Here’s some recent research from surveys on TEL conducted across the UK and their support for CMALT and HEA accreditation alongside other strategies for supporting TEL in HE.

Walker, R., Voce, J., Swift, E., Ahmed, J., Jenkins, M., & Vincent, P. (2016). 2016 Survey of Technology Enhanced Learning for higher education in the UK. Retrieved from Oxford OX2 6NN: https://www.ucisa.ac.uk/-/media/files/publications/surveys/tel%20survey%202016_nov16.ashx?la=en

Flavin, M. (2016). Technology-enhanced learning and higher education. Oxford Review of Economic Policy, 32(4), 632-645.

Walker, R., Voce, J., & Jenkins, M. (2016). Charting the development of technology-enhanced learning developments across the UK higher education sector: A longitudinal perspective (2001–2012). Interactive Learning Environments, 24(3), 438-455.

University of Leeds. (2016). Blended Learning Essentials: Accreditation pathways.   Retrieved from https://www.alt.ac.uk/sites/alt.ac.uk/files/public/Guide_paths%20to%20accreditation_v9.pdf

Association for Learning Technology (ALT). (2015, March 2015). ALT Certified Membership (CMALT), UKPSF and recognition of Fellow of the Higher Education Academy and accreditation of an institution’s staff development provision.   Retrieved from http://bit.ly/2a9DljX

McDowell, J., Raistrick, A., & Merrington, J. (2013). Enhancing institutional practice through CMALT accreditation. Paper presented at the ALT-C 2013 – Building new cultures of learning, University of Nottingham, UK. http://eprints.hud.ac.uk/19914/