The positioning of educational technologists in enhancing the student experience

Extracted from the Executive Summary: The objective of this study was to determine whether the literature identified: 1.any evidence that the role of educational technologists has enhanced the student learning experience, particularly directly (i.e. having direct contact with students) but also indirectly. 2. if there is any such evidence, is it possible to correlate the enhancement with any particular role or position of educational technologists within the institution?Higher Education Academ

Achieving academic engagement? The landscape for educational technology support in two UK institutions

Drawing on results from a Universities and Colleges Information Systems Association (UCISA) 2008 survey of technology enhanced learning use in UK universities, this paper highlights support issues that impact on achieving academic engagement. It will crossreference factors that were identified by respondents to the survey as encouraging development or that act as barriers with how TEL is supported. These sector wide findings will then be reflected upon with reference to two UK universities that represent the traditional binary divide in type of university in the UK. Lack of time is identified as a primary barrier with staff development as the primary remedy.UCISA, JIS

Open educational resources: A new creative space

'Same places, different spaces'. Proceeding ascilite Auckland 2009.Several agencies in the UK are funding a national programme to develop an infrastructure to support Open Educational Resources (OER). Policies and procedures are being defined and repositories and metadata are being established. Much of the graft involves Intellectual Property Rights (IPR) clearance. But the greatest challenges are with the educational value of the material that is deposited and how they can facilitate and enhance learning. The ambition is for OER to contribute to the teaching-research nexus, where staff and students can meet in a creative space, co-creating resources within an active, co-dependent and interactive curriculum. This paper describes how one University in the UK is currently developing an OER at the institutional level and the challenges that are being encountered.JISCOpen Exeter Projec

An appetite for creative destruction: should the senior academic technology officer be modelled on the CIO or the CTO?

Readings in Technology and Education: Proceedings of ICICTE 2009We examine the emerging role of Senior Academic Technology Officer and the shift from having acknowledged expertise to acquiring legitimate organizational power. We are particularly interested in the match or mismatch between their own appetite for radical technological change, i.e. for creative destruction (Schumpeter, 1942) and that of the institution. We also consider two existing templates for such a role from mainstream information management and information technology: the Chief Information Officer and the Chief Technology Officer

Initiating e-learning by stealth in a ‘late majority’ institution

Case studies of introducing e-learning tend to focus upon universities where senior management enthusiastically supports the introduction of such an approach to learning and teaching. When such enthusiasm is not immediately forthcoming, stratagems need to be developed from the grass-roots upwards to make a convincing case to senior management that appeals to the vision the institution has of itself. We present a case study of how two managers working in a late majority university operated in stealth mode to incept an official elearning strategy

Editorial: Educating minds for the knowledge economy

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Initiating e-learning by stealth, participation and consultation in a late majority institution

The uploaded paper is the final version that was sent to the publishers Paper submitted to double issue of JOTSC (2006, 3(3) and 2007 (4(1), co-edited by Shurville and Browne. 3(3) has Shurville and Browne editorial - Introduction: ICT-driven change in higher education: Learning from e-learning 4(1) has Browne and Shurville editorial - Editorial: Educating minds for the knowledge economyThe extent to which opportunities afforded by e-learning are embraced by an institution can depend in large measure on whether it is perceived as enabling and transformative or as a major and disruptive distraction. Most case studies focus on the former. This paper describes how e-learning was introduced into the latter environment. The sensitivity of competing pressures in a research intensive university substantially influenced the manner in which e-learning was promoted. This paper tells that story, from initial stealth to eventual university acknowledgement of the relevance of e-learning specifically to its own context

Employing the new educational technologists: a call for evidenced change

Melbourne, VI