Tom Franklin Consulting Ltd
No 5
17-
London
NW3 3DS
07989 948 221
Registered in England and Wales No. 6948162
Last updated: 06 October 2014
Franklin Consulting
University |
VLE support staff |
Student support |
VLE development staff |
Staff development |
Faculty / school support |
VLE |
Lund (Sweden) |
1/2 time person on our computer centre does the general server maintainence, supervision, and backup |
Student support on LUVIT issues is integrated as a smal fraction in a general student
helpdesk. Two older students 4- |
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One fulltime person (shared between myself and one collegue) does the: application service and administration of our VLE (called LUVIT) teacher heldesk for LUVIT course design consulting for LUVIT staff training on LUVIT (in addition we do staff training on web pedagogics in F2F and online courses) |
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We run now 2 LUVIT servers with 6.287 and 5.654 participants respectivelly. They contain about 550 courses. |
UCL |
Two of our technical staff are responsible for the technical running of the WebCT
server, but not full time by any means - |
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2 |
There are also four "FISOs", allocated to one faculty each, such as myself - |
WebCT |
FE college - |
we have 'me' to do most of what you suggest And I'm seconded elsewhere for half my time! Of course we have the IT Services Manager who is rebuilding our Intranet and trying to make it work with Moodle |
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Moodle |
HE College (8000 students, 300 staff) |
3 staff who provide support for learning technology This is not totally their main function so would not be 3 FTE's |
0The real number in terms of FTE is probably zero. One of the systems people does
it as a 'hobby', they upgrade and patch for us as is necessary (with very minor customisation).
Probably about 3- |
This is the same three people who support learning technology |
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Harper Adams |
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1 at present, soon to become 3.5 following CETL bid. this is a central team, serving the whole college. |
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Pre- 18,000 students |
have 5 staff: LT Manager VLE Systems Co- Learning Technologists x 2 Clerical Assistant x 1 Blackboard isn’t, of course, |
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All of the above play a part: – the VLE Systems Co- - - |
EDU (Education Development Unit – separate to our Division) provide the formal training through an external trainer. This is technical in orientation, and I am increasingly concerned that it misses the point somewhat by failing to focus directly on the issues of online pedagogy. The reason for this split between training and support /development is political. We must move towards developing a better staff awareness of the issues related to the use of online learning and not simply show them how to ‘do’ things in Blackboard – if we move to WebCT or MOODLE in the future many of our staff would be lost – they are being specifically skilled in Bb |
The University has appointed four Learning Technologies Fellows (0.5WTE, 2- appointments initially, one per Faculty) to ‘connect’ the Centre to the Schools and Faculties. The current Fellows consist of two ‘academics’ and two colleagues from a more technical/curricul um support background. This was purely by chance following an open call and interviews. |
Blackboard |
Post- 25,000 students |
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In house VLE at present; about to recruit for 5 staff involved in curriculum design and content creation, with at least two of the new recruits will be involved in academic professional development as part of their design positions |
Small team of in- |
Varies across faculties; no common approach |
In house VLE |
University of the Arts London |
Primary support, research and development related to the University's VLE is handled through the IT Research and Development Unit and employs 12 FT and 2 PT staff At any one time there are usually 2 ITRDU FTEs directly involved with VLE support for staff. |
Most colleges handle VLE student support through IT |
In the ITRDU we have about 4 FTEs who are directly involved with e- |
Some staff support through colleges is handled by local e- We have 2 or 3 staff within the ITRDU who are involved with staff development related
to e- |
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Loughborough University Our VLE isn't ringfenced as far as content providers are concerned, so the content comes from academics, departmental support staff, faculty support staff and central support staff, with Computing Services looking after the operations side and developments. These staff may also contribute to other online sites and services, unconnected with the VLE. |
1.3 FTE |
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0.3 FTE, but in practice other non- |
4 FTE in Professional Development, but all Learning Technologists contribute to the staff development programme one way or another (includes Distance Learning support). We are pretty certain that our support provision is below average, and is complicated by the decentralized nature of the university. And of course what constitutes the "appropriate level of support" depends on a whole load of factors. |
Faculties: We have just appointed 5 FTE Online Development Officers on 2- tends to be the largest departments. 2 FTE + 2 * Schools / Departments: 0.5 FTE dedicated staff. It is not uncommon for existing IT support staff in the departments to assist academics with content provision on an ad hoc basis. This is rarely part of their job description, but may take up 0.15 FTE of their time. |
The VLE itself is a home- We constantly examine the VLE marketplace, but haven't found a pre- |
York St John 5000 students 240 Academic staff |
One full- |
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The e- |
This is the main role of our e- |
none |
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University of Stirling |
1 Manager/System admin |
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1 CPD specialist |
1 individual for each faculty (there are 4) |
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Waterloo University, Canada |
1.5 FTE (one full time position, and one half) who provide faculty and student technology
support (documentation, hands- 1.0 FTE (two half positions) as the systems persons in charge of planning the technology path (upgrades, hardware systems, local infrastructure connections, expert knowledge on VLE workings and database) |
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Regarding the first answer above, part of the central staff time (the 1.0 FTE) goes towards integration and some development and customization associated with integration and local tools development (our VLE, ANGEL, facilitates adding local tools quite nicely). Perhaps 0.3 of that 1.0 FTE may go to this task. There is also about another 0.7 FTE from the LT centre based on a person who looks
at developing new ideas for the VLE, thus far devoted to migrating from the old mostly
homegrown system, and looking at an e- We have decided that for the initial stages, at least, we will contract with our vendor to develop significant functionality we see missing, and for which we are willing to pay. We may decide to do some of our own functionality development later. |
That number does not include: - |
Approximately 4.0 FTE in "official" support, comprised of 4 half- They provide the first point of contact for faculty members, and provide course and instructional design support along with some technical assistance during course development (backed up by the 1.5 FTE IT support mentioned above). We have seen an emergence of support from the Faculty computer consulting offices. In two Faculties (of the 6) the computing directors have designated support staff who participate in the support of instructors wanting to get started in the VLE, while in others it is more informal support emergence. |
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FE College 7,000 students |
2 staff who do everything, but due to cuts in funding from LSC this is likely to fall to 1. |
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Survey of support staff for VLEs
The survey was undertaken in 2005 as there was felt to be a lack of support for VLEs, and especially for pedagogical support for teaching staff. An informal survey was therefore conducted, and the responses were as shown below.
Process Improvement |
Web 2.0 |
E-learning, pedagogy and Learning environments |
Portals |
Wireless and ubiquitous computing |
Programme and project Evaluations |
Standards and service oriented approaches |
Portal implementations |
VLE Support |
Assessment and Feedback |
Process Improvement |
Web 2.0 |
E-learning, pedagogy and Learning environments |
Portals |
Wireless and ubiquitous computing |
Programme and project Evaluations |
Standards and service oriented approaches |
Portal implementations |
VLE Support |
Assessment and Feedback |
Process Improvement |
Web 2.0 |
E-learning, pedagogy and Learning environments |
Portals |
Wireless and ubiquitous computing |
Programme and project Evaluations |
Standards and service oriented approaches |
Portal implementations |
VLE Support |
Assessment and Feedback |