Online environments in use in the Curriculum Delivery programme

As the curriculum delivery programme is rapidly approaching its end (October 2010) over the next few days I’m going to be publishing a number of posts outlining the technologies in use across the programme. As with other programmes, CETIS has been recording the use of technology in our PROD database.

As I posted previously, over 60 different technologies and standards were investigated and used across the programme. As no technologies or standards were mandated the range of technologies used is not surprising. The programme is really about developing innovative approaches and processes involved towards curriculum delivery which in “this context is meant as shorthand to embrace the many ways in which learners are enabled to achieve the outcomes offered to them by a curriculum. Teaching, learning support, advice and guidance, coaching, mentorship, peer and collaborative learning, feedback and assessment, personal development planning and tutoring, skills development and practice, and enabling access to curriculum resource”

The most common technology in use is the VLE, with Moodle being the most popular platform – 7 out of the 14 projects are using it. I think this probably reflects the increase in adoption of Moodle across the UK. Despite the technorati debates around the death of the VLE, they are alive and kicking and more importantly as the work of all the projects demonstrate, people are adapting/enhancing them to meet the real needs of students and staff.

The usage is as follows:

eBiolabs, Cowl, Cascade, G4, Integrative Technologies Project, KUBE, Making the New Diploma a Success.

Duckling, Morse, Making Assessment Count

Making the New Diploma a Success (project co-incided with institutional migration to Moodle).


Kube (project co-incided with institutional migration to Moodle)

A number of project have also been experimenting augmenting course delivery with using social networking environments.




Three of the projects (Atelier-D, Duckling, G4) have also been investigating the use of immersive worlds – in particular Second Life. G4 have been continuing the development and use of the Virtual Patient and Open Labyrinth which has been specifically designed for medical education.

Although offering potential for certain educational contexts, there are a number of issues around impact and cost-effectiveness of using such environments. The Duckling project have produced a useful summary of the impact and cost effectiveness of all the technologies they have trialled.

More information on the projects can be found by following the specific links in the text.
The projects have all developed resources for staff and students around the integration and use of all the technologies which are being made openly available through the Design Studio.

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