~~~~~~||||~~||~~~~~|||~~~~~|||~|~|~~~~|z|~~~~~~~|||~~~~~~~~||~~~~~~~~ H!      ,    !"OR$zfR$ѴWK3&u.bR$ֿ 6{= II b$<e90) 0e0e     A@ A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||S"`f ]?@f8&uʚ;5ʚ; g4DdDd0ppRp<4!d!d 0,<4dddd 0,<4BdBd 0,___PPT9tl4,?j-19 Sept 2002 6JISC/SURF/Internet2, OxfordO =18S"MLEs and the JISC SWaNI Programme## 1Veronica Adamson Jane Plenderleith Glenaffric Ltd22 \! Background to JISC MLE Programme!!JISC Five year strategy (2001 - 2005) Help institutions create and maintain Managed Learning Environments (MLEs) to support students JISC leads UK FE and HE sectors in the innovative use of technology Funds JANET Funds many services including advisory services, licensing deals for electronic content, delivers thousands of electronic objects to FE and HE Funds development programmes that work with FE and HE to explore key technologies 60m annual budget0ZZ]"!Institutional context and drivers"" English FE funded and encouraged to research MLEs and open standards Scottish FE funding specifically for VLEs HE: increasing use of technology and VLEs mainstreaming learning technologies national strategies such as NGfL, UfI/SUfI and the e-University*ss^# MLEs defined The whole range of information systems and processes of an institution (including a VLE if appropriate) that contribute directly, or indirectly, to learning and the management of that learning. (JISC MLE Steering Group, 2000)Z_$Managed Learning Environment `'*Business functions and supporting systems++ Administrative systems Student registration Financial systems Payroll Resource collection and maintenance Estates management Staff and student support systems Library systems Student loans Online learning (eg VLEs)ZZZZ$ZZ"Z8Z$" 8I InteroperabilityCommunication mechanisms between different MLE components: Data for exchange Data validation Transport mechanism Reusable learning objects Student transcripts&;d;dw>IMSLeading body in terms of educational standards International body Extensive UK representation Specifications are generic Can be modified with extensions for local needs `B0B0o6Strategic MLE developmentWorking with universities, FE colleges, and commercial companies to develop MLEs or parts of MLEs Soft and hard issues Technical systems integration Using standards and specifications to: Describe what we want e-learning systems to do (e.g. learning design) Get systems to work together (interoperate) Exploration of institutional processes and cultural change to support MLE implementationVbZZZrZYZbZrYa%JISC role in MLE developmentbFunding institutions/consortia through development programmes Providing support Project management Technical implementation Providing resources Financial and technical Providing impartial advice From a national (and international) perspective Working with system vendors Making the outcomes available Workshops, conferences, briefing papers, reports etc>,06>,  0  6d(JISC MLE Programme - 1K1999/2000 MLE Steering Group Building MLEs in HE programme 14 funded projects of 1-2 years MLE Interoperability Projects in FE Awareness raising programme 12 funded projects of 1 year Supporting activities Centre for Recording Achievement (CRA) CETIS Specific studies - authentication, landscape, cultural and organisational issues Z1Z Z$Z9ZZ~Z 1 $9 ~e)JISC MLE Programme - 22001/2002 Building MLEs across HE and FE Phase 1 - NIIMLE and SHELL SWaNI FE Interoperability Projects 7 funded projects across Scotland, Wales and Northern Ireland Linking Digital Libraries with Virtual Learning Environments (DiVLE) Recommended by Inspiral project 10 funded projects 2003/2005 Building MLEs across HE and FE Phase 2 - NIIMLE and SHELL continue plus 9 other projects ZZZ#Z>ZEZ4Z ZZ:Z #>E  4 :f*SWaNI Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)   !n5SWaNI ProjectsScotland Banff and Buchan Perth (plus Lauder) Falkirk (plus Stow, Stevenson, Fife and Glenrothes) Wales Llandrillo Menai Sir Gar Ystrad MynachL