The case studies below show a selected number projects we have previously undertaken, presented in a little more detail. If you would like more information about these or any of our other work, please contact us.
Assessing the impact of elearning in FE
Recently, we conducted a study on behalf of the Department for Education and Skills (DfES). This was initiated in response to concerns about the lack of research to inform government on the national situation regarding the influence of elearning in Further Education(FE). The study focused on the implications of assessing the impact of e-learning on learner participation, attainment, retention, and progression in Further Education.
This study reviewed the academic and grey literature, and identified relevant existing data sets and appropriate variables within them. The bulk of the research, however, focused on key informant interviews and focus groups, with thirty key informants being chosen from: national data gathering agencies; people with expertise in studying the impact of e-learning, or in studying attainment; as well as key players within the FE sector. The latter included representatives from the Joint Information Systems Committee (JISC), the Learning & Skills Council (LSC), the Learning & Skills Development Agency (LSDA), the British Educational Communications and Technology Agency (Becta), the National Information and Learning Technologies Association (NILTA), as well as from colleges. This project allowed the consultants to ensure the DfES had access to up-to-date opinion within the field both from practioners and other key figures in the sector, some of which was only possible through the consultants allowing sensitive information to be passed on anonymously.
An in-depth project report with recommendations for further action was produced for the funders, as was a short briefing summarising the outcomes for general publication (you can access the briefing here). The consultants undertook further dissemination when they presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) 2004 conference in Portugal during December, with the results also being published in the conference proceedings.
Collaborative approaches to the management of elearning
The consultants have recently completed the formative and summative evaluations of the CAMEL (Collaborative Approaches to Managing ELearning) project funded by the HEFCE Leadership, Governance and Management Programme
The project aims to create a Community of Practice around the theme of Managing ELearning, through holding study visits at each of the partner institutions. Two Higher Education institutions (Greenwich University and Staffordshire University) along with two Further Education Colleges (Leeds College of Technology and Loughborough College) are participating, with support from various partners (JISCinfoNet, the Higher Education Academy and the Association of Learning Technologists).
During the evaluation, we facilitated three evaluation workshops sessions within the study visits, and conducted telephone interviews with several participants from both the partner institutions and support organisations. The interviews were analysed using the qualitative analysis software MAX qda2.
Three formative reports were submitted to project managment, highlighting areas which have been effective along with identifying issues arising during the project (particularly relating to the study visits) and suggesting alterations for the remainder of the project. In addition to this, a final summative report was produced assessing the extent to which the goals of the project have been attained. This report will form a major part of the project ouptuts, and when available will be linked to here.
Evaluating the development of online assessments
In 2005 we were commissioned to design and conduct a formative, interim evaluation of the Scotland wide SOLAR project (Scottish OnLine Assessment Resources) managed by the Scottish Qualifications Authority (SQA) and funded by the Scottish Funding Council (SFC). This project is developing a procedure for creating and validating summative e-assessments for use with the new HN units, involving FE practitioners as authors.
The development process was evaluated in conjunction with the practitioners writing the e-assessments. The evaluation involved reviewing discussion with and between participants at a project review meeting, conducting telephone interviews with both participants and project management to gain a deeper insight into how the project was progressing, and email questionnaires with other stakeholders.
Issues and recommendations, along with the strengths within the project so far, were provided to the project management in a detailed report. This gives them the opportunity to review, resolve and improve issues for the remainder of the project - allowing current authors to complete assessments successfully, and ensuring future authors can participate in a streamlined development process.
Working in a European partnership
Reviewing the experience of learning within the EC funded Engaging Networks for Sustainable eLearning (ENSeL) project. This project involved a network of over thirteen University and corporate organisaions in repurposing the outcomes of earlier EC funded projects for learners in Small and Medium Enterprises (SMEs).
Evidence-based practice and transformational change
Working as part of a mixed consultancy
and in-house team within a large public sector organization (NHS 24)
to establish an evidence base for the organisation’s transformational
change programme. This included running a workshop to capture learning
over the duration of the programme.
Advising NHS 24 on possible applications
of e-portfolios within their organization, for which a review of information
available in this area has begun to be undertaken.