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RupiBanga
Assignment1:AnalysisandComparisonofRationalesforeLearning
ETEC52065A
Totalworkcount:2181

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Introduction:
The two institutions being analyzed are University of Ottawa and University of
Glasgow. Both universities showcase an immense support for e-learning in an aim to
follow current online learning trends in distance education and online courses as well
as providing extended learning opportunities mediated by technology and at the same
time, adopt 21st century learning skills. Many post-secondary institutions have come to
the realization that these new technological developments in education boast numerous
advantages. Baraniuk (2008) states that open education is tremendously affecting the
educational landscape and the resources available to institutions and organizations.
Moreover, this gives light to two factors, that e-learning enhances two institutional
goals; creating an enhanced learning experience and extending its reach. (14)
Overview:
University of Ottawa:
The University of Ottawas strategic plan for e-learning displays a concise and
focused five-year plan with a primary goal of strengthening every aspect of the student
experience and enriching the learning environment inside and outside of the
classroom. Stated in their Strategic Plan Destination 20/20, University of Ottawa
shares their vision to offer an unparalleled university experience through outstanding
teaching and research. The university is focused on many areas for the development of
e-learning, this includes, to enhance the teaching and learning experience, to better
connect with and engage students, to prepare students for the future, to increase
flexibility and access to learning opportunities for students and to promote and
increase the availability of French-language online programming. Destination 20/20

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specifically outlines three areas of growth, which they aim to fulfill by 2020.
University of Ottawa affirms that e-learning technologies with traditional teaching and
learning methods can directly support their three goals: a rich, inspiring student
experience, the Universitys commitment to bilingualism and the Francophone and to
secure Ontarios future through training highly qualified people and knowledge
transfer. In addition, the University estimates that by 2020, nearly 25,000 students will
have benefited from blended courses and 20% of the courses will be hybrid both
online and face-to face.
University of Glasgow:
University of Glasgow published an E-Learning Strategy 2013-2020 report that
outlines their vision for the future learning environment and how e-learning can
support that vision. The strategic plan classifies specific priorities for the upcoming
years and the means in which the priorities will be fulfilled. The Universitys elearning vision states that they want their academic community to be able to take
advantage of opportunities to promote investigative learning supported by technology.
The strategic plan Glasgow 2020 - A Global Vision, focuses on three major goals,
providing a more personalized, technology-supported student learning experience, staff
and students will be supported by a strong IT infrastructure and enhancing their global
reach and reputation through flawless support locally and online across national
boundaries.
In alignment with their vision and goals, the University of Glasgow will focus
on key areas which need to be implemented or existing aspects of e-learning that need

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to be improved. The University seeks to refine monitoring and evaluation progress and
their evidence-based approach to embracing new technologies. University of Glasgow
has set up their strategic priorities in which supporting their staff members to uptake
effective and creative uses of technology and improving the learning experiences
through the use of more interactive technologies is at the top of the list. In addition, the
e-learning strategic plan recognizes that with new technologies become more
influential, the academic policy framework must be re-examined to reflect that.
Furthermore, the plan makes a stern point that the University will continue to evaluate,
test and implement new technology-supported pedagogy; however will avoid some
emergent trends in technology-supported pedagogy in order to successfully evaluate
current technologies.
University of Glasgows e-learning plan shares that their 7.5M investment in
ensuring that The Virtual Learning Environment is of its highest quality. Furthermore,
the plan shows that based on Moodle (an open-learning platform) that both staff and
students have shown increased usage and the University defines this growth as
demands of students to desire consistency of the delivery of courses. In the next year,
the University will move their courses onto Moodle 2, which will showcase improved
functionality.
Analysis:
While analyzing these plans along side one another, what becomes evident is
that the University of Glasgows Plan has its shortcomings. While their goals and
visions are clearly stated such as global reach and investment in another open learning

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platform; there seems to be no indication of objectives that are quantifiable.
University of Ottawa on the other hand, indicates not only their objectives but also
means to carry them out in the targeted time frame. In the first page of the University
of Ottawa e-learning plan, they have highlighted key trends in education, emphasizing
21st century learning and digital literacy. They then, bring in a provincial context into
their vision, showing that their plan has immense support from the government of
Ontario, who see post secondary education as a strategic investment for its future. In
comparison, in their introduction, University of Glasgow does not authenticate the
shift in the education paradigm nor does it establish what the drive is in their strategic
plan apart from enhancing the student learning experience.
Following their response to stay up to date with current trends, University of
Ottawa strategically outlines their three main goals in a chart. On one side, it states
their objective for each goal and on the other side, they describe the means by which elearning will support that specific objective. In the University of Glasgow plan,
nothing is mentioned about the current state of technological pedagogy nor describes
their intent to enhance learning experiences through hybrid or blending learning. Their
e-learning plan loses strength in the sense that for a document to echo your learning
vision, there must be some sort of evidence that there is understanding of current
trends, not just alluding to the fact that new technologies are apparent. E-learning is
not only about a virtual platform and the introduction to their plan would perhaps have
been stronger if they had acknowledged some key trends in technology and 21st
century learning.