Y' Y'NProject Themes Perth - MIS/VLE (2-way) Falkirk - MIS/VLE Banff & Buchan - MIS/VLE/Intranet Sir Gar - Content packaging Menai - MIS/VLE + language Llandrillo - MIS/VLE Ystrad Mynach - Student transcripts/PDPxTFormative Evaluation To contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)Zh4 ObjectivesTo identify the project management activities and systems that are most effective in achieving project objectives To explore factors influencing effective relationships with vendors and how these relationships may be sustained To explore the models of consortium working used in the projects and evaluate their effectiveness To identify and explore the organisational factors that are influential in determining the impact of project deliverables To identify the aspects of programme management that most contribute to project activities To investigate the overall impact and potential benefits of the SWaNI programme To explore the extent to wh      !"#$%&'()*+,-./0123456789:;<=>?ich cultural differences influence the achievements of the SWaNI programme To establish the lessons that can be learned from the SWaNI programme with relevance to the MLEs for Lifelong Learning Programme and for future interoperability initiatives To suggest themes, indicators and methods that may inform the summative evaluation of the SWaNI programme" y=ScGN$kU The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9VKey Respondents %A SWaNI programme manager, project leaders, project partners and other project workers B Lead institution senior manager ideally with a strategic role in the provision of information systems, support and management within their institution C Administrative staff who may be involved with the newly interoperable systems within their institution D Academic staff who may be involved with the newly interoperable systems within their institution E Vendors of the interoperability system technologies F Agencies with an over-arching role (CETIS, RSCs) 0%ZZ%i+Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturek- RelationshipsVendors Kite marking Development planning Lead time Future direction Clear link to business objectives Opportunity costs covered Attending meetings - travel etc Need to be harassed to do things Consortia Models Subgroup of larger consortium Chums Formal agreementsZ"Z=ZZ Z!Z ZZ$ZZ"= !    $l/#Organisational and Cultural Factors$$Organisational Factors The big ideas and plans versus reality Academic staff and VLEs Reasonable expectations Cultural Differences FE/HE Timing and national differences Scotland ahead? Northern Ireland SIS Wales LLWRjW&0W&0  m1Impact and BenefitsDSector Institutional Individual Project staff College staff Learners& % %q:Findings on MLEs to dateMLE development is particular to each institution Organisational issues are key to successful implementation Have not yet seen a  complete MLE in the UK FE or HE sectors (though many are under development) Standards and specifications have an important role to play But are not a  magic solution to integration To be successful, institutions need to identify the drivers for changeB Z.ZGZ .Gv=Technical issues#Application profiles English FE pilots + extensions Profiles agreed with vendors XML schema devised Use cases Understand business processes Steep learning curve - slow to develop Transport mechanism SOAP with attachments Timescale too short for vendors - ad hoc solutions Testing System UserZOZ ZEZZIZZ ZO EI   r;FE/HE community benefitsMLE developer s pack  step-by-step guide to MLE planning and implementation (Early 2004) Case studies of implementation Recommendations and guidelines for good and bad practice Recommendations about the use of standards to create MLEs (the  building block approach) MLE Landscape Study  survey and report in July 2003 More information about what the Jones are doing Free tools and  glueware Input to the development of international e-learning standardstZZZ5Z1ZYZZ51Ys<"Sources of