The stories that documents tell: changing technology options from Blackboard, Webfuse and the content management system at Central Queensland University

Danaher, Patrick Alan ORCID: https://orcid.org/0000-0002-2289-7774 and Luck, Jo and McConachie, Jeanne (2005) The stories that documents tell: changing technology options from Blackboard, Webfuse and the content management system at Central Queensland University. Studies in Learning, Evaluation, Innovation and Development, 2 (1). pp. 34-43. ISSN 1832-2050

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Abstract

[Abstract]: This paper analyses selected documents written about, and for, three of Central Queensland University's educational technologies and what those documents say about current issues and strategies in the technologies supporting teaching and learning at the university. The paper draws four significant implications from this analysis. Using the stories that documents tell to learn from changing technology options for teaching and learning innovations requires attentiveness to, and an engagement with, these implications.

Statistics for this ePrint Item

Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	The journal states that 'Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.'
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited:	11 Oct 2007 00:28
Last Modified:	02 Jul 2013 22:33
Uncontrolled Keywords:	educational technologies, Blackboard, Webfuse, content management system, Central Queensland University
Fields of Research (2008):	13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Fields of Research (2020):	39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
URI:	http://eprints.usq.edu.au/id/eprint/735

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