Making the Institutional Business Case for Introducing Learning Design Tools

Abstract

Abstract:This paper explores constraints around institutions, particularly in respect of the potential for effective uptake of LD tools within institutions. It seeks mechanisms that may reduce the balance of effort so creation of UOLs based on LD is more justifiable in institutional contexts. It attempts to illustrate how apparent similarity between what are substantially different contexts can mask potential LD benefits. This can affect adoption of LD either through LD-based tools or through vendor-reliance of an institution. The role of teams of LD experts, not affiliated to mainstreaming work in an institution, is also examined. Particular attention is paid to how they are contributing to reducing institutional load in providing the type of support described. This may help increase eventual uptake of individual LD developments.

Developing organisational ‘off‐the‐shelf’ capacity: Continued implications for tutors who wish to increase their re‐use of electronically delivered time‐based media

“…But where there is not already an organisational agenda defined for introduction of a new technology, concentrated effort and resource will probably not be supplied unless proof of benefit for learning or an alternative robust business case can be supplied for the new areas (Calverley, 2005a). Where lack of time is cited, this can be read as lack of priority.…”