Many of the communities interested in learning and teaching technologies within higher education now accept the view that a conception of personal learning environments provides the most realistic and workable perspective of learners’ interactions with and use of technology. This view may not be reflected in the behaviour of those parts of a university which normally purchase and deploy technology infrastructure. These departments or services are slow to change because they are typically, and understandably, risk-averse, the more so because the consequences of expensive decisions about infrastructure will stay with the organisation for many years. Furthermore across the broader (less technically or educationally informed) academic community, the awareness of and familiarity with technologies in support of learning may be varied. In this context, work to innovate the learning environment will require considerable team effort and collective commitment. This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century.
Domestic thermoelectric cogeneration drying system: Thermal modeling and case study