Implementing an institution-wide learning and teaching strategy: lessons in managing change

The following is a summary and possibly some reflection on Newton (2003). I’m still trying to decide if, as I read literature associated with the PhD, if I should take the time to produce these summaries. I wonder if, instead, I should concentrate on writing the thesis…. Essentially illustrates that academics have different perspectives of

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Prescription, adaptation and failure around improving univeristy teaching

The following post and its content has been shaped by (at least) three separate influences: My on-going attempt to establish some ways of thinking about how you effectively support the improvement of teaching within universities – currently going under the label of “reflective alignment” A post by Damien Clark that attempts to integrate some of

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"One ring to rule them all": Limitations and implications of the LMS/VLE product model

As part of the PhD I’m developing the P Frameworks as a theory for analysing/understanding the factors the impact the organisational implementation of e-learning. Essentially, I argued that that the current institutional practice of e-learning within universities demonstrates an orthodoxy. Further, I argue that this orthodoxy has a number of flaws that limit, some significantly,

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The myth of rationality in the selection of learning management systems/VLEs

Over the last 10 to 15 years I’ve been able to observe at reasonably close quarters at least 3 processes to select a learning management system/virtual learning environment (LMS/VLE) for a university. During the same time I’ve had the opportunity to sit through presentations and read papers provided by people who had led their organisation

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"Blame the teacher" isn't new to technology-mediated learning

I’ve been banging on about the tendency for educational technology folk, especially those in the technologists alliance to “blame the teacher” as the reason why technology-mediated learning hasn’t achieved all of its promise. I came across a paper that illustrates just how long this tendency as been around. Petrina (2004) passes a critical eye over

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Poor craftsman – or the "blame the teachers" excuse

Disclaimer I strongly believe in the notion that both learning and teaching, and attempting to improve learning and teaching, are wicked design problems to which there is no single answer, there are no right nor easy answers. The better answers lie in a broad recognition, understanding and synthesis of the diverse perspectives that exist; an

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