Ooms, Anne, Burke, Linda, Linsey, Tim and Heaton-Shrestha, Celayne (2008) Introducing e-developers to support a university’s blended learning developments. ALT-J: research in learning technology, 16 (2). pp. 111-122. ISSN 0968-7769 (Print), 1741-1629 (Online) (doi:10.1080/09687760802316307)

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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

Item Type:	Article
Additional Information:	[1] Research in Learning Technology is an open access journal. Author(s), their employer(s), or their funder(s) retain copyright, but license ALT to publish their work under a Creative Commons Attribution 3.0 Unported (CC BY 3.0) Licence
Uncontrolled Keywords:	blended learning, curriculum development, e-learning, learning resources, professional development, strategy, technology
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences
Related URLs:	Publisher
Last Modified:	27 Jan 2020 16:11
URI:	http://gala.gre.ac.uk/id/eprint/7451

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