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Moving towards bringing their vision into a premise, University of Ottawas
plan provides two graphs that show how the University could achieve the 2020 target.
The graphs show yearly growth and totals over the five years. In these graphs, lists
total number of trained professors and total number of hybrid courses. Moreover, the
plan has kept a very realistic obtainable goal keeping the economy in mind. University
of Glasgow on the other hand, offers no layout of potential growth of their vision.
They have stated that they aim to achieve their goal by 2020; however, other than a
few statistics from the past, there is no indication of what the future of e-learning looks
like at the University of Glasgow. Petter and Clift (2006) argue that what is needed is
an evolutionary approach that shows a blend of various technologies and a collection
and examination of raw data resulting from equivalent sections of technology use. (14)
Institutions that are deeply invested in a serious e-learning plan would likely provide
more than just former data; they need to provide hypothesized data, which supports
their vision, proving that they are dedicated to creating potential growth of their
institution.
Both strategic e-learning plans indicate that they want to expand and improve
web capabilities. While University of Ottawa thoroughly describes the migration to a
new learning management system, Blackboard Learn 9.1 and shares their
embracement of Massive Open Online Courses (MOOCS), University of Glasgow
merely dismisses MOOCS as being an artifact of growth and would not be financially
sustainable in their institution. University of Ottawa breaks down cost and longevity of
adopting MOOCS which provides a realistic focus of this venture; however, University
of Glasgow shares that because Moodle has been so successful in their institution, the

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next logical step is to transition to Moodle 2. The problem with this is that while they
present successful numbers of users on their Moodle, they admit that the functionality
has been prohibitive. Their document loses credibility at this point because they have
made no solid affirmations of their confidence in their Virtual Learning Environment
that they initially state has been a key investment of their institution. Since web
presence is an integral part of any e-learning plan, if it is not essential to an
institutions objectives, it lacks any reliability of the plan and its potential to be
successful.
Sinclair et al. ask, Can we afford to play it using old rules? Educators must
have a clear understanding and appreciation of their clients expectations and needs, as
we move forward from closed linear models to those that are open and dynamic. (4)
In this sense, University of Ottawas e-learning document serves as an eminent model
outlining some integral aspects of objectives and goals that deem crucial to a
successful e-learning plan. In this respect, University of Glasgows plan is not as
inclusive, relying on past statistics and organizing their goals as terms rather than a
detailed yearly growth model. University of Ottawas plan is very descriptive and
detailed in terms of infrastructure objectives, partnership and collaboration,
governance structure and quality assurance. These are some of the very comprehensive
elements of their objectives and demonstrate how important it is for this e-learning
strategy to move beyond a document.
One area that both pay attention is the need of training staff and faculty
correctly, which is integral to any comprehensive learning plan. University of Ottawa,

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proposes to put a promotional campaign in place for all faculties and departments that
not only empathizes the benefits of blending learning but also supports teaching
innovation. University of Glasgow shares that presently support for staff integrating
technology has been brought through training sessions in the Learning and Teaching
Centre and direct support through the Learning Technology Unit. However, the plan
also states that at this point, support mechanisms are not in place to scaffold usability
with newer technology based teaching methods. The problem here is that University of
Glasgow lists supporting staff at the top of their strategic priorities yet provides no
information as to how it fits into their Glasgow 2020 vision. If an institution wants to
make an effective move towards blended and hybrid learning, training staff and faculty
must be taken more seriously or should at least present some methods of
implementation to move forward.
Finally, one aspect of the e-learning document that both plans share in vision for
2020 is pursuing global reach and partnerships. This piece however, is more effectively
presented in Glasgow 2020 plan rather than University of Ottawas. University of
Ottawa reveals they presently have no formal collaborations with any institutions;
however, is a member of the Ontario University Council on eLearning (OUCEL). The
e-Learning document thus far has been very detail driven yet in their section of global
partnerships; a point that University of Ottawa has expressed so deeply in their vision
and objectives, is a major oversight and does not correlate with what has been
previously stated. If an e-learning plan strategically places international partnerships as
such an important part of their vision, it is integral that more than a paragraph be
devoted to this area. Furthermore, the document fails to mention any global aspect

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and merely states that in the future they hope to collaborate with publishing houses.
University of Glasgow, on the other hand presents their global vision as calling
themselves An International University. While this e-learning plan has been very
simplistic in its development of goals and objectives thus far, in the global vision
section however, it is very thorough. They not only state their online presence in
Singapore but also share their future plans of establishing activity in other countries
such as China. This part of the document is very well executed and proves that the
University is very dedicated to maintaining its classification as a Global University.
Conclusion:
Technological advances are more present than ever and in order for institutions
to embrace 21st century learning skills, they must develop e-learning strategies that
support a strong infrastructure, methods of collaboration and enhancing student
experience through blended and hybrid learning. Through analyzing the two e-learning
plans, one can understand the complexities that follow for an institution to create a
comprehensive plan that seeks to adopt the latest technological trends and be successful
at it. The University of Ottawa plan takes into consideration all these key aspects and
develops a plan with a strong vision. While this document loses its strength towards the
latter part in its global reach endeavor, it has still shown its commitment to move the
plan forward. University of Glasgow e-learning plan is not as comprehensive in nature
and in order to be successful, it must establish concise and manageable goals and
objectives. E-learning is transforming the way we teach and learn; therefore e-learning
plans cannot be created without thoughtful consideration. Constant examination of goals

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and objectives are necessary for e-learning strategies to be successful and carried
forward.

References

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Baraniuk, R.G. (2008). Challenges and Opportunities for the Open Education
Movement: A Connexions Case Study
Petter, C. & Clift, R. (2006). Putting Learning Before Technology: A Critique of ELearning & Beyond. Confederation of University Faculty Associations.
Sinclair, G., McClaren, M., & Griffin, M. (2006). E-Learning & Beyond
University of Glasgow. (2013). E-Learning Strategy 2013 2020. Retrieved from
http://www.gla.ac.uk/media/media_297622_en.pdf
University of Ottawa. (2013). Report of E-Learning Working Group. Retrieved from
http://www.uottawa.ca/vr-etudes-academic/en/documents/e-learning-working
group-report.pdf