Prospects for Using Learning Objects and Learning Design as Staff Development Tools in Higher Education

This paper examines the potential for using learning objects and Learning Design as vehicles for staff development in UK Higher Education (HE). To support this approach we propose using Ramsden’s (1991) three theoretical models of teaching in HE to provide a conceptual framework to situate these technologies in. We observe that the introduction of these technologies into HE reveal and highlight underlying obstacles to their adoption by reifying existing pedagogic practice and values. We map these obstacles onto Ramsden’s theoretical framework and propose in outline a staff development strategy to help remedy them. This implies a change both in the institutional and professional organisation of teaching activity in HE, we conclude by presenting in outline the kind of changes required which also provide us with an indicator of areas for further investigation.