Newcastle University
The Newcastle Learning Support Environment (LSE) was introduced to aid the medical degree programme, specifically around the second phase, where a huge number of students (up to 1700) are dispersed to a number of regional clinic bases, and it was felt there was a need to have some kind of structured support for resources where there was currently none.
This case study is amazing in that it was expected that there would be a large amount of resistance to the changes, whereas in fact what happen was a complete transformation of the way the degree ran and how students and staff have engaged in the process. They seem to have found motivation and momentum to keep progressing.
Sensibly there was a gradual introduction of technology, which meant that there was gradual acceptance. The original format was supporting material, study guides, which then increased to admin functions which in turn meant that the user size grew. Training and support for using the system was given. Resistance was helped by having ‘champions’ who supported and applied pressure where needed. Freedom for development has meant that they have been able to develop and adapt according to the needs.
Students now have 24/7 access to info and support which has supported the individual learning experience and engaged the students more. The ability to track students progress also means that targeted support can be given, making it more personal for the student. This in turn has led to a more motivated staff and student population.
Innovation?
This is innovative in my opinion because of the way they have changed the learning culture adapted to new needs and used the ‘users’ within the process. The technology in itself is not particularly innovative, but they did not use technology as such prior to this and its use has made the approach a massive success.
They really thought through the stages of progression, got the right people involved and trained and responded to growing needs
The Newcastle Learning Support Environment (LSE) was introduced to aid the medical degree programme, specifically around the second phase, where a huge number of students (up to 1700) are dispersed to a number of regional clinic bases, and it was felt there was a need to have some kind of structured support for resources where there was currently none.
This case study is amazing in that it was expected that there would be a large amount of resistance to the changes, whereas in fact what happen was a complete transformation of the way the degree ran and how students and staff have engaged in the process. They seem to have found motivation and momentum to keep progressing.
Sensibly there was a gradual introduction of technology, which meant that there was gradual acceptance. The original format was supporting material, study guides, which then increased to admin functions which in turn meant that the user size grew. Training and support for using the system was given. Resistance was helped by having ‘champions’ who supported and applied pressure where needed. Freedom for development has meant that they have been able to develop and adapt according to the needs.
Students now have 24/7 access to info and support which has supported the individual learning experience and engaged the students more. The ability to track students progress also means that targeted support can be given, making it more personal for the student. This in turn has led to a more motivated staff and student population.
Innovation?
This is innovative in my opinion because of the way they have changed the learning culture adapted to new needs and used the ‘users’ within the process. The technology in itself is not particularly innovative, but they did not use technology as such prior to this and its use has made the approach a massive success.
They really thought through the stages of progression, got the right people involved and trained and responded to growing needs
- gradual progression
- buy in of staff and students
- motivation and enthusiasm
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