E-University concept the University of Latvia BALTIC

E-University concept & the University of Latvia BALTIC IT&T 2003 FORUM: e. Baltics April 3, 2003 Māris Treimanis

E-University: Presentation Outline n Introduction n Approach n First stage n Next steps n Lessons learned n Conclusion

E-University: Introduction (Background) n Globalization and application of e-technology significantly changes the ways services are delivered n Higher education sector is not exception. Both within and outside the higher education sector, there are those from whom the current paradigm of higher education is almost sacrosanct, as well us those for whom it is virtually dead [1] n E-University concept is one of the paradigms, which universities all over the world are implementing to build competitive advantage in a global environment [1] Q. Thompson, K. Baker, A. Cromwell, P. Gist, R. Rhys, A. Wolfe. Business Model for the e. University, -Higher Education Funding Council of England, 2000

E-University: Introduction (Why? ) n The e-University initiative, as one of the strategic priorities, was defined by the top management of the University of Latvia and launched by decision of Senate on November, 2001 n The aims of the E-University initiative are: n to improve, diversify and extend university’s services, n to be more effective and efficient n to be more attractive and competitive in a local and global marketplace

E-University: Approach (Tactical Guidelines) The following planning principles were applied [7]: n n n Focus on pragmatic obstacles to achieving objectives, as much us on vision and competencies Comprehend what was happened and plan for it, rather than attempt to predict future Develop several plausible scenarios for evolution, not one most-likely scenario Create multiple categories of investment objectives, using portfolios across time, risk, payoff or internal vs. virtual Transcend the gap between knowing what to do and doing it [7] B. Rosser. Strategic Planning in the Internet Time, - Gartner Group TG-11 -4993, September 12, 2000

E-University: Approach (What? ) e-University is translation of key relationships and services, as well as academic, outreach and business processes through the use of Internet technologies [2] Edgar, P. Mc. Questen. E-university: transforming process and culture, - The University of Texas at Austin, March, 2000

E-University: Approach (What? - cont’d. ) University e-strategy framework consists of [8]: n people n e-business in the context of university n ITT infrastructure n business process redesign and n e-learning [*] [8] T. Dodds. The UBC e-Strategy framework. - University of British Columbia, October 2, 2002 [*] E-learning notion is used in the wide sense and includes different modes of learning, namely, mixed, hybrid and distance modes

E-University: Approach (What? - cont’d. ) University teaching as D. Laurillard stated [10]: n is a rhetorical activity: it mediates learning, allowing students to acquire knowledge of someone else’s way of experiencing the world (making students learning possible) [10] D. Laurillard. Rethinking University Teaching. 2 nd edition, - Routledge. Falmer Taylor & Francis Group, 2002

E-University: Approach (How? ) The following cornerstone decisions were taken: 1. E-learning and people (in this context of e-learning) were defined as priorities for the year 2002 (e-learning experience and human resources readiness to e-learning were weakest “links of chain” in the e-University initiative at the University of Latvia) 2. The strategy “wide faculty involvement” was selected to stipulate professors – pioneers from almost all university’s faculties to participate

E-University: Approach (How? - cont’d. ) 3. Web. CT platform (http: //www. webct. com) as e-learning platform was chosen by the following reasons: n Platform is Web based n Platform is widely used in universities all over the world n Platform supports international standards n Platform is simple to use n Platform don’t impose e-content development style n There a lot of on-shelf e-content for Web. CT n Experience and competence in using Web. CT n To avoid discussions about the best e-learning platform (usually endless)

E-University: Approach (How? - cont’d. ) 4. No strict formal requirements to the e-content design methodology and quality standards were established: n n initially such constraints may scare away professors, which had no experience in this field and are already using some pedagogical models in the traditional mode of teaching There are several teaching strategies and methodologies available [10] No one of these strategies and methodologies is the best one. Every “theoretical school” prefers their own approach and selection of the appropriate teaching strategy and design methodology is dependant on different factors [10] D. Laurillard. Rethinking University Teaching. 2 nd edition, - Routledge. Falmer Taylor & Francis Group, 2002

E-University: Approach (Who? ) Project Owner Steering Committee E-University project Sub-projects “e- initiative” Projects Reference group

E-University: First Stage (Outcomes) 1. The main e-learning outcomes: n n More than 70 e-course developers in all faculties were trained More than 50 e-courses were developed (at different level of completion) and: n n 31 e-courses were launched in the fall 2002 with more than 1200 students involved 22 e-courses were already launched in the spring 2003 with more than 1000 students involved Delivery of e-courses for the students of “Ventspils Augstskola” Delivery of on-the-shelf content: n n n K. Schwalbe. “Information Technology Project Management. 2 nd edition” R. Morelli. “Object Oriented Programming” S. Schuster. “Quick Access Reference for Writers”

E-University: First Stage (Outcomes -cont’d. ) 2. The main technical outcomes: n E-university Project office was established n E-learning environment Web. CT Focus Edition was installed (license fee was sponsored by “Latvijas Unibanka”) n Draft of the Intellectual property policy for the e-learning at the University of Latvia was developed n Requirements to university portal and integration of university’s services were developed

E-University: First stage (Outcomes -cont’d. ) 3. The main strategic outcomes of the first stage are: n Professors and students involved are mostly satisfied with process and results of e-learning n More than 100 new professors express their will to participate in the e-learning initiative in the year 2003

E-University: Next steps (Year 2003) n To install Web. CT Campus Edition Version 4. 0 n To develop and launch more than 150 new e-courses n n n (mixed mode) To develop recommendations for e-course implementation strategies, design methodology and quality requirements To implement university’s Intellectual property policies To act to be involved in the EU e-learning initiatives To launch Data Warehouse development sub-project To launch portal and services integration sub-project

E-University: Lessons learned n Issues of ITT infrastructure is not the main challenge (ITT infrastructure requires technical competence and investments, but solutions are more or less straight-forward) n The main challenges are: n n n involvement and attitude of people and change of traditional teaching strategies The following issues are crucial: n n n political will and support of top management involvement, support and motivation of “pioneers” – faculty members all over the university the quick launch of the e-learning initiative

E-University: Conclusion The e-world does not wait for tried and tested solutions; nor must the e-university” [1] More information: http: //www. lu. lv/e-university