This is one of the named awards available through SEDA’s Professional Development Framework. It is relevant to all staff involved in developing, embedding and leading practice in the use of digital and other educational technologies (including discipline specific technologies) as part of their professional work. This includes those teaching or supporting student learning, those supporting teachers or other staff, and those implementing technology-enhanced learning initiatives and strategies at curriculum, departmental and institutional/provider levels.

CMALT Mapping: SEDA and ALT (Association for Learning Technology) have worked together to produce and agree a mapping that shows how graduates from this SEDA PDF award can use their learning and work towards a claim for accredited recognition for ALT’s Certified Membership – CMALT.

Successful graduates of programmes accredited against this award are entitled to refer to themselves as a SEDA Recognised Lead/er* for Technology-Enhanced Learning.
*Lead or Leader can be used as suitable to your personal/local context as a personal choice.


  • To support individuals in the leading and embedding of educational technologies and technology-enhanced learning approaches within the the curriculum, within departments, or at the level of institutional/provider practice
  • To recognise these professional achievements
  • To advance professional practice by promoting scholarship and action research in evidence-based approaches to technology-enhanced learning, including evaluation and its reporting
  • To enhance student learning, particularly by enabling greater autonomy, creativity, flexibility and widening opportunities
  • To encourage the development of learning communities sharing the SEDA professional values
  • To facilitate the sharing of effective practice within and across institutions/providers.


This award supports and credits the continuing professional development of any individual who is actively involved in developing, leading and embedding technology-enhanced learning practices in higher education. It promotes the effective use of current and emerging educational technologies, and technology-enhanced approaches, to support learning and educational practice in a rigorous, scholarly way. Although the context for the application of these skills and competencies is providing leadership in the use of educational technologies, the skills and competencies themselves are similar to those required in leading other teaching and development activities, including initiatives at curriculum, departmental and institutional/provider levels.  

The award does not directly accredit technical skills. 

Programmes accredited for the award should contribute to participants’ professional development and/or academic profile. They should enable individuals and teams to develop effective use of educational technologies and technology-enhanced practices in Higher Education, and promote dissemination of practice between colleagues and across subject disciplines. They should apply principles and research to the context of current institutional/provider strategies and support structures. 


Award recipients will have shown how their work is informed by the SEDA Values:

  1. Developing understanding of how people learn
  2. Practicing in ways that are scholarly, professional and ethical
  3. Working with and developing learning communities
  4. Valuing diversity and promoting inclusivity
  5. Continually reflecting on practice to develop ourselves, others and processes

Core development outcomes

Award recipients will be able to:

  1. Identify their own professional development goals, directions or priorities
  2. Plan for the initial and/or continuing professional development
  3. Undertake appropriate development activities
  4. Review their development and their practice, and the relations between them.

Specialist outcomes

Additionally award recipients will be able to:

  1. Analyse the opportunities and constraints of applying and/or embedding particular educational technologies or technology-enhanced approaches to the specific learning contexts, to include a review of relevant literature and/or policy
  2. Develop a strategy, plan or design for the wider integration of educational technologies or technology-enhanced approaches within the chosen learning contexts
  3. Implement or ensure the implementation of the strategy, plan or design
  4. Evaluate the effectiveness and impact of the implementation, and recommend possible future or wider strategies and developments.

Named award co-ordinators

Vicky Davies: