{"id":3220,"date":"2021-03-22T18:49:58","date_gmt":"2021-03-22T18:49:58","guid":{"rendered":"https:\/\/thinking.is.ed.ac.uk\/melissa\/?p=3220"},"modified":"2021-05-21T09:20:32","modified_gmt":"2021-05-21T09:20:32","slug":"strategic-review-of-vles","status":"publish","type":"post","link":"https:\/\/thinking.is.ed.ac.uk\/melissa\/2021\/03\/22\/strategic-review-of-vles\/","title":{"rendered":"strategic review of VLEs"},"content":{"rendered":"

\"\"<\/a>It’s been a big year for our VLE, Blackboard Learn.<\/p>\n

We have had Learn at University of Edinburgh for a long time. VLEs are not a particularly new technology, they’ve been around for more than 20 years. In other countries VLEs are known as LMSs: learning management systems.\u00a0\u00a0 In the UK virtual learning environments (VLEs) suffer from a branding which often makes them sound more immersive and dynamic than they are.<\/p>\n

Given the size and scale of our curriculum Learn does a lot of heavy lifting which may have gone largely unnoticed by the majority of teaching staff until this year. Every course has a place on Learn to manage learning materials and groups. The learning platform is integrated into other core systems and the timetable. It draws together data from across the university to ensure that the right people have access to the learning materials and communication tools that they need.\u00a0 Every year in June it rolls over and all the course spaces are replicated, ready to be filled with new materials for new students. The older course spaces stay put and students retain access to the materials and discussions from previous years to aid their revision and progression.\u00a0 Many of our library resources<\/a> are lisenced only for course groups and Learn makes it possible for us to make those available to select groups.<\/p>\n

The history of VLEs at Edinburgh is characterised, as with so many areas of the university, by a proliferation of local solutions which were unsustainable and confusing for users. In the past our distance learning courses were offered on 13 different platforms, each with their own technical teams and support requirements. As the platforms aged Knowledge Strategy Committee<\/a> recognised the risk of this technical debt and and in order to sustain the online distance learning activity\u00a0 which brings the university thousands of learners each year we have migrated all that distance learning to Learn through our VLE consolidation project<\/a>. We are now able to support this aspect of university business through a single helpdesk and the 70+ online distance learning masters level courses<\/a> are now delivered on Learn.<\/p>\n

The work on the VLE consolidation project occupied all of the effort of our ISG technical teams for several years. This left us frustratingly far behind other institutions which have been investing in their undergraduate VLE.\u00a0 That began to change in 2019 when we embarked on our Learn Foundations project<\/a> in an attempt to tackle the aspects of confusion and inconsistency which were badly impacting our students’ experience.\u00a0 The Learn Foundations project now involves 21 Schools and we have worked closely with local learning technologists, teaching offices<\/a> and student interns<\/a> to deliver this change. 4,000 students have been involved in our user research and 40+ interns have worked to map, analyse and improve course areas online. The work has been shared in reports, presentations and posters\u00a0 at University of Edinburgh Learning and Teaching conferences and has won awards within the global community<\/a> of Learn institutions.<\/p>\n

In the last 2 years we have engaged with thousands of Edinburgh students in the biggest co-design exercise the University has ever carried out on its VLE.\u00a0 We have built up a very rich and detailed picture of what students and staff need to do in Learn, and why.\u00a0 The detailed UX work we have done as part of our Learn Foundations project<\/a> has given us a hope of being able to optimise our support services to support a broadly similar template.\u00a0 \u00a0The schools who have been part of that project have benefited from support in migration, accessibility and training.<\/span><\/p>\n

We moved Learn to ‘the Cloud’<\/a> before the pandemic and I hope to\u00a0 move it to the next version (Ultra) soon. This year the amount of activity in the VLE has grown considerably and both the license and storage costs have increased. It is even more important now that colleagues ensure that they consider course design to make the best use of the platform for teaching. Training in all aspects of using Learn<\/a> is available to all and we offer a bespoke programme of support for ‘An Edinburgh Model of teaching online’<\/a>.<\/p>\n

If we were ever to move VLE it is this work on Learn Foundations which would make that even possible.\u00a0 I hope that in the near future we will have support from across the university for a more root and branch overhaul of our main teaching platform.\u00a0 It would be a huge, multi-year project involving every course leader, every school office, every local learning technologist, large IT teams, changes to all the training, integrations, helpdesks, student handbooks, support pages and changes to teaching practice, but I think that the lessons learned from teaching this year and the institution-wide work on curriculum review will be a great place to start.<\/p>\n

If we were ever to move VLE. It would be expensive. And it would take years. We’d be running systems in parallel for years, so its hard to see this as a cost effective option. We would need to be sure that there are\u00a0 tangible pedagogical benefits and improvements to the work our VLE does for us now.<\/p>\n

 <\/p>\n

‘Letting a thousand flowers bloom’ results in technical debt for the future.<\/strong><\/p>\n

Back in the day\u00a0 there was not central platform, in an attempt to encourage and support innovation schools were given pots of money to build locally the tools they felt they needed.\u00a0 \u00a013 local VLEs were spun up by the groups who were delivering distance learning with Distance Education Initiative (DEI ) funding. It was a worthy strategy of supporting local innovation but it resulted in a huge technical debt which was later transferred back to Information Services\u00a0 and we have spent years (are still) sorting out.\u00a0 Over the last 5 years those 13 local VLEs have decayed and failed, and in order to sustain the activity the university has invested heavily in migrating that distance learning to Learn ( VLE consolidation project) .<\/p>\n

The roll-out\u00a0 of Learn across UG teaching wasn’t managed consistently either.\u00a0 Every course leader and school did their own thing, leading to years of user confusion from students as they moved from course to course. In the last 2 years we have engaged with more than 4,000 students in the biggest co-design exercise the University has ever carried out on its VLE.\u00a0 We have built up a very rich and detailed picture of what students and staff need to do in Learn, and why. <\/span><\/p>\n

The detailed UX work we have done as part of our Learn Foundations project<\/a> has given us a hope of ever being able to optimise our support services to support a broadly similar template.\u00a0 \u00a0The schools who have been part of that project have benefited from support in migration, accessibility and training.<\/p>\n

 <\/p>\n

VLE resilience<\/strong><\/p>\n

We moved Learn to ‘the Cloud’ before the pandemic and I hope to\u00a0 move it to the next version ( Ultra) soon. Hopefully that will improve the interface and\u00a0 make colleagues happy ( er).<\/p>\n

Last year we had an embarrassing 240 minute outage at the start of term. Learn wasn’t actually down, we just couldn’t access it, which is basically the same thing.<\/p>\n

Other than that we had 39 minutes down for a whole year.<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

It’s been a big year for our VLE, Blackboard Learn. We have had Learn at University of Edinburgh for a long time. VLEs are not a particularly new technology, they’ve been around for more than 20 years. In other countries VLEs are known as LMSs: learning management systems.\u00a0\u00a0 In the UK virtual learning environments (VLEs) …<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1,10],"tags":[431,48,432,109],"class_list":["post-3220","post","type-post","status-publish","format-standard","hentry","category-learning-teaching-and-web-services","category-eople-place-work","tag-learn","tag-student-experience","tag-ux","tag-vle"],"_links":{"self":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/3220","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/comments?post=3220"}],"version-history":[{"count":15,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/3220\/revisions"}],"predecessor-version":[{"id":3301,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/3220\/revisions\/3301"}],"wp:attachment":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/media?parent=3220"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/categories?post=3220"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/tags?post=3220"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}