Observations on a year of using the Wolverhampton On-Line Learning framework (WOLF)

This practice paper aims to further discussions initiated by Batey (2002) and comment on observations of good practice, using an Information Technology (IT) centred learning package, the Wolverhampton On-Line Learning Framework (WOLF). It will outline potential ways of improving and promoting staff and student usage, whilst providing an overview of the benefits of using IT to support learning. WOLF has been shown to be successful for staff and students to the point that students expect all modules to be supported by WOLF. IT-supported systems like WOLF should continue to provide additional learning resources for staff and students, as long as both bodies embrace such advancements in Information Technology. To encourage usage of WOLF at the beginning of a module or unit of study, the practice of showing students what information can be found and importantly, ensuring that students have the skills needed to use the system are essential. Following this, providing students with ongoing support and encouragement, for instance by suggesting that there is useful information to be found on WOLF, appears to be instrumental in its uptake, for both staff and students alike. WOLF could also be used to identify students that do not use IT and as such, may provide personal tutors with valuable information on tutees. Such systems have been found to be invaluable in the provision of graduate packages to outside agencies. Similarly, these may also be used to generate income from external sources, via university accredited short courses, if students were using WOLF from the start of each module.