Context and rationale for change UCL operates in a competitive digital global learning environment within which high quality educational content is increasingly available online, on demand, and free of charge to anyone who wishes to study. This means that we need continuously to develop and adapt UCL's established ‘teaching brand’ to take advantage of emerging digital technologies and to continue to attract the very best students globally. The distinctive attributes of a UCL education are well‐recognised; it is interdisciplinary and research‐based, and aims to produce highly employable graduates with a mix of ambition, entrepreneurialism and idealism who are prepared for leadership roles. The UCL Council White Paper 2011‐21 and the Institutional Learning and Teaching Strategy (ILTS) 2010‐15 commit to education for global citizenship and add a new, ambitious commitment to raise the profile of teaching and to invest in teaching innovation, ultimately establishing UCL as the hub of an international network of research‐led institutions that foster excellence in teaching and learning. The current global technological and information environment presents both rich opportunities and challenges to UCL’s educators. We know from our own experience and that of the sector that readily available technologies can not only enhance traditional 'classroom' teaching but also support more interactive, creative and constructive learning. Some colleagues are already using technology to support new interdisciplinary and international approaches, to prepare for classroom activities, and to extend and reinforce learning beyond the classroom. Others need support and encouragement if they are to realise the benefits of technology to enhance student learning within and beyond the classroom. Students likewise often have difficulty realising the potential of the digital environment for their studies and professional development. The array of technologies and information now available to them from outside the institution means that students’ abilities to identify, evaluate and use information to develop their understanding are becoming both academic and career‐critical skills. Approaches to developing and enhancing digital literacies and technical skills are variable across the institution and there is a need for a concerted approach to enable staff and students to operate in new and dynamic working environments. E‐learning provision and practice at UCL has developed rapidly in recent years and there is now in place a robust technological environment alongside a support and advisory service. However the rapidly changing external digital environment of connected mobile and media devices in which both staff and students expect to be able to choose and personalise the devices and tools they use in their own working and learning environments presents new challenges to educators and support services. There are now many flexible and popular external services competing with institutional services and our service providers need to recognise this new reality and be able to work with rather than resist it. Reliable, easy‐to use and well‐supported systems such as Moodle, Lecturecast and Turnitin have been the core of e‐learning at UCL. They have proved critical to engage mainstream users as they are easily adopted by individuals and departments and can support traditional teaching and assessment practices; they are seldom abandoned once adopted. However there are significant opportunities to develop the technological and information rich environment available to us and so to move from the mainstream to the leading‐edge excellence we seek. An example is Moodle. Although now ubiquitous across UCL, it is mostly used to provide access to files and static resources (termed ‘baseline’ use) rather than to support exploratory and participatory learning (‘enhanced’ used). Similarly the use of Lecturecast to record face‐to‐face classes has proved hugely popular with students and recording is now possible in most lecture theatres, but we must increase our consideration of how this can reshape the lecture experience into a more interactive one. Technology also has remarkable potential for increasing the diversity of assessment. To date, it has been used at UCL mainly for e‐submission and plagiarism checking of coursework. Use of online quizzes for formative assessment and for e‐exams is growing and needs to accelerate. UCL is now actively developing an enhanced media‐rich learning environment designed to enable academic colleagues to explore interactive methods of teaching including classroom technologies, pre‐recording of lectures, and ‘enhanced’ Moodle. There remains a need to promote technologies such as e‐portfolios, peer assessment and collaborative working tools which are known to have a significant impact on learning both for campus‐based and distance learners, but are rarely used at UCL. New initiatives such as the Arts and Sciences BASc and our distance‐learning and CPD programmes provide important exemplars of how Moodle and other learning technologies can be embedded within curricula to enrich the student experience. If UCL is to become a hub of excellence and innovation in teaching and learning there needs to be a radical change in the use of technology to enhance mainstream learning, and a stronger focus on innovation. This document outlines how technology can support these commitments and how it can ensure and sustain distinctive, high quality, ‘UCL learning experience’.