Part+3+b+-+E-learning+today+in+the+United+Kingdom

Considering the high levels of strategy and funding that have been invested in the last few decades, e-learning should be well implemented across education in the United Kingdom today. “Let’s recall that DfES e-strategy is all encompassing and is directed at all UK society...to the needs of children, learners, parents, teachers, employers and all DfES stakeholders...all education and training sectors...system wide and sector specific actions for practitioners, learners and all citizens in general” (Charpentier, et al., 2006, p. 39), and has been promulgated through active personal support and through portals and websites, training for educational staff, finance, and public awareness campaigns.
 * E-learning in schools - mixed results **

It seems that in spite of technology being more readily available to schools and students than ever before, “concerns remain over whether this capacity is being used to best effect, and over the future direction of the role of technology in education” (Editor, 2011, p. 8). In the past much debate has been over the kinds of technology to use rather than how to use it effectively, “improving the quality of instructional design, using multimedia and interactivity to make pupils think, and developing the pedagogical expertise of teachers in exploring the intriguing possibilities which new technology offers” (Haydn, 2006, p. 114). These are the challenges that the Department for Education (DfE) faces as it supports e-learning in schools.

media type="youtube" key="eCp_85eTrV8?rel=0" height="254" width="453" align="left" The change in focus from technical to pedagogical is reflected in the developing role of JISC. Following the UK pattern of setting up e-learning initiatives at arm's length (through an independent body), JISC began its contribution with establishing the National Grid for Learning network. However, one feature that differentiates JISC is its establishment of Regional Centres to provide on-the-ground, local support and communication. JISC's brief has extended over time (and with the demise of Becta) to include all areas of e-leadership in higher education. JISC’s mission is “To provide world-class leadership in the innovative use of Information and Communications Technology to support education, research and institutional effectiveness” (JISC Executive, 2009). JISC works with all universities in the UK, and over 500 colleges. As can be seen from the pie graphs on this page, funding for JISC’s activities in 2011 were around 110 million pounds, sourced almost entirely from various government departments and higher education councils across the United Kingdom (JISC Executive, n.d.).
 * Local and pedagogical focus **



JISC has already provided the government much leadership, support and strategy for e-learning and is well positioned to resource what many educators and academics are asking for: “A single, clear, overarching vision should be articulated by Government that positions the centrality of technology as a vehicle for achieving much broader educational success” (Editor, 2011, p. 9). Its current strategy takes account of the economic constraints brought about by the global recession, but also recognises the potential of open source, collaborative approaches. As the DfE continues to support schools in their implementation of e-learning, it will be interesting to observe whether JISC's philosophies have an influence.

** Discussion point: How important is it to have one, overarching vision for e-learning? Who should provide it, and why? ** include component="comments" page="Part 3 b - E-learning today in the United Kingdom" limit="10"