information and advice## Regional Support Centres JISC InfoNET Started on 2nd Jan 2003 Supporting UK FE and HE in the planning and implementation of Information Systems Information systems; learning and teaching technologies; approaches to technology<&& Q Way forward?Systems with interoperability as standard or Generic interoperability agents Government E-gif framework Working with other government agencies to ensure a UK wide approach to supporting the sector Pedagogy forum$*/c  7/*+(  ^B @ 6DoP :P R  s *P ` pR  s * pR  s *P L  c $p R  s *@ P R  s *`R   s *`   6:0  *    6=0p YQuality Process      6? pp ZBusiness Systems      6C0 \Learning Resources     0hG 0 \Curriculum Mapping     0hJ`  T Assessment       0TM 0  W Communication     0Q@ 0 RDelivery       0T`@  W Tutor Support     0X@ 0  RTracking       0SUP p  dOther Agencies (e.g. HESA)     0L^UP @pp ]Other Organisations     0c P jVirtual Learning Environment( 2  dB @ <Do  dB  <Do P dB  <DoP @@ jB  BDodB  <Do   jB  BDo0  dB  <Dol 4p dB  <Do  p ^B   6Do H ^B ! 6DoP  P  " 6i 6`  _Student Record System   jB # BDo`   P dB $@ <DoF @  % @ ` & 0Ԕ@ fB ' 6Do00 0  ( <TnԔN  [Off-Line Learning    ) <lrԔ   S Registers     x * c $t9x    + <$vdV $ X&Reproduced by kind permission of BECTa''B  s *޽h ? f̙f   H<(  H~ H s * u`   ~ H s *h`  H H 0޽h ? ̙33  $$(  $r $ S `   r $ S H`  H $ 0޽h ? ̙33(   h(  ~  s *U`     s *xV`a <$D 0  H  0޽h ? ̙33  D$(  Dr D S  u`  u r D S 0u`% u H D 0޽h ? ̙33  0(  x  c $`   x  c $\`  H  0޽h ? ̙33r4NrOQS_3nMv QKmUwA~M(| )/ 0DTimes New Roman|d0|Wo 0DVerdanaw Roman|d0|Wo 0T" DArialaw Roman|d0|Wo 0T"g  .  @n?" dd@  @@``_>*whoosh.wav.WAV 10103RIFFWAVEfmt ++data~~~~~~~~~~~~~~~~~~~~~~~~~~~|||~~~~~zvtvxz|~zvrnlrv||vtrpptz~|xvtv|~~zxvvvz|~xrlhntzzvrrpprrx~|j[QU_|bICCYn[ICY~zlnh]_r|]SUSSjz|x__l~v_]drnUb|nfd_]d]5=rrnj]jz~lMldrx[[_f|YQfWK_xh[zx[CIjzxxdSQz|_fI9WӹM;QnvK;OUx~xj]]YS~ɵlM?plM;CGpٵ[)Kh|% %;xtKQS]ɖbGr|lSnvz~nfS[nëx;Az=+AYݻ|=/1r_ ?|潄W5/Czãf)/pvbMQr|O=OtjdhjlG?G_ɊK3לdQCMppW;1SŷAMz/#?bx͖SAM[hvhYp~~zrvt[]ptWOUtxxd]v~vvxzd_xzh_nrSQltbdp~_lrQ_l][tf]W]~hWfp|fWhnhbU[hzlSCWbYbnxpdhjvjM9Ot]GQ[dpp~hhhdpx~xh]Yntnrp]dlvjQMb|vdjpzxzztljr||_[r~~jb_j|z|xpp~~v]Wh||zx|x|zzndhpxr]Yfntzjl|z||~vppnrzphrxz|~|xtrjjtv~~vz|z||xrrv~xrprtz|||vzxvx|xtx~~~~~~~zxxxx|zxz~~~rrz~|xz~~|vtx|zxz|~~~||zx|||~~zz|zz~~~~|~~||~~||zz|~||z~~~~zxzz|~~~~|~~~|~||~~~~~~~~~~~~~|||~~~~~~~~~~~~~||~~||~||~~~~|||~~~~||||~~~~~~||||~~~~~~~~~~~|~~~~|zz~~~~~~~||||~~||~~~~~|||~~~~~|||~|~|~~~~|z|~~~~~~~|||~~~~~~~~||~~~~~~~~ P  !     ,   OR$zf<R$ѴWK3&u.b<R$ֿ 6{= II <b$<e90)< 0e0e     A@ A5% 8c8c     ?1 d0u0@Ty2 NP'p<'pA)BCD|E||S"`f ]?@f8&uʚ;5ʚ; g4DdDd0ppRp<4!d!d 0,<4dddd 0,<4BdBd 0,___PPT9tl4,?j-19 Sept 2002 6JISC/SURF/Internet2, OxfordO =M8S"MLEs and the JISC SWaNI Programme## 1Veronica Adamson Jane Plenderleith Glenaffric Ltd22 \! Background to JISC MLE Programme!!JISC Five year strategy (2001 - 2005) Help institutions create and maintain Managed Learning Environments (MLEs) to support students JISC leads UK FE and HE sectors in the innovative use of technology Funds JANET Funds many services including advisory services, licensing deals for electronic content, delivers thousands of electronic objects to FE and HE Funds development programmes that work with FE and HE to explore key technologies 60m annual budget0ZZ]"!Institutional context and drivers"" English FE funded and encouraged to research MLEs and open standards Scottish FE funding specifically for VLEs HE: increasing use of technology and VLEs mainstreaming learning technologies national strategies such as NGfL, UfI/SUfI and the e-University*ss^# MLEs defined The whole range of information systems and processes of an institution (including a VLE if appropriate) that contribute directly, or indirectly, to learning and the management of that learning. (JISC MLE Steering Group, 2000)Z_$Managed Learning Environment `'*Business functions and supporting systems++ Administrative systems Student registration Financial systems Payroll