EFFECTIVE PRACTICES DATABASE
title	Web Support: Faculty wide roll out
background	The University of Pretoria has decided to have all graduate courses and at least half of the pre-graduate modules supported via WebCT. Many lecturers are already using additional resources to augment contact sessions and lectures. However, many of these lecturers are not yet making use of a structured learning management system, but are utilising random web postings, list serve capabilities, telephone conferences and more traditional methods like notice boards or conventional notes. The management of the Faculty of Engineering, the Built Environment and Information Technology (EBIT) decided to outdo the University's target and to have ALL modules web-supported by the end of 2004.
practice	Declaring that a practice is to be in place does not put it into place. The buy-in of staff is vital and the vision that supports this decision was formulated a number of years ago. The EBIT Faculty has an education innovation committee that has been instrumental in lobbying for the idea through a process of creating awareness. Faculty wide workshops, talks and departmental visits started about two year ago. The original core theme of these was the flexible learning approach of the University of Pretoria and the benefits of such an approach. This resulted in a series of discussions on various e-options in learner support and learning facilitation. As expected, not all members of staff were equally enthusiastic at first, but a significant number saw the benefits and the need for change, so when the decision was taken at the beginning of 2004 to take on the challenge of a faculty wide roll out, the reaction was very positive. This roll-out has not occurred in isolation. Two other initiatives written up in similar postings here, detail how technologies and data are systematically integrated and streamlined as well as how staff are continuously provided with training and support in the use of WebCT. The most typical approach at present is for departments to get together and to invite members of the Department of Telematic Learning and Education Innovation (TLEI: an Academic support service) to discuss the route most suited for their particular need. In many cases this includes the identification of key personnel and communication channels in order to expedite the process. This working core typically includes a Project manager, Instructional designer, Education consultant and a subject matter expert. Where needed, a full array of support services, including graphic, video, photo, technical and programming support are available within TLEI. Via our Academic Information Service (the library), information specialists also assist with copyright clearance and electronic access to sources of information. Typically a departmental look and feel as well as a user interface is designed to the department's satisfaction. The individual modular specialisation happens within this shell to ensure a user friendly and a familiar environment for students.
benefits	While many predictions have been made about the future of higher education, only time will tell what scenarios will be in place. We believe that our approach is just in time and this provides both learners and educators with sufficient opportunity to gradually move with the changes taking place around us. We also feel strongly about the preparation of our students for a real world experience and today that includes the ability to work collaboratively regardless of location and of time. For such realities students can only be prepared for, if they have been both informed about, as well as experienced virtual communities of practice. The move is not one away from contact learning, but rather a move towards the optimisation of additional resources for learning facilitation and support. The fact that special funding can be made available when sufficiently motivated greatly helps to address budget issues that may have resulted in delays.
shortcomings	This University's management is supporting these initiatives greatly and to the best of circumstance. But as a developing country, South Africa has limited access to many things that are taken for granted elsewhere. Some students do not even have guaranteed access to electricity where they live. Other students have fair access to study support and this heterogeneous target group holds unique challenges. Staff are experiencing the same demands on their time and this results in individuals having different priorities in terms of how much time they are willing to make available to utilise opportunities created for both the creation of relevant material as well as for their own training and development in this area. Preliminary indicators for a recently started project on the facilitation of e-learning indicates good potential and we are confident that as more people get involved and ICT competent, the natural push/pull factors from both satisfied students and peers will help to convince faculty of the priority status of these initiatives.
future plans	As mentioned, this university has set targets for all faculties. Similar roll-out plans are taking shape in other departments. Staying with the EBIT faculty, we have as an initial target the roll-out as mentioned, but we need to be aware of the fact that information sharing does not equal learning facilitation. Our mid-term goal, therefore, is the continued support to faculty in order to develop their didactic and (where preferred) technical skills. The university is also investigating a possible move to the WebCT Vista platform.
other references
urls	The University of Pretoria: http://www.up.ac.za/index.html  The Department of Telematic Learning and Education Innovation: http://www.up.ac.za/telematic
costs	Other than man hours, costs are not significant. With the learning management system already in place campus wide, this increase in utilisation can in fact be argued as an improvement in return on the investment already made.
replicability	5
effectiveness	4
notes	South Africa has many languages, but for pragmatic reasons, most modules are mainly supported in English, but Afrikaans is often also available. While full availability in all 11 official languages would have been ideal, it is not economic or practical.
contact	Dolf Steyn, Chief education consultant, TLEI, University of Pretoria   dolf.steyn@up.ac.za>dolf.steyn@up.ac.za

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