May
20th
Wed
20th
KEY POINT 2
The first edition of our strategy talked about e-learning, but in the past three years, terminology, practice and contexts have developed. The term ‘e-learning’ can now sometimes be too narrowly defined to describe fully the widespread use of learning technology in institutions. We think it is more appropriate to consider how institutions can enhance learning, teaching and assessment using appropriate technology. We wish to focus on the benefits and the outcomes from using technology to support learning and related processes, which will be different in each institution. Underpinning infrastructures, management practices, architectures and services have an impact on learning, teaching and assessment, as do services for learners more generally.
The first edition of our strategy talked about e-learning, but in the past three years, terminology, practice and contexts have developed. The term ‘e-learning’ can now sometimes be too narrowly defined to describe fully the widespread use of learning technology in institutions. We think it is more appropriate to consider how institutions can enhance learning, teaching and assessment using appropriate technology. We wish to focus on the benefits and the outcomes from using technology to support learning and related processes, which will be different in each institution. Underpinning infrastructures, management practices, architectures and services have an impact on learning, teaching and assessment, as do services for learners more generally.
— Enhancing learning and teaching through the use of technology
http://www.hefce.ac.uk/pubs/hefce/2009/09_12/
