Moving Technology-Enhanced-Learning Forward: Bridging Divides through Leadership

  • Olof Balter KTH Royal Institute of Technology
Keywords: technology enhanced learning, collaboration, leadership

Abstract

A study of academics and professional staff engaged in the emerging field of Technology Enhanced Learning (TEL) reveal three areas of significant difference in reference to perspectives about TEL. These differences rest on the following individual characteristics: 1) research areas and competencies, 2) academic level, and 3) attitudes towards teaching. While the number of respondents is small, the data set is rich due to a diverse group of respondents. Leadership strategy that rests on appreciative inquiry to draw these perspectives together could begin with implementation of five ways of working collaboratively: acknowledge unique skills different from one’s own, understand driving forces from different vantage points, learn enough about other views to show respect, identify common goals and incentives for all, and include people from all relevant groups.

Author Biography

Olof Balter, KTH Royal Institute of Technology

Olof Bälter is an Associate Professor at KTH Royal Institute of Technology in Stockholm Sweden where he for six years was Vice Dean of Education at the School of Computing Science and Communication. With a Ph.D. in Computer Science and Human-Computer Interaction he has combined his love for teaching with the use of technology to improve learning. As a teacher he has received multiple pedagogical awards, including a scholarship to teach at Williams College, in Massachusetts, USA. His research is based upon a combination of qualitative and quantitative methods and his publications include three textbooks on programming techniques.

Published
2017-05-12
How to Cite
Balter, O. (2017). Moving Technology-Enhanced-Learning Forward: Bridging Divides through Leadership. The International Review of Research in Open and Distributed Learning, 18(3). https://doi.org/10.19173/irrodl.v18i3.3250
Section
Notes From Leadership in Open and Distance Learning