Making it Rich and Personal: Crafting an Institutional Personal Learning Environment

This view may not be reflected in the behaviour of those parts of a university which normally purchase and deploy technology infrastructure. These departments or services are slow to change because they are typically, and understandably, risk-averse; the more so, because the consequences of expensive decisions about infrastructure will stay with the organisation for many years. Furthermore across the broader (less technically or educationally informed) academic community, the awareness of and familiarity with technologies in support of learning may be varied. In this context, work to innovate the learning environment will require considerable team effort and collective commitment.