A proposal for fixing what's broken with ed tech support in some universities

This paper analyses the outcomes of what a small group of academics (myself included) attempted to do to develop the knowledge/capability to develop effective learning for hundreds of pre-service teachers via e-learning. That experience is analysed using a distributive view of knowledge and learning and illustrates just how broken what passes for ed tech support/academic

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Barriers to higher education technology adoption: Digital fluency or usefulness?

Motaghian et al (2013) in talking about “web-based learning systems” (LMS) conclude that (p. 167) perceived usefulness was the most important influential factor on instructors’ intention and their actual use of the systems (adoption) This is seen as important since earlier they’ve argued (p. 158) despite the emerging trend of using web-based learning systems to

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What might the 3 levels of organisational culture reveal about university e-learning

I have fulfilled my organisational duty and attended and participated in a 3 hour workshop intended to achieve some level of shared vision within the organisation. As always I remain cynical about likely impact such sessions will have on the organisation and my experience of it. There was, however, some benefit in making me aware

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Learning about case study methodology to research higher education

The following is a summary and some thoughts on Harland (2014). The abstract for the paper is Learning about teaching through inquiry is a sound practice for professional development and the university teacher-as-researcher is now commonplace. With the proliferation of inquiry-based postgraduate programmes in university teaching, more academics from across the disciplines are learning new

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