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Abstracting Technology-Enhanced Learning Design Principles

Matt Bower (Department of Educational Studies, Macquarie University, Sydney, Australia)

Design of Technology-Enhanced Learning

ISBN: 978-1-78714-183-4, eISBN: 978-1-78714-182-7

Publication date: 3 August 2017


This chapter synthesizes findings from the reviews of education using Web 2.0, social networking, mobile learning, and virtual worlds, in light of the earlier chapters on context, technology, pedagogy, content, and design. Benefits and issues associated technology-enhanced learning are generalized, with an important finding being the quite different ways that different technologies contribute to each. Twenty technology-enhanced learning design principles are derived from abstracting the Web 2.0, social networking, mobile learning, and virtual worlds literature. The benefits, issues, and technology-enhanced learning design principles are then related to one another by virtue of 13 clusters of concerns, namely pedagogy, access, communication, content representation, collaboration, motivation and engagement, vicarious learning and reflection, digital learning capabilities, assessment and feedback, student-centered learning, learning communities, protecting students, and teacher support. The analysis enables the general learning technology literature to be linked to concrete examples and evidential sources, so that educators and researchers can construct a deep and connected understanding of technology-enhanced learning design.


Bower, M. (2017), "Abstracting Technology-Enhanced Learning Design Principles", Design of Technology-Enhanced Learning, Emerald Publishing Limited, Bingley, pp. 365-403.



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