This interactive workshop focuses on the innovative approaches UCA has taken in getting staff to use its VLE and how this can then lead to better management of student expectations. The session will give participants the opportunity to engage in shared practice and discussion around student expectations of VLEs. This will be facilitated through four key themes:

Evaluating how the VLE is used and by whom:
We look at how UCA evaluated its VLE for usage across five locations covering over 4000 units/modules in the last academic year. It will provide a picture of varied use ranging from high to very low. As a consequence, students across the university had very contrasting experiences of the VLE and its offerings.

Parity and consistency:
Here we will map the path of a degree student across 20 units (360 credits) and examine the user experience in terms of parity and consistency. Findings reveal that the differences in terms of presentation and content are found to be disorientating and fall below expectation.

Using a basic unit framework to guide and support staff
In order to address this disparity, UCA devised and introduced a minimum requirement for the unit. These minimum requirements were adapted from the unit handbook and endorsed by Quality & Standards. The workshop looks at how the handbook adaptation transfers across to the VLE environment and works to provide a framework of practice.

Changing the culture from apathy to advocacy:
As an Arts University, pockets of resistance against the VLE still exist which is normally attributed to lack of technical knowhow or time. Alternatively, some staff prefer external platforms in the belief that the VLE it is too cumbersome and time consuming. This final part of the workshop looks at the measures UCA has put in place to reverse this resistance and by doing so sets in motion a change in culture and practice.