Main Article Content
If we are to bring about lasting changes around the use of technology in teaching and learning in colleges and universities, we need to understand the practices that staff undertake and the challenges they face. Effective and sustained change comes from a place of working in service to pedagogies, and practices that support and surround learning and teaching. In order to better understand these issues Jisc commissioned research to gain more understanding about practice around learning and teaching and gaining insights beyond the technology-led.
This research captures the voices and experiences of people who are and have been teaching in higher and further education, drawing on senior and junior teaching scholars, across a broad range of academic discipline. The themes that emerged from this research and questions that arise come from more than 22 hours of interviews and several workshops providing insights about both practices and priorities for teaching staff. We report our research results here as an act of amplifying and advocating rather than discovery; we are under no illusions that these results have never been said before. The intent is to inform and support, to boost the voices that are coming through in our research and not pretend that we have discovered this for the first time. We also wanted, in conducting this project, to move away from starting with digital, and to ground discussions in the behaviours of people who were teaching, whether their practices had anything to do with digital or not.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to the Irish Journal of Technology Enhanced Learning retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
Collier, A. (2015) (blogpost) “Not-Yetness” Red Pincushion, April 9, accessed 1 Nov, 2018:
Ross, J. and Collier, A. (2016). Complexity, mess and not-yetness: teaching online with emerging technologies. In G. Veletsianos (ed), Emergence and Innovation in Digital Learning: Foundations and Applications. Athabasca University Press.
Dekker, S., Nyce, J. and Hoffman, R. (2003). From contextual inquiry to designable futures: what do we need to get there?. IEEE Intelligent Systems, 18(2), pp.74-77.
Edwards, L, Martin, L and Henderson,T (2018) Employee Surveillance: The Road to Surveillance is Paved with Good Intentions SSRN: https://ssrn.com/abstract=3234382
Lanclos, D. M. (2016). Ethnographic approaches to the practices of scholarly communication: tackling the mess of academia. Insights, 29(3), 239–248. DOI: http://doi.org/10.1629/uksg.316
Phipps L, Cormier D, Stiles M (2008) Reflecting on the virtual learning systems–extinction or evolution? SEDA, Educational Developments 9:2
Phipps, L, Allen, R, Hartland, D (2018) Next Generation [Digital] Learning Environments: Present and Future, Jisc https://www.jisc.ac.uk/rd/projects/next-generation-digital-learning
White, D. S., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16(9). http://firstmonday.org/article/view/3171/3049