Embedding E-learning in a Higher Education Institution

Mark Stiles

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Embedding E-learning in a Higher Education Institution

In: Virtuality and Education

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Mark Stiles

Mark Stiles
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Type:: Chapter

Pages:: 1–25

DOI:: https://doi.org/10.1163/9789401203289_003

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Abstract

This chapter discusses issues of ‘embedding’ E-learning in a UK University. For this purpose, E-learning will be considered embedded into an institution when all policies, procedures, roles and responsibilities pertaining to its use are fully integrated – not just with each other, but with those applying to normal practice. Whilst an institutional map could be produced for E-learning, it would be done by extracting the information from policies, etc., covering the institution holistically, rather than as a special set of E-learning statements. Many components of practice covered by these policies, procedures, roles and responsibilities are not (and may never be) implemented technologically. Embedding implies however, that the technologies are employed seamlessly alongside them

Embedding also implies that E-learning is part of the culture of the institution, and is seen by all as part of normal working practice, and as part of the normal portfolio available to facilitate learning by teachers and learners. Equally, management and administrative practice will be aligned to its use, which is integrated into business systems and day-to-day operations whilst also forming part of planning and strategy. Cultural embedding issues, can, given experience so far, only be addressed in parts until process embedding is complete.

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Virtuality and Education

A Reader

Series: At the Interface / Probing the Boundaries, Volume: 34

E-Book ISBN:: 9789401203289

Publisher:: Brill

Print Publication Date:: 01 Jan 2006

Subjects
- Philosophy
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- Social Sciences
  - Youth & Adolescence

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Embedding E-learning in a Higher Education Institution

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Virtuality and Education

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