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Informing TEL strategy through formal and informal channels:a case study

Informing TEL strategy through formal and informal channels:a case study Purpose – The purpose of this paper is to outline and discuss a multifaceted approach to embedding change in academic practice, resulting in the integration of technology‐enhanced learning (TEL) within the wider institutional strategic approach to learning and teaching. Design/methodology/approach – This approach is evidenced through a discussion of three examples of practitioner engagement and ownership across the institution – “bottom‐up”, “middle‐out” and “top‐down” activities – demonstrating the attendant potential for transferability to other institutional settings. Findings – The triangulation of all three levels of activity in this way ensures that strategy is informed, developed, discussed, deployed and owned across the institution. Originality/value – The paper addresses the challenges of integrating TEL approaches within an overall teaching and learning strategic framework through the medium of practitioner‐developed and supported initiatives developed at the University of Dundee but with potential for transferability to other institutions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Campus-Wide Information Systems Emerald Publishing

Informing TEL strategy through formal and informal channels:a case study

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Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
1065-0741
DOI
10.1108/10650741111162752
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to outline and discuss a multifaceted approach to embedding change in academic practice, resulting in the integration of technology‐enhanced learning (TEL) within the wider institutional strategic approach to learning and teaching. Design/methodology/approach – This approach is evidenced through a discussion of three examples of practitioner engagement and ownership across the institution – “bottom‐up”, “middle‐out” and “top‐down” activities – demonstrating the attendant potential for transferability to other institutional settings. Findings – The triangulation of all three levels of activity in this way ensures that strategy is informed, developed, discussed, deployed and owned across the institution. Originality/value – The paper addresses the challenges of integrating TEL approaches within an overall teaching and learning strategic framework through the medium of practitioner‐developed and supported initiatives developed at the University of Dundee but with potential for transferability to other institutions.

Journal

Campus-Wide Information SystemsEmerald Publishing

Published: Aug 30, 2011

Keywords: Technology enhanced learning; Learning; Teaching; United Kingdom

References