Informing TEL strategy through formal and informal channels: a case study

David Walker, David Sloan, Lynn Boyle, Lorraine Walsh

    Research output: Contribution to journalArticlepeer-review

    2 Citations (Scopus)


    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.
    Original languageEnglish
    Pages (from-to)289-293
    Number of pages5
    JournalCampus-Wide Information Systems
    Issue number4
    Publication statusPublished - Aug 2011


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