Hi all. Bit of a late starter with the group work, but I’m glad to be here.

I agree wholeheartedly with Rose regarding peer influence being the key to take-up by academic staff. Having one or two learning technology ‘champions’ in a department or faculty, who can demonstrate their successful implementation of innovative teaching and learning to their colleagues, can be hugely influential.

The challenge for us as education developers or learning technologists seems to be recognising and nurturing such champions, and then ensuring that they gain institutional recognition for their efforts. Internal professional development schemes can be powerful motivators in this regard. At Greenwich, for example, we have the GOLD scheme (Greenwich Opportunities in Learning and Development) which is linked to HEA progression paths.

http://wwww.gre.ac.uk/offices/edu/he/framework

By showing staff how they can be rewarded for going the extra mile to get creative with learning technology and innovation, it can help to get their initial buy-in at least.

Having said that, there will always be staff who are reluctant to engage. I feel that much of this reluctance is down to their limited understanding of what we mean by ‘learning technology’ in the first place. Many associate the term with simply stuffing the university VLE with course content, which leaves little room to generate excitement about new opportunities to engage learners, facilitate collaborate learning, developing networks, etc.

My fellow Greenwich Connect learning technologists and I have a meeting with Heads of Department from across the university next week. Our goal is to persuade them to get on board with technology-enhanced learning innovation in their departments. I’ll report back to this group after the event, as it might be an enlightening (traumatic) experience!