Introducing E-Developers to Support a University's Blended Learning Developments

Autor/inn/en	Ooms, Ann; Burke, Linda; Linsey, Tim; Heaton-Shrestha, Celayne
Titel	Introducing E-Developers to Support a University's Blended Learning Developments
Quelle	In: ALT-J: Research in Learning Technology, 16 (2008) 2, S.111-122 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7769
DOI	10.1080/09687760802316307
Schlagwörter	Higher Education; Technology Integration; Educational Technology; Online Courses; Learning Modalities; Conventional Instruction; Cooperation; Technical Support; Specialists; Case Studies; Program Effectiveness; Role; United Kingdom (London) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Online course; Online-Kurs; Lernumgebung; Co-operation; Kooperation; Case study; Fallstudie; Case Study; Rollen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10