This presentation summarizes the key areas of online content, involvement of academic staff, and the effect on student learning. It discusses how online content is defined and examples used at different universities. It also notes the needs, expectations, and limitations academic staff face with online content. Finally, it addresses the increased dependency on online information by students and challenges this poses for assessment, plagiarism, and the traditional role of universities. The presentation concludes by emphasizing the potential for online content to enhance learning if implemented properly.

1. Sarah Darley

2. This presentation will cover three main areas:
1. Online content
2. Involvement of academic staff
3. Effect on student learning

3. Online Content
Definition: Any type of digital information included
in a web page or any other similar medium. Content
can include text,image, graphics, film, animation or
audio and can be published across the Internet,
Intranet or Extranet.

4. Online Content
Learning Space (The Open University)

5. Online Content
Blackboard Learning System (Coventry University)

6. The difference between:
and

7. Involvement of Academic Staff
• Needs and expectations
- Different disciplines and subject areas will
have different requirements and constraints
• Often limited resources
- Time
- Staff
- Computers

8. Involvement of Academic Staff
• Technical knowledge and skills
- Provision of relevant training and support
- Important to create academic ownership
- Sharing knowledge and information

9. Effect on Student Learning
• Increased student dependency on
information taken from the Internet
- Plagiarism
- Copyright issues
• Assessment and feedback
- Concerns over cheating
• Challenges to the tradition role of University

10. Key Points
• Wide range of possibilities for online content
• Universities often have limited resources and
a multi-faceted software environment
• Producing online content should enhance
students’ learning experience, not replace
traditional teaching methods

11. Thank you for listening.
Sarah Darley