Some Valuable Lessons from the Teaching & Learning Technology Programme in the UK
Some Valuable Lessons from the Teaching & Learning Technology Programme in the UK
This paper considers some lessons for teaching and learning technology (TLT) in UK Higher Education (HE), relevant to HE lecturers concerned with the development of technology-based teaching, and informed by the official evaluation report of the Teaching and Learning Technology Programme (TLTP) (HEFCE, 1996a). The paper analyses the TLTP evaluation report, and draws two conclusions. First, UK HE TLT developers do not generally appreciate the necessity for instructional systems engineering (ISE) expertise. Second, even where the need for ISE expertise is appreciated, these developers generally do not recognise that they have neither this expertise nor the particular expertise required for computer-aided instruction. The paper then offers a commentary on these conclusions, informed by personal experience in both commerce and academia, followed by a consideration of the viability criteria for TLT projects in HE, and ends by asserting that there is little justification for such projects in UK HE at present.
67-85
Gilbert, Lester
a593729a-9941-4b0a-bb10-1be61673b741
1999
Gilbert, Lester
a593729a-9941-4b0a-bb10-1be61673b741
Gilbert, Lester
(1999)
Some Valuable Lessons from the Teaching & Learning Technology Programme in the UK.
Journal of Interactive Learning and Research, 10 (1), .
Abstract
This paper considers some lessons for teaching and learning technology (TLT) in UK Higher Education (HE), relevant to HE lecturers concerned with the development of technology-based teaching, and informed by the official evaluation report of the Teaching and Learning Technology Programme (TLTP) (HEFCE, 1996a). The paper analyses the TLTP evaluation report, and draws two conclusions. First, UK HE TLT developers do not generally appreciate the necessity for instructional systems engineering (ISE) expertise. Second, even where the need for ISE expertise is appreciated, these developers generally do not recognise that they have neither this expertise nor the particular expertise required for computer-aided instruction. The paper then offers a commentary on these conclusions, informed by personal experience in both commerce and academia, followed by a consideration of the viability criteria for TLT projects in HE, and ends by asserting that there is little justification for such projects in UK HE at present.
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Published date: 1999
Organisations:
Electronic & Software Systems
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Local EPrints ID: 266980
URI: http://eprints.soton.ac.uk/id/eprint/266980
PURE UUID: 49a20e84-d9d6-488e-88d3-6e9bee1bb97b
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Date deposited: 13 Dec 2008 11:29
Last modified: 14 Mar 2024 08:39
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Author:
Lester Gilbert
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