[ { "key": "T7DXVPT8", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/T7DXVPT8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/T7DXVPT8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Park et al.", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "T7DXVPT8", "version": 1, "itemType": "journalArticle", "title": "University Instructors' Acceptance of Electronic Courseware: An Application of the Technology Acceptance Model", "creators": [ { "creatorType": "author", "firstName": "Namkee", "lastName": "Park" }, { "creatorType": "author", "firstName": "Kwan Min", "lastName": "Lee" }, { "creatorType": "author", "firstName": "Pauline Hope", "lastName": "Cheong" } ], "abstractNote": "This study examines the factors that influence instructors' adoption and use of an Internet-based course management system and tests the applicability of the Technology Acceptance Model (TAM), introduced by Davis (1986), in the context of e-learning practices in higher education. Using data from an online survey of a university's instructors (N= 191), a path analysis revealed that perceived ease of use of the system had a significant impact on perceived usefulness as the TAM suggested. In addition, a direct effect of perceived usefulness on behavioral intention to use and an indirect effect of the variable on actual system use, both of which were proposed in the TAM, were also found. Further, motivation to use the system played a significant role in affecting perceived ease of use, perceived usefulness, evaluation of functions, current system use, and behavioral intention to keep using the system. This study suggests that integration of the TAM and the uses and gratification approach can be fruitful for future research on the diffusion of Internet-based technological systems.", "publicationTitle": "Journal of Computer-Mediated Communication", "publisher": "", "place": "", "date": "2008", "volume": "13", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "163-186", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1083-6101.2007.00391.x", "citationKey": "", "url": "http://dx.doi.org/10.1111/j.1083-6101.2007.00391.x", "accessDate": "2010-03-13T05:58:55Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "University Instructors' Acceptance of Electronic Courseware", "language": "", "libraryCatalog": "Wiley InterScience", "callNumber": "0013", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-07-14T23:41:07Z", "dateModified": "2011-07-14T23:41:07Z" } }, { "key": "T5VHVXT5", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/T5VHVXT5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/T5VHVXT5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "T5VHVXT5", "version": 1, "itemType": "webpage", "title": "eLearning strategy links on Delicious", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.delicious.com/eTeaching.uow/strategy", "accessDate": "2011-06-27T05:47:02Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:48:54Z", "dateModified": "2011-06-27T05:48:54Z" } }, { "key": "CQE83F98", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/CQE83F98", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/CQE83F98", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "CQE83F98", "version": 1, "itemType": "webpage", "title": "eLearning Framework links on Delicious", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.delicious.com/eTeaching.uow/Framework", "accessDate": "2011-06-27T05:46:15Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:48:43Z", "dateModified": "2011-06-27T05:48:43Z" } }, { "key": "BV33WJTI", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/BV33WJTI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/BV33WJTI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Ely", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "BV33WJTI", "version": 1, "itemType": "journalArticle", "title": "Frameworks of educational technology*", "creators": [ { "creatorType": "author", "firstName": "D.", "lastName": "Ely" } ], "abstractNote": "", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "2008", "volume": "39", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "244–250", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:42:39Z", "dateModified": "2011-06-27T05:42:39Z" } }, { "key": "VWMG4D6S", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/VWMG4D6S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/VWMG4D6S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "VWMG4D6S", "version": 1, "itemType": "webpage", "title": "CSU Educational Technology Framework", "creators": [], "abstractNote": "The CSU Educational Technology Framework (.pdf) guides the governance, policy and practice needs for educational technology at Charles Sturt University (CSU) and defines the provision, use and application of educational technology at CSU. The Framework provides a structure through which planning and goal-setting will occur to guide future development; that is, it aims to provide a strategic and operational pathway for development to follow.", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.csu.edu.au.ezproxy.uow.edu.au/division/landt/resources/resources.htm", "accessDate": "2011-06-27T05:39:34Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:40:22Z", "dateModified": "2011-06-27T05:40:22Z" } }, { "key": "UATUMPEH", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/UATUMPEH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/UATUMPEH", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "White", "parsedDate": "2007-09", "numChildren": 0 }, "data": { "key": "UATUMPEH", "version": 1, "itemType": "journalArticle", "title": "Critical success factors for e-learning and institutional change - some organisational perspectives on campus-wide e-learning", "creators": [ { "creatorType": "author", "firstName": "S", "lastName": "White" } ], "abstractNote": "Computer technology has been harnessed for education in UK universities ever since the first computers for research were installed at 10 selected