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An educational development project has been designed to encourage staff in research-led universities to use learning technologies in their teaching. The possible links between research and teaching are explored and the centrality of learning is noted. A distinction is made between 'adoptive' and 'adaptive' learning and the relationship of these terms to 'deep' and 'surface' learning considered. Some principles for a research-based educational framework are proposed and the importance of assessment emphasized. Uses of learning technologies that support adoptive and adaptive learning are outlined and issues for further study are identified.
Roach et al. (Mon,) studied this question.