Resource collection and maintenance Estates management Staff and student support systems Library systems Student loans Online learning (eg VLEs)ZZZZ$ZZ"Z8Z$" 8I InteroperabilityCommunication mechanisms between different MLE components: Data for exchange Data validation Transport mechanism Reusable learning objects Student transcripts&;d;dw>IMSLeading body in terms of educational standards International body Extensive UK representation Specifications are generic Can be modified with extensions for local needs `B0B0o6Strategic MLE developmentWorking with universities, FE colleges, and commercial companies to develop MLEs or parts of MLEs Soft and hard issues Technical systems integration Using standards and specifications to: Describe what we want e-learning systems to do (e.g. learning design) Get systems to work together (interoperate) Exploration of institutional processes and cultural change to support MLE implementationVbZZZrZYZbZrYa%JISC role in MLE developmentbFunding institutions/consortia through development programmes Providing support Project management Technical implementation Providing resources Financial and technical Providing impartial advice From a national (and international) perspective Working with system vendors Making the outcomes available Workshops, conferences, briefing papers, reports etc>,06>,  0  6d(JISC MLE Programme - 1K1999/2000 MLE Steering Group Building MLEs in HE programme 14 funded projects of 1-2 years MLE Interoperability Projects in FE Awareness raising programme 12 funded projects of 1 year Supporting activities Centre for Recording Achievement (CRA) CETIS Specific studies - authentication, landscape, cultural and organisational issues Z1Z Z$Z9ZZ~Z 1 $9 ~e)JISC MLE Programme - 22001/2002 Building MLEs across HE and FE Phase 1 - NIIMLE and SHELL SWaNI FE Interoperability Projects 7 funded projects across Scotland, Wales and Northern Ireland Linking Digital Libraries with Virtual Learning Environments (DiVLE) Recommended by Inspiral project 10 funded projects 2003/2005 Building MLEs across HE and FE Phase 2 - NIIMLE and SHELL continue plus 9 other projects ZZZ#Z>ZEZ4Z ZZ:Z #>E  4 :f*SWaNI Programme Aims Follow-on from English FE pilots Further explore the theory that vendors can achieve interoperability between core component systems found in MLEs by designing and building each component system to agreed specifications To use IMS specifications (with FE extensions)   !n5SWaNI ProjectsScotland Banff and Buchan Perth (plus Lauder) Falkirk (plus Stow, Stevenson, Fife and Glenrothes) Wales Llandrillo Menai Sir Gar Ystrad MynachL Y' Y'NProject Themes Perth - MIS/VLE (2-way) Falkirk - MIS/VLE Banff & Buchan - MIS/VLE/Intranet Sir Gar - Content packaging Menai - MIS/VLE + language Llandrillo - MIS/VLE Ystrad Mynach - Student transcripts/PDPxTFormative Evaluation To contribute to the overall achievement of the programme which will maximise the long-term benefits to the sector and provide synergy with the MLE for Lifelong Learning Programme (01-01)Zh4 ObjectivesTo identify the project management activities and systems that are most effective in achieving project objectives To explore factors influencing effective relationships with vendors and how these relationships may be sustained To explore the models of consortium working used in the projects and evaluate their effectiveness To identify and explore the organisational factors that are influential in determining the impact of project deliverables To identify the aspects of programme management that most contribute to project activities To investigate the overall impact and potential benefits of the SWaNI programme To explore the extent to which cultural differences influence the achievements of the SWaNI programme To establish the lessons that can be learned from the SWaNI programme with relevance to the MLEs for Lifelong Learning Programme and for future interoperability initiatives To suggest themes, indicators