91 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 6 Personalising Teaching and Learning with Digital Resources: DiAL-e Framework Case Studies Kevin Burden The University of Hull, UK Simon Atkinson Massey University, New Zealand introDuCtion Teaching in tertiary education has long been chal- lenged for the endurance of a mass produced, content-driven transmission model of learning, unsuitable for the needs of the individual learner, and indeed the wider society it serves (Daniel, 1996). This has led some practitioners to explore the virtues of its antithesis, an entirely student-centred mode of learning based on an individualised or atomised notion of the learner with a minimum of teacher direction or interference (Brandes & Ginnes, 1996). For some institutions and students the pendulum has swung completely from a prevailing transmission model towards an entirely student-centred, individu- alised model. The role of the teacher in each of these extreme caricatures is deeply unsatisfactory and ill defined. In the content driven paradigm, the teacher is centre stage in terms of the classroom dynamics but is often uncertain about what their role should be beyond the transmission of an established body of knowledge or perceived wisdom. Conversely, in the student-centred model the teacher is often disenfranchised and may feel left without a role aBstraCt This chapter describes the ways in which individual academics have sought to realise a degree of per- sonalisation in their teaching practice through their engagement with the DiAL-e Framework (Digital Artefacts for Learner Engagement). The DiAL-e Framework (www.dial-e.net) is a new conceptual model, articulated as a paper-based and web-based tool, for designing learning engagements. The policy and theoretical context, evolution of the framework and the methodology used to utilise the framework with academic staff seeking to personalise the learning experience is outlined. Details of three case studies resulting from this early work are described and conclusions drawn as to how such frameworks might assist staff in thinking about personalised learning scenarios. DOI: 10.4018/978-1-60566-884-0.ch006