Quotes and References

Stiles, M and Yorke, J. (2006). “Technology supported learning – Tensions between innovation, and control and organisational and professional cultures”. Journal of Organisational Transformation and Social Change 3: 3, pp 251-267,  doi: 10.1386/jots.3.3.251/1

• Institutions normally start with strategies aimed at introducing these innovations, but there is much about the organisational and cultural nature of educational institutions that act as a barrier to innovation. 251
• An embedding process based around the review and implementation of policy ensued which had proven highly successful in terms of embedding.
• Tensions
• Changes in technology
• New web-based services, which stimulated innovative practitioners. 251
• Introducing and embedding technology supported learning (TSL) into an institution is a complex process, usually involving a variety of approaches to coping with associated organisational changes. 251
• The activities of introduction and embedding each require those involved to address issues of strategy, policy and organisational practice and relate them to staff development, professional practice and organisational culture. 251
• The introduction of TSL frequently takes place in response to political and economic drivers and can result in strategies that underestimate required changes in organisation and professional practice.  252
• TSL strategies in UK Higher Education normally focus on its introduction and follow a number of traditional approaches.
• Three approaches to the introduction of TSL have been adopted: 1) Funding projects by innovators/enthusiasts  2) Top-down “revolutionary change driven by a directive central strategy 3) Make the technology available and promote take up 252
• It is also clear that management and organisational culture are important. The reason for undertaking innovation must be understood –is it about effectiveness, quality, client satisfaction and so forth. 253
• The introduction of TSL into educational organisations is typified by two common strategic approaches (often described by a top-down strategic drive). They can be lossely described as let a thousand flowers bloom, where a technology is made available to practitioners and active encouragement (often via enthusiast led small projects funded from the centre and build it and they will come, where the new technology is installed and its use promoted by advertising its availability 254
• Technological innovation is underdetermined – there is no single best solution. This resonates strongly with the views of many of those working in the field of TSL who have long argued against a “one size fits all” approach on pedagogic grounds. 254
• This had predictable results, producing only localised impact and was replaced by a more directed “seeding change by project approach” 255
• The policy, intended to act as an enabler for further change and innovation, laid out the rules of engagement for TSL activity and is designed to ensure flexible and independent learning, equity of opportunity, support of independent and lifelong learning, access to eResources, encouragement of research, staff development, practice, policy and strategy, competitive pricing of eLearning 256
• The second dimension to this framework is the locus of activity. In educational terms the authors consider it likely that the initiation of a given activity within the learning experience will prove its most useful characteristic when considering that activity in its strategy and policy contexts. The following loci are proposed: 1) Institution Initiated –at a corporate, departmental, or course management level. 2) Tutor initiated – as part of the learning process and conduct of course delivery 3) Learner Initiated – either completely independently or as part of the individuals learning strategy. 263 (first dimension is levels of controls (Control, Manage, Facilitate, Enable, Recognise).

Further Reading

• Department for education and skills (2003). Towards a Unified e-Learning Strategy, Nottingham: DfES Publications. Retrieved on October 2008, from http://www.dcsf.gov.uk/consultations/downloadableDocs/towards%20a%20unified%20e-learning%20strategy.pdf