and methods that may inform the summative evaluation of the SWaNI programme" y=ScGN$kU The Process&Initial consultation with Project Managers (telephone interviews) Attend SWaNI meetings Engage with MLE Evaluation Team (01-01) Documentary analysis: Interview summary transcripts Project reports etc Related programme reports and studies Visit projects Other interviews - vendors, partners etc ZZX Z8ZZX9VKey Respondents %A SWaNI programme manager, project leaders, project partners and other project workers B Lead institution senior manager ideally with a strategic role in the provision of information systems, support and management within their institution C Administrative staff who may be involved with the newly interoperable systems within their institution D Academic staff who may be involved with the newly interoperable systems within their institution E Vendors of the interoperability system technologies F Agencies with an over-arching role (CETIS, RSCs) 0%ZZ%i+Project Management^Hit the ground running Scope/Capacity/Naivety Project management toolkit Buy-in versus nurturek- RelationshipsVendors Kite marking Development planning Lead time Future direction Clear link to business objectives Opportunity costs covered Attending meetings - travel etc Need to be harassed to do things Consortia Models Subgroup of larger consortium Chums Formal agreementsZ"Z=ZZ Z!Z ZZ$ZZ"= !    $l/#Organisational and Cultural Factors$$Organisational Factors The big ideas and plans versus reality Academic staff and VLEs Reasonable expectations Cultural Differences FE/HE Timing and national differences Scotland ahead? Northern Ireland SIS Wales LLWRjW&0W&0  m1Impact and BenefitsDSector Institutional Individual Project staff College staff Learners& % %q:Findings on MLEs to dateMLE development is particular to each institution Organisational issues are key to successful implementation Have not yet seen a  complete MLE in the UK FE or HE sectors (though many are under development) Standards and specifications have an important role to play But are not a  magic solution to integration To be successful, institutions need to identify the drivers for changeB Z.ZGZ .Gv=Technical issues#Application profiles English FE pilots + extensions Profiles agreed with vendors XML schema devised Use cases Understand business processes Steep learning curve - slow to develop Transport mechanism SOAP with attachments Timescale too short for vendors - ad hoc solutions Testing System UserZOZ ZEZZIZZ ZO EI   r;FE/HE community benefitsMLE developer s pack  step-by-step guide to MLE planning and implementation (Early 2004) Case studies of implementation Recommendations and guidelines for good and bad practice Recommendations about the use of standards to create MLEs (the  building block approach) MLE Landscape Study  survey and report in July 2003 More information about what the Jones are doing Free tools and  glueware Input to the development of international e-learning standardstZZZ5Z1ZYZZ51Ys<"Sources of information and advice## Regional Support Centres JISC InfoNET Started on 2nd Jan 2003 Supporting UK FE and HE in the planning and implementation of Information Systems Information systems; learning and teaching technologies; approaches to technology<&& Q Contacts Veronica Adamson - veronica@glenaffric.com Jane Plenderleith - jane@glenaffric.com Glenaffric Ltd 14 Lewiston, Drumnadrochit, Inverness, IV63 6UW T: 01456 459106 F: 0870 052 9151 W: www.glenaffric.com2 Sg /cp  (  x  c $$J,d  J H  0޽h ? ̙33rUQlUwARoot EntrydO)X.nPictures gCurrent User5SummaryInformation(&HR      !"#$%&'()*+,-./0123456789:;<=>?fF      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|~      !"#$%'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOQRSTUVWXYZ[\]^_ijklmnopqrstuvwxyz{|}~ Technical issuesFE/HE community benefits#Sources of information and advicePowerPoint Presentation _zShelaghShelaghonica Adamson Fonts UsedDesign Template Slide Titles