ABSTRACT
The transformative strategy developer has to understand and read their context, recognise trends and discern what will translate though interventions into meaningful impact. Evaluations of the progress of the transformation were undertaken with the course teams and representatives from the Technology-Enabled Learning Team (TELT) who were able to support digital approaches and techniques in a consistent manner across academic programmes. The institutional response was firm: to stop using the app rather than to applaud the student, involve them in advising on specification for a branded university app and learn from the lag in provision between need and solution. Collaborative working between the TELT team and the Centre for Excellence in Learning and Teaching has resulted in a range of different strategies designed to facilitate alignment of technology and pedagogy. The project also supported the appointment of a faculty-based learning technologist working directly within the TELT team but with a particular emphasis on requirements at the local discipline level.
