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Which leads me to my point. It is sometimes argues that technology changes working practices. Cornford Pollock, Putting the University online (2003). I sort of agree, but one of the things that I always found quite interesting in my role in supporting the university VLE (We use Blackboard, but I don suppose any other VLE would be any different) is how much effort some colleagues (a minority, but enough to be interesting)will put into making it work in a particular way that suits their existing practice. Where this can be done, they abandon the VLE, complaining that university shouldn have bought something that doesn work. They may then either not use the tool at all, continuing with a pre technological practice or, much more rarely, use a different tool, such as one of the web 2.0 tools. (Or occasionally using something within Blackboard that wasn designed for what they want to do, but sort of fits their purpose.) It wouldn be appropriate to give examples, here since to do so would identify individuals, and I am not suggesting that anyone is short changing students, or indeed that my impressions are anything other than subjective at this stage. Nor should this be read as making any assumptions of the sort that academics are inherently resistant to adopting technology, or insufficiently skilled to adopt it. (Although those might be dimensions that could be considered in a potential research project). Other dimensions would include; pressures if your head of department doesn show any interest, why should you?

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