The document provides feedback on the draft student handbook for the CILT(UK) Level 3 Certificate in Logistics and Transport to be delivered online. It suggests some structural changes to the handbook, including moving references to complaints to the end, adding more details about benefits and the online learning process upfront, and summarizing the sections in the introduction. It also recommends emphasizing the two-week induction period and considering prerequisites. The choice of Moodle and synchronous online sessions using BigBlueButton is supported, but experimenting with asynchronous options is also suggested.

1. Feedback on the CILT(UK) Level 3 Certificate in Logistics and Transport
Tony Toole
August 2012
The following comments and suggestions are intended to assist in the final draft of the Level 3
Student Handbook to be submitted as part of the approval process for delivery by online distance
learning.
1. Overall Comments
1.1. The proposal to offer online versions of the CILT(UK) Logistics and Transport programmes
makes complete sense, especially where the cohorts are geographically distributed,
including the armed forces in Germany and elsewhere in Europe. The portfolio based
approach involving regular bite-sized assessment exercised is particularly suited to remote
teaching as it provides opportunities for continuous feedback and progress chasing.
1.2. The proposed use of Moodle as an online learning environment is logical, given its use
across the University generally. It is perfectly capable of providing the communications and
documentation management functionality to deliver a learning experience for the distance
learner equivalent to that of the campus based learner. Used with BigBlueButton(BBB) as
an online conferencing tool, synchronous online distance learning support can also be
provided. Alternative systems, including tools for asynchronous support, are considered in
the discussion below.
1.3. The current Student Handbook draft for the Level 3 Certificate demonstrates that the online
delivery processes and infrastructure have been systematically planned and have already
been trialled with a small group of students. Some suggestions for document improvements
and structural changes are presented below, but it is felt that only relatively modest
changes need to be made for a final draft to be presented for consideration by AQSC.
2. Online Distance Learning Support Systems
2.1. The choice of Moodle as an online learning support environment is a good one. At present
it represents ‘best of breed’ as an open source application and there is evidence of a
gradual migration by UK HEIs from commercial alternatives such as Blackboard (not the
least being SMU itself). Virtually all FEIs use Moodle and this has generated an active
Moodle User Group community and growing experience in optimal usage. It should be
noted, however, that online distance learning remains a minor activity for most institutions.
2.2. The choice between providing tutor support synchronously or asynchronously is a learning
design issue. In practice it is never going to be one or the other as synchronous
phone/Skype calls and asynchronous email/texts/forums (for example) are always going to
both be part of the mix. However, the main tutor delivery decision will have a profound
effect on both the tutor/learner relationship and the logistics of course delivery.
2.3. Synchronous timetabled tutor delivery sessions using BBB will replicate the classroom
situation and allow responses and questions to be dealt with at the time. In the bite-sized
activity design of this course it would have the advantage of launching that week’s activity
for submission and feedback before the next session. It does mean, however, that all
students (and the tutor) need to be consistently available for it to work (which leads to the
time-zone issue). It also limits the class size to the capacity of BBB to effectively service the
sessions.
2.4. Asynchronous tutor support can be spread over a greater period and has the advantage of
not requiring everyone to be available at the same time every week. The knock-on effect is
that the issue about world time zones disappears and there is online system capacity for

2. larger cohorts. Most online courses I have been involved with have been primarily
asynchronous. However, this may not be appropriate for level 3 students, or for the bite-
sized portfolio building approach in this course.
2.5. My suggestion, given the timescale we are working to is to stay with the synchronous
model you have already trialled, but to have a sub-objective to consider and experiment
with asynchronous communications – particularly for alternative support when students
and tutors are unable to attend certain sessions.
2.6. This leads to the discussion we were having about the technologies employed and
alternative plans when one or more applications falls over for whatever reason. The one
thing that is certain is that it will happen, so we need to be prepared with a plan B at all
times (which might actually involve a better emerging solution if our horizon scanning is
effective). The technology that normally falls over is the communications and all that is
needed is for plan B ( C, D ...) to be agreed in advance, for the participants to be individually
setup to use those alternative communications systems (Skype, phone conference, chat)
and for them to be practiced in how they work. It would seem sensible to make this part of
the induction process.
3. The Student Handbook
3.1. The substance of the current draft of the student handbook for the CILT(UK) Level 3
Certificate in Logistics and Transport is already sound. However I would like to suggest
some structural changes and the inclusion of additional student information and guidance.
3.2. I feel that the introduction should not only welcome the new student to the institution and
the course, it should also summarise the benefits of the course to them and their future
employment prospects and, in doing so, reassure them (and their employers) that they
have made the correct choice.
3.3. In contrast, I think that references to problems with the course and methods of making
complaints should be in the procedures outlined at the end of the document not at the
beginning. The clear intent of any course team will be the delivery of a problem free
learning experience and anticipate complaints only in the most exceptional of
circumstances. Prominence in the document would normally reflect this expectation.
3.4. It would be good for the introduction to describe the online distance learning process and
how that benefits those students who cannot (or prefer not) to attend conventional
campus delivery. It could summarise the typical delivery schedule and how the student
engages with it. At this point a description of the online technologies could be introduced
(indicating that more detail is given later in the handbook) and a reassurance that help will
be provided whenever needed in the use of those technologies.
3.5. The introduction might conclude with a summary of the remaining sections in the
document, indicating the logical sequence from the course structure and content,
assessment, learning environment, resources etc., and concluding with programme
administration procedures where problems and complaint procedures are included.
3.6. In general the main body of the document seems fine – especially the information about
Moodle. Emphasis on the two weeks of induction would be reassuring to learners uncertain
about their IT skills. Reference to course pre-requisites need to be considered in this
context also.
3.7. A final comment on the handbook is that the information given in the final list of learning
outcomes and assessment outcomes largely repeats what has already been listed in the
assessment schedule earlier in the document. If needed, maybe this could be included as an
appendix.