Discipline-focused Learning Technology Enhancement Academy Programme

In October 2009 we introduced the first round of a discipline-based organisational development programme as part of its work with institutions to enhance learning through technology.  The second round began in January 2010.

Drawing on the model underpinning the Enhancement Academy programme, in alignment with the implementation framework for Higher Education Funding Council for England’s (HEFCE)Enhancing learning and teaching through the use of technology policy (Read the policy here), the programme aims to provide a discipline focus to institutional change strategies at a departmental level in order to maximise the use of technology to enhance learning, teaching and assessment in a range of subject areas. 

16 project teams have been selected to participate in the programme, 8 in each of the 2 rounds.  Each team is supported by their respective Subject Centres and a ‘critical friend’ for 12 months. 

As with Enhancement Academy, this initiative is a catalyst for the transformation of practice.  Project teams will report on the progress of that transformation 15 months after the projects began and the case studies detailing the implementation of their respective projects will be shared with the wider sector.
Information about the teams and their projects can be found below.

Phase 1:

• Bath Spa University, supported by the English Subject Centre 
• University of Hull, supported by the Health Sciences and Practice Subject Centre 
• University of Kent, supported by the ESCalate Subject Centre 
• Liverpool University, supported by the UK Centre for Physical Sciences 
• King's College London, supported by the UK Centre for Legal Education 
• Southampton Solent University, supported by the Art, Design and Media Subject Centre 
• Southampton Solent University, supported by the Business, Management, Accountancy and Finance Subject Centre 
• Thames Valley University, supported by the Network for Hospitality, Leisure, Sport and Tourism 

Phase 2:

• University of Bath & the University of the West of England, supported by the Economics Subject Centre
• Blackpool and the Fylde College, supported by the English Subject Centre 
• Bournemouth University, supported by the Social Policy and Social Work Subject Centre 
• Coventry University, supported by the Engineering Subject Centre 
• University of Oxford, supported by the UK Centre for Bioscience 
• University of Plymouth, supported the Business, Management Accountancy and Finance Subject Centre 
• University of Salford, supported by the Centre for Education in the Built Environment 
• University of Wolverhampton, supported by the Art, Design and Media Subject Centre