sites in 1957. Subsequently, real costs have fallen dramatically. Processing power has increased; network and communications infrastructure has proliferated, and information has become unimaginably accessible through the Internet and the World Wide Web. However, perhaps because higher education institutions are resistant to change, educational technology in universities has not managed to match the ubiquity of technology in everyday life. The reasons for differences between everyday experiences and those of higher education may lie in higher education practice. Higher education practice reflects the wider agendas of institutions manifested through their organisation, structure, culture and climate. These factors may particularly impact upon the potential for higher education to embrace and manage change in its educational activities, especially technology-enhanced learning such as blended learning and e-learning. This paper briefly reviews the progress of educational technology, then identifies critical success factors for e-learning through an organisational perspective derived from studies of six UK higher education institutions.", "publicationTitle": "BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY", "publisher": "", "place": "", "date": "SEP 2007", "volume": "38", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "840-850", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1467-8535.2007.00760.x", "citationKey": "", "url": "http://apps.isiknowledge.com.ezproxy.uow.edu.au/full_record.do?product=WOS&search_mode=GeneralSearch&qid=20&SID=T15@7iead9bhnn9dJGA&page=17&doc=165", "accessDate": "2010-04-15T02:58:13Z", "PMID": "", "PMCID": "", "ISSN": "0007-1013", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ISI Web of Knowledge", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:37:15Z", "dateModified": "2011-06-27T05:37:15Z" } }, { "key": "9XGTJD2T", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/9XGTJD2T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/9XGTJD2T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "9XGTJD2T", "version": 1, "itemType": "webpage", "title": "Reviewing the Virtual Campus phenomenon: The Rise of Large-scale e-Learning Initiatives Worldwide", "creators": [], "abstractNote": "The handbook seeks to provide a glimpse into the complex world of higher education - including traditional universities, distance education providers, public and private institutions, associations and consortia - and how all these institutions are experimenting with the set-up of what are refered to as virtual campuses. In particular, the handbook gathers the outcomes and experiences of the Re.ViCa project, which aimed to undertake a systematic and extensive review of virtual campuses in higher education.", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.icde.org/Reviewing+the+Virtual+Campus+phenomenon%3A+The+Rise+of+Large-scale+e-Learning+Initiatives+Worldwide.b7C_wlvM1u.ips", "accessDate": "2011-06-27T05:27:52Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:29:57Z", "dateModified": "2011-06-27T05:29:57Z" } }, { "key": "3VQGHKPA", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/3VQGHKPA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/3VQGHKPA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "3VQGHKPA", "version": 1, "itemType": "webpage", "title": "Empowering people", "creators": [], "abstractNote": "The 2009 Indiana University Strategic Plan for Information Technology, Empowering People, includes two specific action statements for improving access to and use of administrative data for decision-making activities throughout the University:", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.indiana.edu/~iubi/background.shtml", "accessDate": "2011-06-27T05:24:42Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:25:50Z", "dateModified": "2011-06-27T05:25:50Z" } }, { "key": "69G83NZU", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/69G83NZU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/69G83NZU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Inglis", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "69G83NZU", "version": 1, "itemType": "conferencePaper", "title": "Approaches taken by Australian universities to documenting institutional e-learning strategies", "creators": [ { "creatorType": "author", "firstName": "A.", "lastName": "Inglis" } ], "abstractNote": "Proceedings ascilite Singapore 2007: Full paper: Inglis\n419\nApproaches taken by Australian\nuniversities to documenting\ninstitutional e-learning strategies\nAlistair Inglis\nStaff College\nVictoria University\nThe way in which a university communicates a strategy that it is attempting to implement to\nits staff can have an important bearing on the effectiveness of the strategy. However, there\nare currently no generally accepted conventions governing the scope, structure, content and\nlanguage of strategy documents. E-learning is an area of activity in which most universities\nare currently striving achieve major change and therefore the documents being used to\ncommunicate institutional strategies in relation to e-learning merit investigation. A study\nwas undertaken of the ways in which Australian universities are documenting their\nstrategies in relation to e-learning and the types of activities that are being identified in\nstrategy documents. The study found that two distinct approaches to documenting\ninstitutional e-learning strategies are being adopted. Some universities are developing\ndiscrete strategies whereas other universities are embedding their strategies in more general\ndocuments. The most common themes that were identified in discrete e-learning strategies\nincluded: learning management system(s), networking and infrastructure, planning, policy\nand strategy development, evaluation, support for projects related to e-learning,\ndevelopment of courses, teaching and support, learning spaces, and future developments.\nThe themes that more than one university covered in general documents included: staff\ndevelopment, programs, use, improved access, effectiveness, and teaching/learning spaces.\nComparison of the documents provided by institutions showed that when e-learning\nstrategies have been embedded in more general documents the range of aspects of e-\nlearning that are covered tends to be less wide-ranging than is the case when discrete\nstrategies have been produced", "proceedingsTitle": "Proceedings of the 24th Annual ASCILITE Conference", "conferenceName": "", "publisher": "", "place": "", "date": "2007", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "419–427", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "0003", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:19:55Z", "dateModified": "2011-06-27T05:19:55Z" } }, { "key": "XPFZDASB", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/XPFZDASB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/XPFZDASB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Wills", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "XPFZDASB", "version": 1, "itemType": "conferencePaper", "title": "Strategic planning for blended elearning", "creators": [ { "creatorType": "author", "firstName": "S.", "lastName": "Wills" } ], "abstractNote": "", "proceedingsTitle": "7th International Conference on Information Technology Based on Higher Education and Training. from http://ithet06. eng. uts. edu. au", "conferenceName": "", "publisher": "", "place": "", "date": "2006", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "0009", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:18:01Z", "dateModified": "2011-06-27T05:18:01Z" } }, { "key": "87K5QX5J", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/87K5QX5J", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/87K5QX5J", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/48476/items/FENTANCJ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } } }, "data": { "key": "87K5QX5J", "version": 1, "parentItem": "FENTANCJ", "itemType": "attachment", "linkMode": "linked_url", "title": "Trove - Resistance : re-imagining innovation in higher education teaching and learning", "accessDate": "2011-03-31T20:49:54Z", "url": "http://trove.nla.gov.au.ezproxy.uow.edu.au/work/37246909?q-field0&q-type0=all&q-term0=academic+innovation&q-field1=title%3A&q-type1=all&q-term1&q-field2=creator%3A&q-type2=all&q-term2&q-field3=subject%3A&q-type3=all&q-term3&q-year1-date&q-year2-date&q=+%28academic+innovation%29&l-format=Thesis&c=book", "note": "", "contentType": "text/html", "charset": "utf-8", "tags": [], "relations": {}, "dateAdded": "2011-06-27T05:17:43Z", "dateModified": "2011-06-27T05:17:43Z" } }, { "key": "FENTANCJ", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/FENTANCJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/FENTANCJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Winslett", "parsedDate": "2010", "numChildren": 1 }, "data": { "key": "FENTANCJ", "version": 1, "itemType": "thesis", "title": "Resistance : re-imagining innovation in higher education teaching and learning", "creators": [ { "creatorType": "author", "firstName": "Gregory Michael", "lastName": "Winslett" } ], "abstractNote": "The call to innovate is ubiquitous across the Australian educational policy context. The claims of innovative practices and environments that occur frequently in university mission statements, strategic plans and marketing literature suggest that this exhortation to innovate appears to have been taken up enthusiastically by the university sector. Throughout the history of universities, a range of reported deficiencies of higher education have worked to produce a notion of crisis. At present, it would seem that innovation is positioned as the solution to the notion of crisis. This thesis is an inquiry into how the insistence on innovation works to both enable and constrain teaching and learning practices in Australian universities. Alongside the interplay between innovation and crisis is the link between resistance and innovation, a link which remains largely unproblematized in the scholarly literature. This thesis works to locate and unsettle understandings of a relationship between innovation and Australian higher education. The aim of this inquiry is to generate new understandings of what counts as innovation within this context and how innovation is enacted. The thesis draws on a number of postmodernist theorists, whose works have informed firstly the research method, and then the analysis and findings. Firstly, there is an assumption that power is capillary and works through discourse to enact power relations which shape certain truths (Foucault, 1990). Secondly, this research scrutinised language practices which frame the capacity for individuals to act, alongside the language practices which encourage an individual to adopt certain attitudes and actions as one’s own (Foucault, 1988). Thirdly, innovation talk is read in this thesis as an example of needs talk, that is, as a medium through which what is considered domestic, political or economic is made and contested (Fraser, 1989). Fourthly, relationships between and within discourses were identified and analysed beyond cause and effect descriptions, and more productively considered to be in a constant state of becoming (Deleuze, 1987). Finally, the use of ironic research methods assisted in producing alternate configurations of innovation talk which are useful and new (Rorty, 1989). The theoretical assumptions which underpin this thesis inform a document analysis methodology, used to examine how certain texts work to shape the ways in which innovation is constructed. The data consisted of three Federal higher education funding policies selected on the rationale that these documents, as opposed to state or locally based policy and legislation, represent the only shared policy context for all Australian universities. The analysis first provided a modernist reading of the three documents, and this was