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Write-TEL (Writing for Publication in Technology Enhanced Learning)

Smyth, Keith; Whitton, N; Fotheringham, Julia

Authors

Keith Smyth

N Whitton

Julia Fotheringham



Abstract

The Write-TEL project sought to provide a well structured, online supported opportunity for a group of educators from different institutions to write up one of their own technology enhanced learning (TEL) initiatives as the focus of their first publication in this area, and to learn about the TEL work of others in the process. The evaluation undertaken to date has highlighted the effectiveness of Write-TEL in several key areas, while also identifying enhancements thatshould strengthen the nature and transferability of the approach.

Appears in - Engaging hearts and minds, best practice guide : engaging with academics in the use of Technology Enhanced Learning.

This Best Practice Guide has been put together by the UCISA Academic Support Group to provide examples of good practice in engaging academics, and other staff, in the use of Technology Enhanced Learning (TEL).

The guide contains ten case studies which look at a variety of methods for engaging academics such as:
•setting up communities of practice
•developing intensive training and support programmes
•incorporating TEL into Postgraduate Certificate courses
•encouraging academics to publish their research in TEL.

Each case study describes the activity and the approach taken, provides an evaluation of the activity and discusses future developments and transferability

The guide can be downloaded from here : https://www.ucisa.ac.uk/publications/engaging

Citation

Smyth, K., Whitton, N., & Fotheringham, J. (2011). Write-TEL (Writing for Publication in Technology Enhanced Learning). UCISA, 51-58

Journal Article Type Article
Online Publication Date Dec 5, 2011
Publication Date Dec 5, 2011
Deposit Date May 4, 2016
Peer Reviewed Not Peer Reviewed
Pages 51-58
Keywords Technology Enhanced Learning; communities of practice; academic involvement;
Public URL http://researchrepository.napier.ac.uk/id/eprint/9842
Publisher URL http://www.ucisa.ac.uk