Intellect

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Authors:  Simon Shurville And  Tom Browne And  Rose Luckin 
DOI: 10.1386/jots.3.3.317/1

Keywords
change management, ecology of resources, e-learning, participative design, socio-cultural grounding, technology adoption lifecycle, user centred design

Abstract
The extent to which opportunities afforded by e-learning are embraced by an institution can depend in large measure on whether it is perceived as enabling and transformative or as a major and disruptive distraction. Most case studies focus on the former. This paper describes how e-learning was introduced into the latter environment. The sensitivity of competing pressures in a research intensive university substantially influenced the manner in which e-learning was promoted. This paper tells that story, from initial stealth to eventual university acknowledgement of the relevance of e-learning specifically to its own context. Author(s): Professor Rose Luckin 1 1, | Dr. Simon Shurville 2 2, | Dr. Tom Browne 3 3