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Supporting strategic cultural change: the Strathclyde Learning Technology Initiative as a model

Littlejohn, Allison and Cameron, Shona (1999). Supporting strategic cultural change: the Strathclyde Learning Technology Initiative as a model. ALT-J: Research in Learning Technology, 7(3) pp. 64–75.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/0968776990070307
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Abstract

This paper describes the strategies being developed at the University of Strathclyde in response to the vision in the Dearing Report of a learning society in which Communication and Information Technology (C&IT) is central to students' learning experiences. The Strathclyde Learning Technology Initiative aims to support strategic change in the development and use of new learning technologies to improve the quality and efficiency of teaching and learning within the University. In order for a major cultural shift in teaching and learning to take effect there are three main areas that need to be addressed: (i) many academics still work within a traditional teaching framework and believe that these methods can simply be transferred to the Web, (ii) students who have been taught in a traditional teaching environment need support in acquiring new learning skills for an electronic learning environment, and (iii) new methods of learning and teaching can only be successfully integrated within the environment of a supporting infrastructure and institutional climate. These key elements are further explored, drawing on the lessons learned from the implementation of the Initiative, and suggestions are made for ways of surmounting the barriers to the uptake of C&IT perceived by academics.

Item Type: Journal Item
ISSN: 2156-7077
Keywords: technology-enhanced learning; e-learning; professional development; professional learning; higher education
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
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Item ID: 51305
Depositing User: Allison Littlejohn
Date Deposited: 31 Oct 2017 15:26
Last Modified: 07 Dec 2018 23:01
URI: http://oro.open.ac.uk/id/eprint/51305
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