by Derek Morrison, 8 February 2011 To add the growing pool of impending radical changes in the UK HE landscape we can now add the JISC Review which was published by HEFCE today (8 February 2011). While the full report will undoubtedly be of interest to policy mavens/anthropologists/archaeologists the time poor may welcome the following […]
Archive for the ‘Reports’ Category
Final report of Online Learning Task Force published
January 28th, 2011
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by Derek Morrison, 28 January 2011 Six recommendations have emerged from the 18 months of deliberations by the OLTF in its final report Collaborate to compete: Seizing the opportunity of online learning for UK higher education (HEFCE, January 2011). You are obviously encouraged to read the full report and the supporting case studies but as […]
UK Parliamentary report on Students and Universities
August 14th, 2009
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The UK Parliament’s Innovation, Universities, Science and Skills Committee report on Students and Universities was released on 20 July 2009. Section 4 on teaching and learning makes specific comment on the research-teaching synergies, the QAA, the Higher Education Academy, and teaching qualifications in HE. A PDF version of the report is also available. For the […]
Digital Britain report published – read carefully
June 21st, 2009
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by Derek Morrison (originally posted 18 June 2009, updated 21 June, and 8 July 2009) The UK government’s Department of Culture Media and Sport (DCMS) published the final version of its Digital Britain report yesterday (16 June 2009). Under normal circumstances it would perhaps merit some passing interest from media watchers but I think recent […]
Committee of Inquiry into the Changing Learner Experience – Final report released
May 12th, 2009
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by Derek Morrison, 12 May 2009 The Committee’s final report plus associated resources was published today. It is a sensibly cogent report. For me, para 98 summarises things very nicely (my emphasis). “… This does not necessarily mean wholesale incorporation of ICT into teaching and learning. To assume that would be to mistake the issue. […]
