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Framing the role of technologies in the recognition and development of staff capacities to enhance learning in higher education

Farley, Alan, Holt, Dale and Barton, Siew Mee 2007, Framing the role of technologies in the recognition and development of staff capacities to enhance learning in higher education, in Ascilite 2007, Singapore ICT- providing choices for learners and learning, 2-5 December 2007, ASCILITE, Singapore, pp. 259-261.

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Title Framing the role of technologies in the recognition and development of staff capacities to enhance learning in higher education
Author(s) Farley, Alan
Holt, Dale
Barton, Siew Mee
Conference name Australasian Society for Computers in Learning in Tertiary Education. Conference (24th : 2007 : Singapore)
Conference location Singapore
Conference dates 2-5 December 2007
Title of proceedings Ascilite 2007, Singapore ICT- providing choices for learners and learning, 2-5 December 2007
Editor(s) Atkinson, Roger
Publication date 2007
Conference series Australasian Society for Computers in Learning in Tertiary Education Conference
Start page 259
End page 261
Total pages 3
Publisher ASCILITE
Place of publication Singapore
Summary There are practical initiatives which can be taken by university management to move institutions forward by engaging a broad range of staff and in cultivating leadership capabilities in teaching and learning. These initiatives are considered in terms of 12 ‘levers of engagement’ currently being implemented in our university, and shown below. Deakin, as a major flexible education provider, is used as an institutional case study of the role of technology in supporting organisational change in higher education. Many of the levers of engagement are evident in other Australian universities.
ISBN 9789810595784
9810595786
9789810595791
9810595794
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2007 Alan Farley, Dale Holt and Siew Mee Barton
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008203

Document type: Conference Paper
Collections: Institute of Teaching and Learning
Higher Education Research Group
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