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.
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. https://doi.org/10.1108/10650741111162752