||The TISCAM Virtual University Project
TISCAM Project (Training for Innovation in Supply Chain Management) has
developed a framework and course materials for a virtual university. It
was designed to deliver Masters-level courses to learners in the workplace,
via the Internet. The courses developed have been piloted with managers
in small and medium sized enterprises (SMEs).
The project was funded by the EU ESF-ADAPT programmes, and involved a
large number of partners who collaborated in its development: Universities
provided course materials and acted as Regional Delivery Centres; a commercial
software house developed and maintained the online delivery system and
technically developed the materials; another organisation provided the
overall project management.
TISCAM materials are modular, enabling a number of learning pathways to
be followed. Each module consists of 100 hours of study, and is broken
down into 10 units of approximately 10 hours duration. Learners have the
flexibility to choose where, when and for how long they study.
TISCAM online learning environment
The Learning Technology Research Institute's role in the project has
been in providing expertise in the development of learning materials and
learner support systems. This role has involved close liaison and development
between the authors of the materials, the technical developers and the
Regional Delivery Centres. Work has largely focused on these areas.
- The development of a pedagogic framework to suit the characteristics
of the courses, in that they are required to be delivered and supported
online to learners in their workplace, vocationally relevant, and able
to offer a number of pathways for learners to gain credits or awards
for their studies.
- The design of a framework for learner support systems: guidelines
for the different types and amount of support learners will require
and how this support should be provided.
- Production of guidelines to underpin and shape the developing processes
and systems: for authors, learners, tutors, mentors regional facilitators;
regional delivery centres; accreditation.
- Providing quality control on the pedagogic effectiveness of the learning
- Drafting of guides for learners, tutors and in-company mentors to
accompany the materials in the online delivery system.
Much of this development work has involved an iterative process, starting
with guidelines based on theoretical and best practice models. These models
have been adapted throughout the project, as practice and experience emerged,
to accommodate the requirements of the learners, the individual participants
engaged in project development, and the project objectives overall. Through
this process we have gathered much useful research data on the development
of large-scale course development for a virtual university, which has
been published in a number of papers.
Bradley, C., and Oliver, M., (2002), The evolution of pedagogic models
for work-based learning within a virtual university, Computers and
Education, 38 (1-3), pp. 37-52
Bradley, C., and Oliver, M., (2002), Developing e-learning courses
for work-based learning, proceedings of the 11th International World
Wide Web Conference, Honolulu, May 7-11 | paper
online | proceedings on CD-ROM: ISBN 1-880672-20-0 |
Powerpoint slides |
Bradley, C., and Boyle, T., (2001), The development of an online course
for a virtual university, ED-MEDIA 2001, World Conference on Educational
Multimedia, Hypermedia & Telecommunications, June 25-30, Tampere,
Bradley, C., (2001), The development of online courses in supply
chain management, paper presented at the 8th EDINEB International
Conference, June 20-22, Nice, France
Bradley, C., and Oliver, M., (2001), Evolving pedagogic models for
work-based learning with a virtual university, Computers and Learning
(CAL 2001), April 2-4, Coventry |
Powerpoint slides |
Learning Technology Research Institute
London Metropolitan University
35 Kingsland Road, London, E2 8AA
Tel: +44 (0)207 749 3756
Fax: +44 (0)207 749 3781
21 December, 2010