Please find below a selection of illustrative examples from within the TESEP partner institutions, and elsewhere, that are particularly strong in showing a rich range of ways in which current and emerging technologies have been used to enhance teaching and learning.

Mel Bradley, Lauder College, HNC Acting and Performing	View case study
Mel's case study describes how she integrated online resources into her course to minimise passive learning and make the learning experience more effective for her learners. Mel created a Community of Practice using the college VLE and gave the learners group tasks that integrated research, practical presentation and evaluation. Wikis were used for collaborative learning and text messaging was used for informal communication.
Allan Hanretty, Lauder College, BSc Networking Computing	View case study
Allan’s case study explores the use of social software to support part time learners to learn and work together collaboratively. The learners used Wikis and SMS to communicate. Allan also encouraged the groups to make their own decisions on their method of working and the focus of their projects to provide a more personalised learning experience.
Alicia Salazar-Dawes, Edinburgh’s Telford College Languages - Spanish 1: Life in another Country	View case study
Alicia’s case study describes how she used collaborative learning to help develop learners’ oral language skills. Alicia wanted to explore how emerging technologies such as podcasting and Skype could be used to create real life scenarios and a learning community. Alicia also introduced peer assessments to encourage learners to learn from each other.
Ken Dale-Risk, Napier University, Enthusing and Engaging Legal Researchers	View case study
Ken’s case study describes how collaborative learning and social software was used to encourage learners to engage more in a module which traditionally they felt was of little value to them. The approach required learners to take more ownership of the process of exploring different research methods and to reflect on the effectiveness of those methods, individually and in groups.
Anne Hardie, Napier University, Bachelor of Nursing Degree	View case study
Anne’s case study describes how Problem Based Learning (PBL) was introduced to foster active learning, collaboration and learner empowerment. Learners were encouraged to manage their own group, identify their own learning needs, negotiate with each other in sharing the work, discuss and interpret findings and reflect on learning and assess their own input to group learning. The University’s VLE - Web CT was used to support the module by providing some learning materials, links to useful sites, revision quizzes and articles, providing discussion facility for sharing findings and assessing the module by MCQ exam.
Angela Benzies, Napier University, Case Studies in Engineering Design	View case study
Angela’s approach was designed to enhance learner engagement. Engineering learners typically do not like management subjects and need extra help to recognise their importance to the professional engineer. The key challenge in this teaching and learning environment was to provide engaging, relevant content in a format which would busy part-time learners could easily and flexibly access, while promoting early and consistent engagement with module activities. The project also explored how a range of technologies could help support this.
David Stevenson, Napier University Marketing and Research – Peer Assessment	View case study
David’s case study describes how a peer e-assessment mechanism was used to encourage the learners to take more ownership of their own learning and take a more measured approach to what they were doing. It was also hoped that the peer assessment system would help to alleviate some of the inherent problems with assessed group work, most notably variable contributions to the work from the learners. David hoped that this approach would help learner with deeper learning because of the transferable skills they would develop, like negotiation and differentiation of workloads.
Jill Stavert, School of Management and Law, International Law in Contemporary Society	Jill's study currently being updated
Jill’s case study describes how she introduced a blended approach using the University’s VLE - Web CT.  Collaborative classes and assessed online activities were introduced to provide the learners with the opportunity to learn independently of the lecturer in a collaborative environment. It was hoped that the learners would also find the experience enjoyable and rewarding as well as enhancing their learning.  The role of the tutor became that of a facilitator during the collaborative class sessions and online moderator for the online activities.
Devanshi Sharma, Edinburgh’s Telford College, The Human Body	View example
This example describes how Devanshi changed her teaching approach in order to improve learner engagement by encouraging class discussion and group work, peer tutoring and peer assessment; improve learners’ knowledge of their subject; and better prepare them for higher level courses.  The learners were required to carry out research into human body systems using a variety of technologies including the internet, DVDs and videos etc, discuss this in groups and then collaborate to put together a presentation including both written and graphical data, which would then be discussed by the whole class.
Douglas Greatorex, Edinburgh’s Telford College, Human Resource Management Practice	View Example
This example describes how Douglas used the TESEP principles to raise the learners’ motivation towards their learning at a time when normally it would begin to tail off; engage them to maintain their interest in the subject rather than the mere passing of assessments; allow learners to personalise their research routes; empower individuals to investigate in more depth their own areas of interest.  Learners were given control to discuss what would be studied, how the groups would structure and organise themselves to complete the task within the deadlines.  The groups also had the choice of where to search for the required material and how to structure the materials, with the Tutor acting in an advisory role. The learners were introduced to the Wiki and how to access and use it, including Wiki etiquette.
Gillian McArthur, Lauder College, Macromedia Flash	View Example
This example describes how Gillian enhanced and personalised the learning experience by making a number of small changes by introducing choice and by encouraging the  learners to source their own real piece of work where their learning had to be applied for a real scenario - rather that simply copy the lecturers illustration; encouraging the  learners to be actively involved in finding and using relevant resources to develop their skills in Macromedia Flash at their own pace; encouraging learners to collaborate and share their experiences and learn from each other; and encouraging learners to create a community of practice through the use of relevant technology eg Wikis, photobucket, the VLE or blogs.
Professor Morag Gray, Napier University, Health Online Project	View Example
The Health Online Project was stimulated by the need of healthcare professionals for continuing professional development (CPD) which was available at a time, place and pace of their choice.  The example describes how the TESEP principles were embedded in the new online modules: Encouraging learners to be as active as possible by introducing a variety of activities such as exploring websites, conducting literature searches, scavenger hunts; Personalising Learning – some learners were expected to write their own learning outcomes and assessment through negotiation with the Module leader; Encouraging social and collaborative learning through the use of online discussions and tutorials; Ensuring regular feedback and self-diagnosis; Using technology effectively to enhance learning.
Glasgow University, IT Literacy	View case study
This case study illustrates some of TESEP’s ideas about empowering learners. The case study examines the ‘Glasgow Model’ of IT Literacy provision, established at Glasgow University in the mid-1990s and then taken up by Strathclyde University and Glasgow Caledonian University, offering a unique example of local collaboration between universities of different types focusing on generic skills. The model offered a learner-centred and highly flexible approach to the delivery of generic skills, mixing different routes to IT certification according to an individual learner’s needs and preferences, including both central provision and local embedding.  At two of the universities the programme achieved mandatory status and in all three there was a high throughput which rendered them cost-effective.
University of Hertfordshire, Web 2.0 Technologies	View case study
This case study describes some trials in undergraduate teaching using Web 2.0 technologies in mainstream undergraduate courses.  The case study includes a study in the use of blogging in the Herts B.Ed programme which focused on the explicit building of learner learning communities. A large first year class were given ‘topic units’, with a range of tasks which that they were to tackle both individually and in groups. At the same time a new introductory module was designed, with intended learning outcomes of learning how to learn, but using the study of children’s learning as the subject focus. This encouraged the learners to use reflections on their own learning as a way of approaching the subject matter. A second study focused on an effective and novel use of wikis (using Jotspot) on a second year Information Systems Development module.  Learners produced work collaboratively, using software that was able to track the contribution of every individual.