dc.creator |
ann Ooms |
|
dc.creator |
Linda Burke |
|
dc.creator |
Tim Linsey |
|
dc.creator |
Celayne Heaton-Shrestha |
|
dc.date |
2008-12-01T00:00:00Z |
|
dc.date.accessioned |
2015-07-20T22:07:00Z |
|
dc.date.available |
2015-07-20T22:07:00Z |
|
dc.identifier |
10.3402/rlt.v16i2.10890 |
|
dc.identifier |
2156-7069 |
|
dc.identifier |
2156-7077 |
|
dc.identifier |
https://doaj.org/article/f6b256dec738457d8b2ec9218eebf531 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/10887 |
|
dc.description |
Introducing technology in higher education raises questions about staff roles and the organisation of development practices. This article presents the findings from a case study that was undertaken to evaluate the effectiveness of introducing three centrally supported e-developers to work with academic teams to provide specialist support. The e-developer role is explained, and related to existing literature about learning technologists. The case illustrates how the e-developers worked collaboratively with academic staff and the perceptions of the academic staff, e-developers and educational technology leaders of the e-developer model used in a university in southwest London. The findings offer an opportunity to understand this kind of role, and the value of a model of staff development that does not involve taking academic staff out of the teaching area to become e-developers. The model supports ‘situative' professional development, which helps promote technology integration into teaching and suggests that e-developers provided cost-effective mentorship which participants believed would have a positive impact on student learning. |
|
dc.language |
English |
|
dc.relation |
http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10890 |
|
dc.relation |
https://doaj.org/toc/2156-7069 |
|
dc.relation |
https://doaj.org/toc/2156-7077 |
|
dc.rights |
CC BY |
|
dc.source |
Research in Learning Technology, Vol 16, Iss 2 (2008) |
|
dc.subject |
blended learning |
|
dc.subject |
curriculum development |
|
dc.subject |
e-learning |
|
dc.subject |
learning resources |
|
dc.subject |
professional development |
|
dc.subject |
strategy |
|
dc.subject |
technology |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
Introducing e-developers to support a university's blended learning developments |
|
dc.type |
article |
|