Loughborough University,
Civil and Building Engineering Department,
Ashby Road,
Loughborough,
Leicestershire,
LE11 3TU

Contact: Professor Andrew N Baldwin
Tel: 01509 223770
Email: a.n.baldwin@lboro.ac.uk

The aims of the Learn system are to:

• enable staff to provide students with learning and teaching support at module level;
  
• allow students to access this material from both within and outside the campus;
  
• facilitate discussion groups on topics relating to both individual modules and the overall programme;
  
• provide module specifications, an IT skills guide, a study skills guide and other related information;
  
• allow students access to teaching resources not related to specific modules;
  
• provide student access to resources from other University facilities.

Inherent in all of the above is the aim to provide a system that was easy to use, where staff have full control over what material was available and when.

Resources:

The resources required for the development of the system included hardware, software and programmer time plus input from academic staff and students. The system is provided on a separate server linked to the university's main computer network. It was produced by developing code from programs that were made available for 'free' over the internet. The main cost was programmer time, funding being made available for eighteen 'man-months' of development and then ongoing support at the rate of 1.5 'man-days' per week. Academic staff time and student time was required to test the system.

Details:

Before Learn was introduced teaching material provided on the main web server had to be implemented by a nominated computer specialist within each department. The Learn Server works in a different way. Every module has its own designated teaching space on Learn. By default, the internal examiner, (module leader) has the right to author materials for the module and implement these materials on the system at the time that is considered best for the students. Other members of staff can be given access to modules not normally within their control with the permission of the internal examiner. This allows all staff concerned with a module to input appropriate teaching material.

Student access to the material is provided in a structured way. After entering the system they select the department, programme and module relating to their year of study. (Students have access to material from all departments and all modules but tend inevitably to focus on those relating to their individual programme).

Material can then be accessed from the displayed list of material relevant to the module. The information provided may be in the form of Word documents, Powerpoint slides, Excel spreadsheets etc. or other regular formats. Typical examples are: lecture summaries and guided reading, tutorial questions, answers and worked solutions, coursework guides, coursework material and access to computer aided learning material.

Access is also provided to discussion groups, library reading lists, online tests, and general information e.g. module specifications, IT skills guides, study skills guides, skills for success and previous examination papers.

There are two Help facilities: 'Help for Students' and 'Help for Staff'. 'Help for Students' provides guidance on how to navigate through the system together with assistance on how to solve problems on printing documents from Learn, viewing documents or Powerpoint slides or problems with the secure version of the Learn Server. 'Help for Staff' includes information and examples on: how to navigate through the system: how to configure your computer to put files on the Learn Server; a guide to building your module pages; how to add new resources to the Learn Server and how to migrate existing resources. As for the students, there are also facilities to help solve problems in configuring your system and solving problems with the secure version of the Learn Server.

Examples of material provided for a first year surveying module are provide at the end of this case study.

Evaluation:

The system has been 'evaluated' in general terms by various teams of QAA auditors who have commented on its value to students. An example of this is the review in 2001 by the team who reviewed the Department of Economics, " ... Learn can be accessed by students on or off the campus. Students spoke highly of it." The system has also been favourably received and reviewed by students through the module survey forms.

Benefits:

The benefits of the system are:

To the student:

• any registered member of the University can view the materials on Learn simply by using their name and password;
  
• the materials are available both on and off campus - making Learn ideal for distance learning courses.

To the staff:

• a simple method for staff to present learning and teaching support material that can be easily accessed by students;
  
• the provision of additional features e.g. discussion groups; and the integrated nature of the system that provides online links to other information systems on the campus.

Issues and Lessons to be Learnt:

The main issues relating to the system are those involving the uptake of the system and the development of 'best practice.' As such, they reflect the usual problems of implementing new systems that rely on obtaining the support and commitment of staff. Some staff have enthusiastically embraced the facilities. For them Learn has become an integral part of their delivery of teaching sessions and support to students. Others have been less active in providing material. Students, quite rightly, raise queries as to why material is not available on all their modules. As with all systems the commitment of senior management and in this instance, Heads of Departments, is essential.

Staff have reacted to the opportunity to present material in different ways. There is an inevitable tendency just to present material that could or should be available in a better way. An example is 'student handouts.' Students resent the cost of photocopying being passed on to them and quite rightly express strong feelings if they consider that the facilities within Learn are simply a method for passing onto students photocopying costs. This shows the need to monitor carefully the information provided and to always encourage best practice.

Overall, the facility has provided an excellent platform for the provision of a wide range of teaching material. It has led to the introduction of several examples of new innovative support material.

Ongoing Developments:

The ongoing development of the systems seeks, within the framework established, to provide additional functionality and refinement to suit changing student needs. An example of this is within the discussion group system that has been extended and enhanced to make it more user-friendly. Other examples of new facilities include listings of 'what's new' i.e. easy access to modules that have recently been updated by staff and the ability to order past exam papers online. Keeping the system 'user-friendly' is seen as the key to continued student use. There are also plans to promote the system more and 're-launch' it to both staff and students. This reflects the general need for all systems to be continually promoted to ensure the benefits available to staff and students and understood by all.

References, Further Reading and Sources of Further Related Information:

Further information on Learn@lboro can be obtained from Richard Goodman, Learn Service Manager (r.Goodman@lboro.ac.uk) or the author.

Appendix:
Example of Learn Material in Surveying

Controlling verticality: Civil and Building Engineering, Loughborough University, UK

It is important that vertical elements within a design (i.e. Building columns) are constructed vertically. Principle involves transferring horizontal control markers from one floor level upward through successive floors. A spirit level is adequate for single storey structures, for higher buildings a range of methods are available.

Available methods
Plumb bob methods
Theodolite methods
Optical plumbing methods
Return to Surveying teaching

Plumb bob methods		A method used to transfer a vertical line that relies upon a suspended weight or plumb bob. The plumb bob defines the local vertical and offset distances can be measured to key points at ground level and successive floors. If these distances are equal, (i.e. offsets a and b) then upright formwork is truly vertical. A major problem with the technique is oscillation of the bob due to wind/vibrations. Suspending the plumb bob in a drum of oil or water can counteract this problem. A simple technique that uses inexpensive equipment, it is ideal for monitoring verticality over short distances.

Theodolite methods

A Theodolite can be used to control verticality in a variety of ways. It is important to realise that most of the methods assume that the instrument is in perfect adjustment, particularly that the trunnion axis is truly horizontal. This can be checked by carrying out the "spire test".

The simplest Theodolite method involves transferring reference marks from one floor to another. The Theodolite is set up at extensions of the centre lines established on the ground floor slab, sighted back to the line marked on the slab. The telescope is then pointed up to successive floors by simply rotating telescope about the vertical axis and marks made. If instrument is not in perfect adjustment this needs to be carried out on two faces. The procedure is then repeated at four locations around a building (if rectangular) and the distances between opposite marks can be checked for conformity.
Another method involves carrying out a "three tripod" traverse (Surveying 2) through the building on each level.