followed by postmodernist readings of these same policy documents. The modernist reading worked to locate and describe the current truths about innovation. The historical context in which the policy was produced as well as the textual features of the document itself were important to this reading. In the first modernist reading, the binaries involved in producing proper and improper notions of innovation were described and analysed. In the process of the modernist analysis and the subsequent location of binary organisation, a number of conceptual collisions were identified, and these sites of struggle were revisited, through the application of a postmodernist reading. By applying the theories of Rorty (1989) and Fraser (1989) it became possible to not treat these sites as contradictory and requiring resolution, but rather as spaces in which binary tensions are necessary and productive. This postmodernist reading constructed new spaces for refusing and resisting dominant discourses of innovation which value only certain kinds of teaching and learning practices. By exploring a number of ironic language practices found within the policies, this thesis proposes an alternative way of thinking about what counts as innovation and how it happens. The new readings of innovation made possible through the work of this thesis were in response to a suite of enduring, inter-related questions – what counts as innovation?, who or what supports innovation?, how does innovation occur?, and who are the innovators?. The truths presented in response to these questions were treated as the language practices which constitute a dominant discourse of innovation talk. The collisions that occur within these truths were the contested sites which were of most interest for the analysis. The thesis concludes by presenting a theoretical blueprint which works to shift the boundaries of what counts as innovation and how it happens in a manner which is productive, inclusive and powerful. This blueprint forms the foundation upon which a number of recommendations are made for both my own professional practice and broader contexts. In keeping with the conceptual tone of this study, these recommendations are a suite of new questions which focus attention on the boundaries of innovation talk as an attempt to re-configure what is valued about teaching and learning at university.", "thesisType": "", "university": "Queensland University of Technology", "place": "", "date": "2010", "series": "", "seriesNumber": "", "numPages": "thesis", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://eprints.qut.edu.au/32086/", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:17:43Z", "dateModified": "2011-06-27T05:17:43Z" } }, { "key": "RE4IGJRH", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/RE4IGJRH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/RE4IGJRH", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/48476/items/W894REIM", "type": "application/json" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "RE4IGJRH", "version": 1, "parentItem": "W894REIM", "itemType": "note", "note": "

Print

", "tags": [], "relations": {}, "dateAdded": "2011-06-27T05:17:16Z", "dateModified": "2011-06-27T05:17:16Z" } }, { "key": "W894REIM", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/W894REIM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/W894REIM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Selwyn", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "W894REIM", "version": 1, "itemType": "journalArticle", "title": "The use of computer technology in university teaching and learning: a critical perspective", "creators": [ { "creatorType": "author", "firstName": "N.", "lastName": "Selwyn" } ], "abstractNote": "Despite huge efforts to position information and communication technology (ICT) as a central tenet of university teaching and learning, the fact remains that many university students and faculty make only limited formal academic use of computer technology. Whilst this is usually attributed to a variety of operational deficits on the part of students, faculty, and universities, this paper considers the wider social relations underpinning the relatively modest use of technology in higher education. The paper explores how university use of computer technology is shaped into marginalized and curtailed positions by a variety of actors. From the 'writing' of ICT at a national policy level through to the marginalization of ICT within the lived 'student experience', a consistent theme emerges where computer technology use is constructed in limited, linear, and rigid terms far removed from the creative, productive, and empowering uses which are often celebrated by educational technologists. In the light of such constraints, the paper considers how these dominant constructions of a peripheral and limited use of ICT may be challenged by the higher education community. In particular, it concludes by reflecting on current critical thinking about how educational technologists can foster a more expansive and empowered use of computer technology within university settings.", "publicationTitle": "Journal of Computer Assisted Learning", "publisher": "", "place": "", "date": "2007", "volume": "23", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "83-94", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1365-2729.2006.00204.x", "citationKey": "", "url": "http://dx.doi.org/10.1111/j.1365-2729.2006.00204.x", "accessDate": "2010-03-13T06:15:57Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The use of computer technology in university teaching and learning", "language": "", "libraryCatalog": "Wiley InterScience", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:17:16Z", "dateModified": "2011-06-27T05:17:16Z" } }, { "key": "CAPACT3P", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/CAPACT3P", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/CAPACT3P", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Rossiter", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "CAPACT3P", "version": 