Learning with and through technological enhancements operates in a landscape unrecognisable only a few years ago. Focussing on Higher Education, this article shows how to capture and model complex strategic processes that will move the potential of online and blended learning in universities to new stages of development. It offers the example of a four-quadrant model created as a framework for an online and blended learning innovation strategy, and its successful implementation in practice. In short, to achieve the kinds of innovations in learning and teaching, a multiple strategy approach is needed to include:
- Systemic innovations: High-level, accessible strategies addressing a variety of audiences and stakeholders, with a strong rigour and evidence base;
- Pedagogical innovations: Ways of addressing new approaches to learning design and engaging staff leading to the achievement of excellent forward-looking and future-proofed practice to assist those involved in learning and teaching for entirely digital and/or open learning; and
- Reframing the concepts of open entry for learners and digitally-enhanced evidence-based transformations, together with ongoing future research, development, knowledge and revised practice.
Ultimately, innovation in HE is not about ‘developing best practice’ (which can be backward looking), but empowering better innovators within the context and structure of historical forms.