Ooms,+A+2008

=Introducing e-developers to support a university’s blended learning developments=

Ann Ooms, Linda Burke, Tim Linsey and Celayne Heaton-Shresthac

ALT-J, Research in Learning Technology. Vol. 16, No. 2, June 2008, 111–122

Introducing technology in higher education raises questions about staff roles and the organisation of development practices. This article presents the findings from a case study that was undertaken to evaluate the effectiveness of introducing three centrally supported e-developers to work with academic teams to provide specialist support. The e-developer role is explained, and related to existing literature about learning technologists. The case illustrates how the e-developers worked collaboratively with academic staff and the perceptions of the academic staff, e-developers and educational technology leaders of the e-developer model used in a university in southwest London. The findings offer an opportunity to understand this kind of role, and the value of a model of staff development that does not involve taking academic staff out of the teaching area to become e-developers. The model supports ‘situative’ professional development, which helps promote technology integration into teaching and suggests that e-developers provided cost-effective mentorship which participants believed would have a positive impact on student learning.
 * Abstract**

In Kingston University (UK) a 2005 survey found that over 2,000 Blackboard (VLE) modules were available in and that 99% of students were making regular use of Blackboard. However, the use of Blackboard had not affected the approach of most staff to teaching. Three educational technologists were appointed to help academics adapt their teaching practices and materials for blended learning (Ooms et al, 2008). Their role included staff development in both the pedagogical and technical aspects of blended learning and providing advice and support. Academics selected modules for conversion provided content. They worked collaboratively with the learning technologists on the design, technology and pedagogical approach
 * Summary**

An analysis of the project investigated the participants’ perceptions under the themes of engagement, styles of working, influence and sustainability for each project. The learning technologists were described as flexible, reliable, knowledgeable and pleasant to work with among other positive characteristics. They were considered as role models and mentors. Negative factors were lack of time and unclear expectations. Faculty underestimated time required and in some cases learning technologist knowledge of the subject while the learning technologists overestimated academics technical and pedagogical knowledge. (Ooms et al, 2008) Mentoring and training helped produce a culture of support in LIS schools (Marek, 2009)