1 Accepted for publication in the Staff and Educational Development International (SEDI) journal Instructor Support for New Learning Approaches Involving Technology Manuela Bianco 1, 2 , Betty Collis 1,2 , Andy Cooke 2 , Anoush Margaryan 1, 2 1 University of Twente and 2 Shell Learning Centre, The Netherlands Contact author: Manuela Bianco, bianco@edte.utwente.nl Abstract New learning approaches involving technology are occurring in both universities and company training settings. Critical factors in regard to these changes are the professionals in an organisation responsible for course design, development, and delivery: the instructors and those who support them. Instructors must become engaged in the change process and supported in their initial change experiences. Two cases are presented, one from a university and the other from a learning centre for a multinational company, where innovative approaches to instructor support and engagement are being carried out. Technology is not only one of the focuses of the change itself but also used as key tool in the instructor support process. Introduction Both companies and universities are in a state of change. In companies, the need to dissolve the boundary between learning and work and to bring learning closer to a "just in time, just enough" model where networking with peers is an important component (Allan, 2002) is stimulating a new wave of interest in the concept of company as a learning organisation (De Geus, 1988; Garvin, 1993; Senge, 1990). Similarly, in universities, the need to compete internationally for new markets of students and to offer more flexibility to both local and remote students is stimulating changes in teaching and learning throughout the world (Collis & Moonen, 2001; TAFE Frontiers, 2001; Verbeeten, 2001). For both of these sectors, changes are occurring in the way that learning is structured and delivered and technology, particularly network technology, is usually part of the new approach. It becomes the task of the instructor, trainer, or tutor to realise the new approaches in practice. Instructors must become engaged in the change process or it is not likely to be realised in the way intended by the policy makers (Garside, 1998). In addition, instructors need support in making a transition to new ways of educational delivery, particularly when these involve technology (Fullan, 1991). The issues of how to support the instructors and win their commitment to the change process are of critical importance. This article focuses on instructor support in two cases involving changes in teaching and learning and the use of technology. One case, at the University of Twente, has been underway for five years and can be seen as having reached the institutionalisation phase (Fullan, 1991). The other case, at Shell EP Learning and Development, has been initiated in early 2002 and has moved into the implementation phase by mid-2002. Although many actors and factors are important in these change processes we will focus on the professionals in the organisation responsible for course design, development, and delivery. In universities, these tasks are often handled by a single instructor. In company contexts, these tasks frequently involve a team that includes course conveners, subject-matter experts, tutors, instructional designers, and technology specialists. For convenience, the term "instructor" will be used collectively to relate to all those involved in the course design and delivery process. The questions addressed by this article are: What are the key strategies for instructor support and to win instructor engagement when a comprehensive change in educational approach is launched in an organisation? How might technology play a strategic role in the instructor-support process?