It is often suggested that travel broadens the mind. In truth it can also reinforce stereotypes. A hurried visit to another nation state can mask as much as it reveals.
Understanding often takes time and patience.
The same can be true of research. The formulation of learning outcomes and their validation being part of the dialogue supporting the development of a learning contract between the learner and the awarding institution the development of ICT-supported learning has significant implications for the role of the professional lecturer. Whilst often perceived as a threat, the development of ICT-supported approaches to learning can facilitate an important rearticulation of the role. From one that is essentially didactic, to one that is more profoundly educational. One that facilitates and supports learners articulate appropriate learning and associated learning outcomes, broker subject knowledge, facilitate key skills development to support lifelong learning, and undertake meaningful formative and summative assessment which actively supports learning.