Introducing e-developers to support a university’s blended learning developments

ann Ooms, Linda Burke, Tim Linsey, Celayne Heaton-Shrestha

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.

Keywords: blended learning; curriculum development; e-learning; learning resources; professional development; strategy; technology

DOI: 10.1080/09687760802316307

Keywords

blended learning; curriculum development; e-learning; learning resources; professional development; strategy; technology

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