ALT Research Strategy - 2009
The heart of the ALT philosophy is the importance of Learning Technology (LT) research in underpinning the effective application of technology in support of learning.
The ALT strategy commits to putting LT research questions in a form and language to which institutional management in all sectors of education will relate whilst ensuring that other groups, including those listed below in 1 also see their work as clearly included within the LT field. Whilst a discipline is maturing, the gap between leading edge research and support and practice may widen, but there has to remain an agreed body of knowledge, values and skills that can be used by practitioners and which is grounded in the growing research and evidence-base for the field.
Three key principles thus underpin the kind of LT research that ALT believes is required to provide appropriate leadership within the UK and to enhance the UK's position in the field, thereby reaping societal benefit:
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That there is an ongoing requirement to bring together the key stakeholders in LT including learners, those who teach or otherwise support learners, researchers, practitioners, developers, administrators, resource controllers and policy makers. This is needed to facilitate the embedding of technology-enhanced learning, including e-learning, blended learning, and online distance learning, within the educational process.
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That there is a need to make strong links between LT research, policy and practice. learning technology research should therefore both inform and be informed by policy and practice through a "theory, evidence, production, dissemination" cycle.
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That LT research forms a scholarly domain at the interdisciplinary join between education, computer science, experimental psychology and other disciplines. Research provides theoretical leadership and ensures that both technologies and pedagogy are appropriate for the context and the tasks in hand.
To promote and support learning technology research that reflects these principles, ALT, through its various committees including the publications and research committees, undertakes activities such as:
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publication in its international journal Research in Learning Technology of high quality research articles that critically examine the relationship between technology and pedagogy;
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organisation of its high profile annual conference, ALT-C, that facilitates knowledge exchange between researchers, policy makers and practitioners in all sectors;
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production and dissemination of publications that examine the links between research and practice e.g. "What research has to say for practice guides".
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promotion of research to the whole LT community via a certification scheme for learning technologists (CMALT);
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organisation and hosting of events where a range of stakeholders come together to discuss and critique relevant issues, and examine how theory and evidence derived from research inform these debates;
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hosting an Open Access learning technology repository;
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working in partnership on research-related activities with cognate organisations including ascilite, JISC, HEA, Becta, TEL-TLRP, LSIS and the Sloan Consortium.
About ALT
ALT definition of learning technology
ALT and Research
ALT's December 2009 response to the Research Excellence Framework Consultation
Last updated 10 December 2009 (SS)
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