For there to be successful deployment of new technology the projects will need to ensure that either the new arrangements conform to current practice or that sufficient attention is paid to the changing of current practice in ways that will assist the deployment of project outputs. Practices are highly resistant to change both amongst academics and the student populations they work with. One DiVLE project has monitored student use of the VLE and the pattern of access times is surprisingly conventional, not dissimilar to existing library opening hours. For example, there was very little use late at night or early in the morning.
Many of the tools being developed by DiVLE projects imply considerable changes to the workloads and job roles of academics, and it cannot be assumed that they are willing to take on these tasks or acquire new skills. They are unlikely to have a positive approach to change unless they can see how it will benefit themselves and their students.
Current academic practice in the choice and use of resources, and the compilation, dissemination and management of reading lists is still insufficiently understood and needs further investigation. Conformance to user needs and current practices will be key in the deployment of DiVLE-type initiatives. The evaluation of the DiVLE projects revealed significant gaps in knowledge especially in relation to the current practices of academic staff. Academic practice in the area of reading lists is still not well understood and there is a lack of detailed knowledge of how much work may be involved in the maintenance of reading lists. For example, the amount of change that may take place within reading lists over time is still largely un-quantified.
We recommend that projects explore in some depth how and when academics actually compile and disseminate reading and resource lists to their students, both within and outside of their VLEs.
EDNER Issues Papers The EDNER Issues Papers were produced as part of the programme wide evaluation of the DNER. They contain useful pointers to student's learning and changes in academic practice.