1, "itemType": "thesis", "title": "Embedding e-learning in universities : analysis and conceptualisation of change processes", "creators": [ { "creatorType": "author", "firstName": "Darien Elizabeth", "lastName": "Rossiter" } ], "abstractNote": "E-learning has acquired the status of a \"radical innovation\" in higher education over the past decade. This claim is contestable, but certainly as the latest educational innovation, it can be attributed with introducing significant disruption into many facets of university life, reaching well beyond the traditional activities associated with the classroom pedagogies. In Australian universities, there are many now who simply take e-learning for granted as accepted teaching and learning practice (Oliver, 2004). Conversely, there are others who forecast its demise, claiming that, like previous educational technological innovations, it is another passing fad (Noble, 1998b). This thesis does not primarily engage this debate. Instead the purpose of this thesis is to gain insight into how universities can realise sustained benefits from the considerable investments to date that have been made in educational technological innovations. The inquiry seeks to understand better change within contemporary universities, in particular the process of embedding the e-learning innovation effectively. The intention is to produce an analysis useful to university executives, managers, teachers and researchers, as well as to make a more general contribution to knowledge about innovations in organisations. The research literature on change and innovation in organisations is relevant but is reviewed and assessed as of limited value to the enquiry. This is because: * the literature mainly focuses on the objective characteristics of an innovative product which cannot encompass the socially constructed value of e-learning * it fails to differentiate between the concept of \"embedding\" and other change phases and constructs, mostly examining the precursory and innovation-producing processes * the context of research into innovation has been primarily industrial, not university-based * its variable analytic paradigm fails to produce holistic analyses which can be appreciated and enacted on by decision makers and practising managers. For these reasons and because suitable research on innovation in universities is lacking, an introductory investigation based on grounded theory building was undertaken. To this end, four qualitative, descriptive case studies of contrasting Australian universities embedding e-learning were compiled. The four case universities (their identities protected through use of pseudonyms) assessed were: * Gamma University - a multi-campus institution, geographically spread across urban and regional locations * Lambda University - an established university, with the majority of students located at a single urban campus * Epsilon University - a younger, multi-campus amalgamated university with a strong reputation for distance education * Delta University - a relatively young multi-campus, urban university, although its parent bodies provide a longer history. The cases were based on interviews and focus group sessions with 74 participants, and electronic resource and document analyses over two phases; the first conducted in 1998-1999 and the second in 2002-2003. These analyses provided holistic pragmatic accounts that encapsulate a number of issues. One issue was about the importance of creativity in the innovating process. A second set of issues centred on the theme of complexity and the multifarious nature of the e-learning innovation. Other themes included the significance of the innovation context, partnerships and collaborations, and the emerging polarisation of issues such as standardisation versus diversification. These issues provoked three major propositions about the process of embedding and prompted the development of two systems-based analytical frameworks; one focusing on the nature of system relationships and interactions and the second providing a longitudinal perspective of system change. The propositions are: * the ability of a university to negotiate system intersections and transitions influences the degree to which e-learning can be embedded in that university * complexity is an integral part of an innovation, therefore cannot be ignored or eliminated without destroying the kernel of the innovation itself, and its longterm viability * the efficacy of the innovation is related, in some measure, to the ability to sustain partnerships and collaborations. The analysis suggested that there are number of key influences which affect the embedding process and the ability of an organisation, such as a university, to manage the processes associated with the e-learning innovation. The key system influences which affect embedding include: * the nature of the interactions and transactions occurring within the system, at the boundaries and between the phases of transition * the importance of organisational context (cultural, technological, strategic, geographic) * the pervasive impact of complexity on all dimensions of the research problem (the e-learning innovation, the change process and the university environment) * the necessity for collaboration. The implications of this study for university executives, managers and beyond are far reaching, and in some respects contradict accepted contemporary management practice. They include: seeking ways to maximise organisational tensions to achieve positive outcomes; enhancing decision making by allowing more flexibility and personal judgement into the process; developing greater tolerance for system fuzziness and uncertainty; and encouraging better utilisation of previous knowledge gained about innovation practices and processes.", "thesisType": "", "university": "Queensland University of