Costos estimados:

Many of those involved with e-assessment at OldU often relied on engagement with informal ‘networks’, with evidence of these networks existing at both departmental and institutional level. Participants viewed them as a valuable resource for sharing examples of practice and fostering discussions around e- assessment, and in some cases, more general TEL related activities. For some, having access to informal networks in their own department proved possible because of proximity of people who were able inform others and share practice. For the academics who had earlier stated that they did not receive any formal training after starting in post at OldU, access to these networks in their

respective departments proved to be useful in their early days at OldU. One of the academics from FE&S believed that part of their role as an academic was that “you have to be reasonably pro-active” and find out what other colleagues have to say, whilst the FLHS academic commented that they relied on two or three specific academics who were “generally recognised as being people who are good

110 at teaching delivery”. After discussions with their colleagues, they believed taking the PG Cert qualification when they had started at OldU might have proved to be

useful, since they would “get a network of people that you can get advice from,

which I think would have been most useful.”

Carla commented that their line manager proved a valuable resource whenever they had any questions about using Turnitin for student assessment, whilst Aaron & Georgia both talked about how they were seen as leaders for e-

assessment in their department and so staff knew who to go to if they need help. Alice spoke positively about the informal network available in their department that ensured that anything they created could be run by the“right people”, to ensure that it could be “sanctioned correctly through the university”. Sam believed that the “organic connection” within the department was possible because of the proximity of colleagues to them for support and any obstacle to those sorts of conversations, such as being on the other side of campus, “will restrict the extent to which there is an outcome.”

The importance of having access to an informal network of people was

particularly important to those who perceived there to be a void in the formal faculty structure to share practice. Barry noted that whilst a previous restructure of their faculty may well have removed some of the formal administrative

structures that they were used to, they still maintained an informal network to help foster discussions around teaching and learning, since “research can be quite a lonely”. Alice and Carol agreed, suggesting that a void at their respective faculty level meant that it was even more important to keep the informal networks going, since it was difficult for staff to share practice in a formal manner across the departments.

Whilst local networks were seen as a useful resource, participants were very keen to praise the role of the OldU eNetwork; a community of practice facilitated by the TEL central team, providing participants with an opportunity to

communicate through regular face to face meetings and an active mailing list. Adrian had noted that after attending an OldU eNetwork meeting, they had

111 learned about some of the more advanced features of the VLE, which they would be encouraging their colleagues to use. Sharon shared similar experiences,

commenting that they had only found out from attending the meetings that other colleagues across the institution where using the same e-portfolio tool as them. This was particularly important for Sharon, who argued that without the support network to call upon to discuss integration problems with the e-portfolio system, then they were “not likely to use [it]” within their department.

However, whilst describing the OldU eNetwork as being “very encouraging” of e- assessment and offering collegial support for those that want to go down the same path, Bob was conscious of the limited influence that such a network might have, given that is was an informal gathering meaning it had no official

recognition and only limited power. Leigh & Tom believed that even though the meetings proved to be a useful forum for sharing practice, there was a tendency to always see “the same old faces”. Elliot provided an insight into why this might be, suggesting that people are on the OldU eNetwork mailing list if they want to be on it, and so it is a “self-selecting sample” network of colleagues from across the institution.

5.5.4. Summary

For those participants involved in the design and implementation at OldU, there is an acknowledgement that leadership at the local level has been extremely beneficial. At OldU, these leadership roles have manifested themselves in several ways, from having a dedicated lead for teaching and learning, through to a head of department acting as a catalyst for encouraging the use of e-assessment. Added to this, having dedicated posts within departments to focus on TEL activities has also proved to be beneficial, particularly when dealing with the operational aspects of e-assessment. In FLHS, they have also benefitted with dedicated e-Learning academics helping to model good practice for others within individual departments. Being situated in the local context, and having

112 contributed to the update of e-assessment and other TEL activity, with many others from outside of the faculty relying on the support offered by the CUT. Engagement with informal networks within OldU is also a common practice, with many pointing to the CoP available within their own department to support them in their engagement with e-assessment. More collectively, participants

acknowledged the value of the OldU eNetwork; an institutional CoP that provides staff at OldU with an opportunity to communicate face to face and an active mailings list on all matters relating to TEL. Offering an insight into the

experiences of others from across the institution, participants praised the role it plays within OldU, despite admitting that it tends to be the same faces at each of the meetings.