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Strategies for Change

The mixture of excitement and scepticism towards the technological revolution expressed in Chapter 1 leads naturally on to a discussion about how e-learning approaches can be effectively integrated into academic practice. The articles in this chapter focus on some of the issues that need to be tackled in order to embed e-learning successfully. At an institutional level, the organisation and structure of support available can be influential in the message transmitted to staff and students. Disjointed, segregated approaches can result in a perception of e-learning being ‘separate’ to other forms of learning. In addition, tailoring developments to staff and students who have varying degrees of skill and experience requires much thought and planning. What emerges from this collection of articles is a) the importance of conceptualising e-learning as part of normal teaching and learning practice rather than a separate activity; b) the importance of viewing e-learning as an ongoing developmental process rather than something that can be designed and integrated quickly c) the importance of focusing on the educational rationale underpinning developments rather than being absorbed in technological considerations. Staff at any stage of e-learning development will find these papers useful as they provide an important reminder about the fundamental issues behind educational technologies.


Strategic Staff Development of Embedding E-Learning Practices in HE
Martin Oliver, UCL & Jay Dempster, Centre for Academic Practice
First appeared in Interactions Issue 18 Autumn 2002

Introducing Text-Based Computer Conferencing within an Accredited Academic Development Programme
Adrian Stokes, Centre for Academic Practice
First appeared in Interactions Issue 12 Autumn 2000

New Lamps for Old?: Developing a strategy for accommodating new technology within an established distance learning MBA programme
Chris Pegler & Sally Rushworth, Warwick Business School
First appeared in Interactions Issue 8 Summer 1999