Technology", "place": "", "date": "2006", "series": "", "seriesNumber": "", "numPages": "thesis", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://eprints.qut.edu.au/16223/", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0005", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:16:33Z", "dateModified": "2011-06-27T05:16:33Z" } }, { "key": "G7XSA3PZ", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/G7XSA3PZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/G7XSA3PZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Nichols", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "G7XSA3PZ", "version": 1, "itemType": "journalArticle", "title": "Institutional perspectives: The challenges of e-learning diffusion", "creators": [ { "creatorType": "author", "firstName": "Mark", "lastName": "Nichols" } ], "abstractNote": "There has been significant recent interest in the dynamics of institutional change and e-learning. This paper reports on the findings from a series of discussions about e-learning diffusion held with institutional e-learning representatives from across the globe. In the course of discussion it became clear that in some institutions e-learning was an accepted part of everyday activity, while in others it struggled to gain traction. There were identifiable common elements in those institutions that had appeared to have successfully engaged with e-learning across their teaching and learning functions. The findings of this exploratory study indicate that institutions have either achieved a state of sustainable embedding for e-learning, or else need to. Unless a state of institutional sustainability is achieved, it is likely that e-learning activity will in the long term be limited to enthusiasts.", "publicationTitle": "British Journal of Educational Technology", "publisher": "", "place": "", "date": "2008", "volume": "39", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "598-609", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1111/j.1467-8535.2007.00761.x", "citationKey": "", "url": "http://dx.doi.org.ezproxy.uow.edu.au/10.1111/j.1467-8535.2007.00761.x", "accessDate": "2010-05-29T06:41:19Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Institutional perspectives", "language": "", "libraryCatalog": "Wiley InterScience", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:13:44Z", "dateModified": "2011-06-27T05:13:44Z" } }, { "key": "TSVFVZI3", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/TSVFVZI3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/TSVFVZI3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Mac Keogh and Fox", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "TSVFVZI3", "version": 1, "itemType": "journalArticle", "title": "Strategies for Embedding e-Learning in Traditional Universities: Drivers and Barriers", "creators": [ { "creatorType": "author", "firstName": "K", "lastName": "Mac Keogh" }, { "creatorType": "author", "firstName": "S", "lastName": "Fox" } ], "abstractNote": "This paper addresses the question: how can elearning be embedded in traditional universities so that it contributes to the transformation of the university? The paper examines elearning strategies in higher education, locating the institutional context within the broader framework of national and international policy drivers which link elearning with the achievement of strategic goals such as widening access to lifelong learning, and upskilling for the knowledge and information society. The focus will be on traditional universities i.e. universities whose main form of teaching is on-campus and face-to-face, rather than on open and distance teaching universities, which face different strategic issues in implementing elearning. Reports on the adoption of elearning in traditional universities indicate extensive use of elearning to improve the quality of learning for on-campus students, but this has not yet translated into a significant increase in opportunities for lifelong learners in the workforce and those unable to attend on-campus. One vision of the future of universities is that Virtualisation and remote working technologies will enable us to study at any university in the world, from home'. However, this paper will point out that realisation of this vision of ubiquitous and lifelong access to higher education requires that a fully articulated elearning strategy aims to have a 'transformative' rather than just a 'sustaining' effect on teaching functions carried out in traditional universities. In order words, rather than just facilitating universities to improve their teaching, elearning should transform how universities currently teach. However, to achieve this transformation, universities will have to introduce strategies and policies which implement flexible academic frameworks, innovative pedagogical approaches, new forms of assessments, cross-institutional accreditation and credit transfer agreements, institutional collaboration in development and delivery, and, most crucially, commitment to equivalence of access for students on and off-campus. The insights in this paper are drawn from an action research case study involving both qualitative and quantitative approaches, utilising interviews, surveys and focus groups with stakeholders, in addition to comparative research on international best practice. The paper will review the drivers and rationales at international, national and institutional level which are leading to the development of elearning strategies, before outlining the outcomes of a case study of elearning strategy development in a traditional Irish university. This study examined the drivers and barriers which increase or decrease motivation to engage in elearning, and provides some insights into the challenges of embedding elearning in higher education. While recognising the desirability of reaching out to new students and engaging in innovative pedagogical approaches, many academic staff continue to prefer traditional lectures, and are sceptical about the potential for student learning in online