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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/218048
- Title
- The Carpe Diem journey: designing for learning transformation
- Author(s)
- Armellini, Alejandro; Salmon, Gilly; Hawkridge, David
- Abstract
- Anyone who has been in touch with the University of Leicester over the last few years will know that its teaching and learning profile has been on a rising curve. Most relevantly to this chapter the University has recently been awarded the UNIQUe (European University Quality in eLearning) certificate, the first and only one in UK to date. While it may be difficult to trace this success back to specific actions, it is a fact that the University decided in 2005 to launch a strategic initiative to transform its e-learning and distance learning and the first pedagogical innovation strategy was accepted by Senate in July 2005. It set up the Beyond Distance Research Alliance (BDRA) to provide evidence and leadership for the changes. The pedagogical innovations introduced and researched by BDRA and its partners under this initiative have built up institutional capacity for evidence based change, both at Leicester and elsewhere. In particular, they have transformed course design through low-cost, high-value-for-learning approaches. We are deeply involved in this initiative and would like to tell you in this chapter about the journey so far and what we have learned.
- Publication type
- Book chapter
- Source
- Transforming higher education through technology-enhanced learning / Terry Mayes, Derek Morrison, Harvey Mellar, Peter Bullen and Martin Oliver (eds.), Chapter 10, pp. 135-148
- Publication year
- 2009
- Keyword(s)
- Course design; Distance learning; Evidence-based change; E-learning; Flexible delivery modes; Higher education; Pedagogical innovation
- Publisher
- Higher Education Academy
- ISBN
- 9781907207112, 1907207112
- Publisher URL
- http://www.heacademy.ac.uk/resources/detail/learningandtech/transforming_he_through_technology_enhanced_learning
- Copyright
- Copyright © The Higher Education Academy December 2009. All rights reserved.
- Peer reviewed
