A UK University’s Conception of Deployment of Technologies to Enhance Learning: Evolution of a Higher Education Funding Council for England’s Centre for Excellence in Teaching and Learning (CETL)
This paper is a reflection upon the genesis of a conceptual model for ‘intelligent deployment’ of technologies to enhance students’ learning. It developed from a creative epiphany stimulated by a ‘model’ used to support the teaching of a range of genres of writing to school children, which focussed on the importance of teaching about alignment of the form of writing for its particular purpose and audience. Explanation is given of how this has been elaborated and refined as a dialogic tool for planning for ‘intelligent deployment of technologies’ in one of the UK's Centres of Excellence in Teaching and Learning. The SOLSTICE Centre has a particular focus on learning technologies. The SOLSTICE ‘intelligence informed dialogue’ concept, which is derived from the above is shared and exemplified through the notion of 'New Academic Teamwork' grounded in trans-disciplinary, multi-professional pedagogic design approaches. The paper concludes with insights into how the SOLSTICE ‘Purpose, Audience and Form’ model has been used to creatively stimulate discussion and definition of trans-disciplinary research with potential to engage multiple international partners.
||Multi-Professional, Trans-Diciplinarity, Technology Assisted Learning, New Academic Teams, Professional Dialogue
The International Journal of Learning, Volume 14, Issue 6, pp.127-132.
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Dean of Teaching and Learning Development, Edge Hill University, Ormskirk, Lancashire, UK
Mark Schofield is Dean of Teaching and Learning at Edge Hill University and Reader in Educational Development. He leads the University’s strategy and policy development in teaching, learning and associated research and contributes to teaching and curriculum design in undergraduate and postgraduate programmes in Education, Health, and Teaching and Learning in Clinical Practice and provides consultancy in education in the school and university sectors. His interests include constructivism and learning, pedagogy, widening participation, and the use of technologies to enrich learning. He is a member of the Higher Education Academy and chair of the Staff and Educational Development Association publications committee. He is chair of Edge Hill’s Centre for Learning and Teaching Research, which focuses on post-compulsory education policy and practice. He is also a member of the English Higher Education Funding Council, Joint Information Systems, and Higher Education Academy E-Learning Partnership Board. As Academic Director, he leads the SOLSTICE Centre for Excellence in Learning and Teaching at Edge Hill University, a status awarded to universities in the sector with demonstrable excellence in teaching for learning and associated advanced scholarship. The Centre is funded by the Higher Education Funding Council for England.
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