"Overall, there was not a substantial use of technology in the selected modules...it could not be said that technology was fundamental to the conceptualisation of curriculum delivery"
Integrative Technologies Project, Interim report 1 August 2009
This is my homestead in my village. We sit under that tree to enjoy our meals and share our experiences. Munyaradzi, 3rd Year Economics, Zimbabwe.
David Boughey, Director of Education reviews the technologies used in the Integrate Project
Teaching staff have built confidence and competence in using new technologies for teaching and learning and are sharing their practice widely. The Business School has a new Learning Technologist and students are increasingly involved in developing the role of technologies. The work started by this project continues to develop and grow. One particular highlight has been...
At the JISC final programme meeting, 80 delegates - representing 27 JISC projects, plus senior JISC, HEA and QAA staff - voted the Exeter project as having the 'Greatest potential as a teaching tool for staff' and the 'Greatest potential for improvement to institutional process'
JISC Curriculum Delivery Projects Final meeting Nottingham, October 2010
Sheila MacNeil writes about the final project meeting in her blog entry Challenging times, challenging curriulum(s).
Reflections on the success of the INTEGRATE project were filmed by our critical friend, Malcolm Ryan. Here Dale Potter shares his thoughts.
Betty Collis, International E-Learning Consultant and External Adviser for the project talks about sustaining the work of the project
During a period of rapid increase in student numbers, the Integrate project worked with academic and professional services staff in the University of Exeter Business School to trial a wide range of technologies to enhance teaching and learning.
Over the two years, staff built their skills and confidence with using technologies for teaching and learning and shared their experience and expertise with each other. Several technologies which were not used at the outset of the project - 'clickers', Flip cameras, the OMR scanner, Turnitin, and Echo 360 are now used frequently in the Business School and increasing numbers of staff are adopting these new ways of working.
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As we started to write up project outputs, to present papers and to talk about INTEGRATE to the wider HE community, we found that communicating about the project was most effective when we focussed on the key areas of technologies, people, processes, themes and outputs. We re-drafted the original project diagram to try and distil the essence of the project and to simplify the diagram (slightly!). The success and impact of INTEGRATE is a rich and complex story, which can be represented by the model below: