Abstract
This chapter describes the experiences of four projects under the Higher Education Academy (HEA) funded e-Learning pathfinder initiative. The projects focused on institutional strategic change and in particular on embedding e-Learning. Each adopted different approaches, tailored to their own specific institutional contexts. However, the projects also worked at a cluster level, which enabled them to draw on commonalities and differences. Working within the cluster also enabled them to adopt a reflective approach to their projects and to consider the implications of their findings for future strategic change within their institutions.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
- 2.
- 3.
- 4.
- 5.
Universities of Brunel, Cambridge, London South Bank and Reading.
- 6.
- 7.
- 8.
- 9.
- 10.
- 11.
- 12.
http://www.caret.cam.ac.uk/llp. The Learning Landscape Project (2006–2008) was managed from the Center for Applied Research in Educational Technologies (CARET) at the University of Cambridge, with support from the UK’s Higher Education Academy “Pathfinder” Program. Principal project team members included: Patrick Carmichael, Catherine Howell, Matthew Riddle, Rod Rivers, and Frances Tracy. Michael Arnold (Department of History and Philosophy of Science, University of Melbourne) contributed much to the research design and data analysis during his two sabbatical visits to Cambridge in 2007 and 2008.
- 13.
References
Becta (2008). Harnessing technology: next generation learning 2008–14. http://publications.becta.org.uk/display.cfm?resID=37348&page=1835. Accessed 26 May 2009.
Clegg, S., Hudson, A., & Steel, J. (2003). The Emperor’s new clothes: globalisation and e-learning in higher education. British Journal of Sociology of Education, 24(1), 39–53.
Conole, G. (2007). Relationship between policy and practice – the gap between rhetoric and reality. In R. Andrews & C. Haythornthwaite (Eds.), The Sage handbook of e-learning research, e-learning research handbook (pp. 286–310). London: Sage.
Conole, G., Smith, J., & White, S. (2007). A critique of the impact of policy and funding on practice. In G. Conole & M. Oliver (Eds.), Contemporary perspectives in e-learning research: themes, methods and impact on practice (part of Lockwood, F. (ed), the Open and Distance Learning Series). London: Routledge.
Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2005). Appreciative inquiry handbook: the first in a series of ai workbooks for leaders of change. Brunswick, OH: Crown Custom Publishing.
Davis, H.C. (1998). Referential integrity of links in open hypermedia systems. In Proceedings of the Ninth ACM Conference on Hypertext and Hypermedia: Links, Objects, Time and Space – Structure in Hypermedia Systems: Links, Objects, Time and Space – Structure in Hypermedia Systems (pp. 207–216), Pittsburgh, Pennsylvania, United States, June 20–24, 1998. http://doi.acm.org/10.1145/276627.276650. New York: ACM. Accessed 02 June 2009.
HEFCE (2005). HEFCE strategy for e-learning. http://www.hefce.ac.uk/pubs/hefce/2005/05_12/. Bristol: HEFCE. Accessed 02 June 2009.
Heller, H. (1988). The advisory service and consultancy. In H. Gray (Ed.), Management consultancy in schools. London: Cassell.
Heywood, I. (2000). University.com: Myth or Reality. http://www.thebild.org/ContentFiles/confih.ppt. Accessed 02 June 2009.
Howell, C., & Arnold, M. (2008). Night Shifts: Some Situated Dimensions of Student Technology Use. OZCHI 08. Proceedings of the 20th Australasian conference on Computer-Human Interaction: Designing for Habitus and Habitat. ACM, 8-12 December 2008. Cairns, Australia.
Morrison, D. (2007). Benchmarking phase 1 report now available. Blog posting, 15th July 2007, http://elearning.heacademy.ac.uk/weblogs/benchmarking/?p=315. Neubauer, W. (2003). Organisationskultur. Stuttgart: Kohlhammer.
NSF (2008). Fostering learning in a networked world: the cyberlearning opportunity and challenge, A 21st Century agenda for the National Science Foundation, report of the NSF task force on cyberlearning. http://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf.
Nunes, M. B., Pasley, R., McPherson, M., Thomas, H., & Ishaya, T. (2003). Learning objects: Are they serving practitioners working with VLEs? ICWI 2003. Proceedings of the IADIS International Conference WWW/Internet 2003, 5–8 November, 2003, Algarve, Portugal.
O’Neill, K., Singh, G., & O’Donaghue, J. (2004). Implementing e-learning programmes for Higher Education: a review of the literature. Journal of Information Technology Education, 3, 313–23. http://jite.org/documents/Vol3/v3p313-323-131.pdf. Accessed 05 June 2009.
Oliver, M., & Conole, G. (2004). Evidence-based practice and e-learning in higher education: can we and should we? Research Papers in Education, 18(4), 385–397.
Riddle, M., & Howell, C. (2008). You are here: Students map their own ICT landscapes. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/melbourne08/procs/riddle.pdf. Accessed 05 June 2009.
Simons, H., Kushner, S., Jones, K., & James, D. (2003). From evidence-based practice to practice-based evidence: the idea of situated generalisation. Research Papers in Education, 18(4), 347–364.
Stiles, M. J., & Yorke, J. M. E. (2004). Embedding staff development in elearning in the production process and using policy to reinforce its effectiveness, Staffordshire University, November 2004. http://www.staffs.ac.uk/COSE/cosenew/embedding.pdf. Accessed 05 June 2009.
Acknowledgment
The work presented in this chapter was a collaborative effort involving a number of people at each institution. We would like to thank in particular the following people: Linda Murray, Julia Stephenson, Anu Sharma and Natalie Parnis (Brunel University), John Norman, Rod Rivers, Matthew Riddle, Michael Arnold, Sarah Maughan, Julia Rafal, Anna Bernard, Patrick Carmichael, Frances Tracy, and the Cambridge Project Steering Group and Project Board (Cambridge University), Helen George (London South Bank University) and Clare McCullagh and Ryan Bird (Reading University. Links to all of the project blogs are available from http://elearning.heacademy.ac.uk/weblogs/pathfinder/. In addition we gratefully acknowledge the funding from the HE Academy that enabled us to undertake this work.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Conole, G., Brown, R., Papaefthimiou, M., Alberts, P., Howell, C. (2010). Fostering Connectivity and Reflection as Strategic Investment for Change. In: Ehlers, UD., Schneckenberg, D. (eds) Changing Cultures in Higher Education. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-03582-1_17
Download citation
DOI: https://doi.org/10.1007/978-3-642-03582-1_17
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-03581-4
Online ISBN: 978-3-642-03582-1
eBook Packages: Computer ScienceComputer Science (R0)