Abstract

Purpose: The purpose of this paper is to outline and discuss a multifaceted approach to embedding change in academic practice, resulting in the integration of technology-enhanced learning (TEL) within the wider institutional strategic approach to learning and teaching. Design/methodology/approach: This approach is evidenced through a discussion of three examples of practitioner engagement and ownership across the institution--"bottom-up", "middle-out" and "top-down" activities--demonstrating the attendant potential for transferability to other institutional settings. Findings: The triangulation of all three levels of activity in this way ensures that strategy is informed, developed, discussed, deployed and owned across the institution. Originality/value: The paper addresses the challenges of integrating TEL approaches within an overall teaching and learning strategic framework through the medium of practitioner-developed and supported initiatives developed at the University of Dundee but with potential for transferability to other institutions. (Contains 1 figure.)

Citation

Walker, D., Sloan, D., Boyle, L. & Walsh, L. (2011). Informing TEL Strategy through Formal and Informal Channels: A Case Study. Campus-Wide Information Systems, 28(4), 289-293. Retrieved August 8, 2024 from https://www.learntechlib.org/p/53760/.

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Keywords

• case studies
• Change Strategies
• College Faculty
• educational technology
• electronic learning
• Foreign Countries
• Program Descriptions
• Program Implementation
• Strategic Planning
• Teacher Role
• technology integration
• Technology Planning