settings. Extrinsic factors in terms of lack of time and support serve to decrease motivation and there are also fears of loss of academic control to central administration. The paper concludes with some observations on how university elearning strategies must address staff concerns through capacity building, awareness raising and the establishment of effective support structures for embedding elearning.", "publicationTitle": "7TH EUROPEAN CONFERENCE ON E-LEARNING, VOL 2", "publisher": "", "place": "", "date": "2008", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "135-141", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://apps.isiknowledge.com.ezproxy.uow.edu.au/full_record.do?product=WOS&colname=WOS&search_mode=CitingArticles&qid=107&SID=W2EMEd@jMP3l47hN2J9&page=1&doc=4", "accessDate": "2010-06-23T20:21:19Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Strategies for Embedding e-Learning in Traditional Universities", "language": "", "libraryCatalog": "ISI Web of Knowledge", "callNumber": "0003", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:12:48Z", "dateModified": "2011-06-27T05:12:48Z" } }, { "key": "KTZWBICT", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/KTZWBICT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/KTZWBICT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Lambert", "parsedDate": "2008-05", "numChildren": 0 }, "data": { "key": "KTZWBICT", "version": 1, "itemType": "report", "title": "elearning Review 2008", "creators": [ { "creatorType": "author", "firstName": "Sarah", "lastName": "Lambert" } ], "abstractNote": "At the eLearning steering meeting on 14th March 2008 it was decided via 2 actions to conduct a review of eLearning systems. There are two parts to the review; Part A is the review of existing systems against original business objectives, and Part B is evaluation of staff usage and satisfaction with current systems to enable future needs to be identified to assist in planning.\nThis report details the outcomes of this review which was undertaken from June - November in 2008, and involving approximately 60 hours of meetings and consultations and 11 hours of focus group forums, compilation of over 60 separate pieces of unsolicited feedback about eLearning systems and analysis into \"known issues\", and incorporating online survey feedback on ideas for improvements from 1419 students and 84 staff. Whilst eLearning systems continue to provide challenges for many individual users who have taken time to provide feedback, it is important to remember that it enables numerous essential learning activities and enriches many others. The review highlights the inter-related activities and common needs for \"e\" tools across a range of University activities, from teaching and research to administration. If implemented, the following recommendations for action emerging from the review will take the University forward in a strategic and co-ordinated manner, providing certainty to staff and an improved experience for students over the next 2-3 years.", "reportNumber": "", "reportType": "", "institution": "University of Wollongong", "place": "", "date": "May 2008", "seriesTitle": "The Vice Chancellor’s eLearning Steering Committee", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "https://intranet.uow.edu.au/content/groups/public/@web/@cedir/documents/doc/uow060718.pdf", "accessDate": "2010-04-16", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "0000", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:12:03Z", "dateModified": "2011-06-27T05:12:03Z" } }, { "key": "BXT3M7DB", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/BXT3M7DB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/BXT3M7DB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Kelly et al.", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "BXT3M7DB", "version": 1, "itemType": "conferencePaper", "title": "Openness in Higher Education: Open Source, Open Standards, Open Access", "creators": [ { "creatorType": "author", "firstName": "B.", "lastName": "Kelly" }, { "creatorType": "author", "firstName": "S.", "lastName": "Wilson" }, { "creatorType": "author", "firstName": "R.", "lastName": "Metcalfe" } ], "abstractNote": "", "proceedingsTitle": "Kelly, B., Wilson, S. and Metcalfe, R. Published in Openness in Digital Publishing: Awareness, Discovery and Access-Proceedings of the 11th International Conference on Electronic Publishing", "conferenceName": "", "publisher": "", "place": "", "date": "2007", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Openness in Higher Education", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:11:17Z", "dateModified": "2011-06-27T05:11:17Z" } }, { "key": "ZAZ23ECK", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/ZAZ23ECK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/ZAZ23ECK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Inglis", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "ZAZ23ECK", "version": 1, "itemType": "journalArticle", "title": "Approaches taken by Australian universities to documenting institutional e-learning strategies", "creators": [ { "creatorType": "author", "firstName": "A.", "lastName": "Inglis" } ], "abstractNote": "", "publicationTitle": "ICT: Providing choices for learners and learning. Proceedings ACILITE Singapore", "publisher": "", "place": "", "date": "2007", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "2–5", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "0003", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:10:09Z", "dateModified": "2011-06-27T05:10:09Z" } }, { "key": "N9WQ7JU6", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/N9WQ7JU6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/N9WQ7JU6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Gunn", "parsedDate": "2010", "numChildren": 0 }, "data": { "key": "N9WQ7JU6", "version": 1, "itemType": "journalArticle", "title": "Sustainability factors for e-learning initiatives", "creators": [ { "creatorType": "author", "firstName": "Cathy", "lastName": "Gunn" } ], "abstractNote": "This paper examines the challenges that 'grass roots' e-learning initiatives face in trying to become sustainable. A cross-institutional study focused on local, rather than centrally driven, initiatives. A number of successful e-learning innovations were identified that had been driven by capable teachers seeking solutions to real educational problems. However, most of these remain in a high-risk category for institutions and offer poor rewards to their creators. While they may attract grant funding, these initiatives are typically not well supported in other important ways. Semi-structured interviews were conducted with 30 staff in various academic and support roles from the tertiary sector in New Zealand, who were nationally recognised as e-learning leaders. Analysis of their responses revealed both institutional and cultural barriers to long-term sustainability. The following influences on sustainability were identified and discussed: supportive organisational structures, a vision shared by all and staff accountability. The paper proposes that not all initiatives are sustainable and offer practical strategies for achieving diffusion and continuity through collective action. The paper concludes that there is a need for cross-functional collaboration to accommodate different and sometimes conflicting perspectives. This is just one aspect of the culture change that research shows is needed for e-learning to transform, rather than sit uncomfortably alongside, institutional practice.", "publicationTitle": "ALT-J: Research in Learning Technology", "publisher": "", "place": "", "date": "2010", "volume": "18", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "89", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/09687769.2010.492848", "citationKey": "", "url": "http://www.informaworld.com.ezproxy.uow.edu.au/10.1080/09687769.2010.492848", "accessDate": "2010-11-18T22:12:23Z", "PMID": "", "PMCID": "", "ISSN": "0968-7769", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:09:46Z", "dateModified": "2011-06-27T05:09:46Z" } }, { "key": "QZ7M4IV4", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/QZ7M4IV4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/QZ7M4IV4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Clegg", "parsedDate": "2009", "numChildren": 0 }, "data": { "key": "QZ7M4IV4", "version": 1, "itemType": "journalArticle", "title": "Histories and institutional change: understanding academic development practices in the global ‘north’ and ‘south’", "creators": [ { "creatorType": "author", "firstName": "Sue", "lastName": "Clegg" } ], "abstractNote": "", "publicationTitle": "International Studies in Sociology of Education", "publisher": "", "place": "", "date": "2009", "volume": "19", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "53", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/09620210903057715", "citationKey": "", "url": "http://www.informaworld.com.ezproxy.uow.edu.au/10.1080/09620210903057715", "accessDate": "2010-03-13T17:54:45Z", "PMID": "", "PMCID": "", "ISSN": "0962-0214", "archive": "", "archiveLocation": "", "shortTitle": "Histories and institutional change", "language": "", "libraryCatalog": "Informaworld", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:09:27Z", "dateModified": "2011-06-27T05:09:27Z" } }, { "key": "Z5TT8UZS", "version": 1, "library": { "type": "group", "id": 48476, "name": "Strategic eLearning", "links": { "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/48476/items/Z5TT8UZS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/strategic_elearning/items/Z5TT8UZS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 104233, "username": "wendy.uow", "name": "Wendy Meyers", "links": { "alternate": { "href": "https://www.zotero.org/wendy.uow", "type": "text/html" } } }, "creatorSummary": "Bowles and Wills", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "Z5TT8UZS", "version": 1, "itemType": "journalArticle", "title": "An evolutionary approach to strategic planning for eLearning", "creators": [ { "creatorType": "author", "firstName": "K.", "lastName": "Bowles" }, { "creatorType": "author", "firstName": "S", "lastName": "Wills" } ], "abstractNote": "Although all Australian universities have University-level strategic plans as well as Learning and\nTeaching plans plus underpinning Information Technology plans, it is estimated that only 11% of\nuniversities have a separate plan for eLearning. Instead eLearning is often integrated into either an\nInformation Technology Plan or a Learning and Teaching Plan. As a result, the specific needs of\neLearning can be overlooked, underestimated or tokenized.\nThe University of Wollongong has undertaken a process of interviews and consultation with\ncommittees, deans, managers, academics, students and support staff to develop a coherent strategic and\neducational vision for the use of eLearning, that is framed by a commitment to teaching in a blended\nlearning environment, rather than in a wholly online or distance mode. After four years, and many draft\nversions, this process has resulted in a Strategic Plan for eLearning and eTeaching 2008-2010. The key\nto the final structure of this plan is its total alignment with the university’s Learning and Teaching\nPlan, released as part of the suite of Strategic Plans which will guide the University of Wollongong\nthrough 2008-2010. In this paper, we describe the processes involved in developing the plan, and share\nthe simple lessons we have learned that may be relevant to other universities, including issues raised by\nthe implementation of the plan.", "publicationTitle": "", "publisher": "", "place": "", "date": "2007", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://ipac.kacst.edu.sa/eDoc/2009/173842_1.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "0000", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2011-06-27T05:08:56Z", "dateModified": "2011-06-27T05:08:56Z" } } ]