(476) YOU SAID, WE DID: STUDENTS AND STAFF INFORMING THE ADOPTION OF A NEW VIRTUAL LEARNING ENVIRONMENT (CANVAS) TOWARDS ACTIVE STUDENT-CENTRED LEARNING

摘要

In 2016, Anglia Ruskin University (ARU), UK, decided to adopt Canvas as the new virtual learning environment (VLE) across the institution. Rather than just changing VLEs, as an institution we wanted learning technologies to support ambitious changes to teaching, assessing and students’ learning. The new VLE takes centre-stage in adopting a highly student-centred active learning approach embedded in an increasingly digital campus [1]. This article demonstrates how student and staff views and requirements shaped the implementation of the new VLE in 2017-18 against institutional strategic targets [2] and national drivers for change [3],[4],[5]. Methodology The evaluation process involved seeking views from students and staff across the university using a student survey, and student and staff workshops (2016-17), prior to implementing Canvas across the institution. These evaluations focused on what students and staff expect from a VLE and what it should deliver against the backdrop of a changing higher education landscape. These outcomes informed how ARU adopted Canvas through training, using templates and applying minimum adoption requirements. The latest evaluation (2017/18) focussed on the impact, success and gaps in these adoption measures through student focus groups and a staff survey across all faculties. Evaluation focus: The evaluation asked the questions, to what extent ? there has been a change in adoption between the previous and new VLE both in content and uptake? ? the adoption of the new VLE has changed students and staff use of and attitudes towards adopting the VLE? ? the new VLE has made a difference to student learning and if yes why? ? training, templating and minimum adoption requirements made a difference? Structure After a brief introduction to the institutional and national context of this change initiative, the article considers the journey from initial consultation to implementation and its impact. The different evaluation approaches are introduced and their findings discussed as well as how the findings informed staff training, VLE templating and minimum adoption requirements. The article concludes by considering the next steps in this journey.