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Book part
Publication date: 3 August 2017

Matt Bower

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…

Abstract

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.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

Book part
Publication date: 3 August 2017

Matt Bower

This chapter aims to establish a positive vision for the technology-enhanced learning design field. It commences by summarizing the current state of technology-enhanced

Abstract

This chapter aims to establish a positive vision for the technology-enhanced learning design field. It commences by summarizing the current state of technology-enhanced learning research, as established by the previous analysis, in order to clarify the foundations upon which the field can build. The future of learning technology is considered, in the first instance, by extrapolating trends in information and communication technologies throughout history. This process showcases how the most impactful technologies are those that bring information closer to us, support sharing, and offer more visceral learning experiences. The nature of learning technology trends occurring in recent Horizon Reports, for instance, gesture-based computing, augmented reality, Massive Open Online Courses, and table computing, are analyzed and explained in terms of Roger’s Diffusion of Innovation Theory and Gartner’s Hype Cycle. This leads to identifying teachers as the critical lynch pin in order for society to derive greatest educational benefit from the exponential advances in technology. Consequently, support for educators is argued as essential. Into the future the learning technology field will only optimize its progress if educators and researchers work together to understand design issues and possibilities. Directions forward for educators and researchers are proposed, emphasizing a research-driven, pedagogically focused, creative, and collaborative approach to technology-enhanced learning design.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

Book part
Publication date: 19 April 2018

Zbyněk Filipi and Lucie Rohlíková

This chapter presents innovative approaches to active learning that were introduced into the teaching of preservice teachers at the Faculty of Education of University of…

Abstract

This chapter presents innovative approaches to active learning that were introduced into the teaching of preservice teachers at the Faculty of Education of University of West Bohemia, Pilsen, in the Czech Republic. Over the last three years, the Technology-Enhanced Learning course has seen substantial innovations in both the content and use of teaching strategies designed to prepare the students for their professional lives. The whole update of the course was implemented using the results of action research – all individual changes were rigorously tracked and analyzed. The state of the art in the active learning domain in education of preservice teachers is presented in this chapter.

There is a description of the procedure to update the course, based on the reflections of teachers and feedback from students, gathered during action research. Detailed evaluations of particular methods of active learning that have been proven in teaching are provided.

Besides practical activities with tablets and smartphones, during which students familiarize themselves with various types of applications and reflect on their use in teaching, the course was extended by the use of practical aids for the efficient inclusion of mobile technologies for teaching – the Czech version of Allan Carrington’s Padagogy Wheel. This aid is derived from the revised Bloom’s taxonomy and SAMR model and helps the systematic reflection of preservice teachers when preparing for technology-enhanced teaching.

A significant part of the teaching consists of cooperative projects between preservice teachers and pupils of elementary schools – for example, the preservice teachers help elementary school pupils discover possibilities of virtual reality during Google Cardboard activities, or preservice teachers in teams with elementary school pupils create digital stories together on the topic of Internet safety.

The innovative approach to active teaching in the Technology-Enhanced Learning course is apparent even during the exam. In the course of the exam, students process, present, and defend a lesson plan for the implementation of an activity using digital technologies.

Throughout the learning, as well as at the end, preservice teachers are encouraged to reflect on the teaching in the Technology-Enhanced Learning subject.

Details

Active Learning Strategies in Higher Education
Type: Book
ISBN: 978-1-78714-488-0

Keywords

Open Access
Article
Publication date: 6 November 2017

Chin-Chung Tsai

The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning

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Abstract

Purpose

The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their conceptions of learning reveal the extent to which the prevalence of technological use in education has facilitated students to cultivate a more advanced conception of learning and develop a deeper learning approach.

Design/methodology/approach

It reviews a total of nine relevant case studies, covering the contexts of conventional schools (from elementary schools to college, and cram schools) as well as technology-enhanced environments (internet-assisted learning and mobile learning); and participants from Grade 2 students to adult learners as well as teachers. Their conceptions of learning and preferred learning approaches are summarized.

Findings

Results of the studies show the Taiwanese students’ and teachers’ conceptions of learning in general and of technology-enhanced learning in particular. The students tended to be passive learners to receive instructions and considered examinations as a short-term goal for their study, with surface learning approaches commonly adopted. Despite technology may help to promote their cultivation of a more sophisticated conception of learning, many of them still opted for rote memorization and practice as the major ways to study. The potentials of technology in enhancing learning thus have not been fully realized.

Originality/value

The results shed light on an Asian-specific educational culture which is exam oriented. They reveal the challenges regarding the use of technology in education, which hinder the promotion of students’ advanced conceptions of learning. They also highlight the directions of future work to create a more accessible and gratifying technology-enhanced environment.

Details

Asian Association of Open Universities Journal, vol. 12 no. 2
Type: Research Article
ISSN: 2414-6994

Keywords

Article
Publication date: 12 August 2020

Michael Flavin and Valentina Quintero

The purpose of this study was to analyse institutional strategy documents relating to technology-enhanced learning.

Abstract

Purpose

The purpose of this study was to analyse institutional strategy documents relating to technology-enhanced learning.

Design/methodology/approach

In total, 84 documents were sampled from 71 leading higher education institutions (HEIs), identified through the Quacquarelli Symonds World University Rankings 2018. Qualitative content analysis with a directed approach was used to analyse the strategy documents. The specific theory used was disruptive innovation. The use of “innovation”, or variants thereof, was counted in each document. Ten case studies from the sample were used for content analysis.

Findings

Technology-enhanced learning-related strategy documents are conservative, advocating the more efficient use of existing technologies, or the incremental enhancement of existing technologies, but not transformation through technology.

Originality/value

By evaluating the extent to which selected institutional strategies engage with innovation in technology-enhanced learning, this study argues HEIs advocate sustaining innovation or efficiency innovation to a greater extent than disruptive innovation.

Details

Interactive Technology and Smart Education, vol. 17 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Content available
Book part
Publication date: 3 August 2017

Matt Bower

Abstract

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

Article
Publication date: 1 December 2010

Heather Skinner and Haydn Blackey

Globalisation of higher education (HE) is becoming increasingly significant with institutions in Europe, America and Australasia looking for new opportunities to engage…

Abstract

Globalisation of higher education (HE) is becoming increasingly significant with institutions in Europe, America and Australasia looking for new opportunities to engage with students from Asia and Africa, either by delivering in their own countries or by attracting them to study in the institution’s home country. Business and Management Studies are in increasing demand in emerging economies, and are often used as a higher education institution’s route into engagement in new markets. This paper uses case study methodology to provide four comparative cases; these show how one institution used technology enhanced learning to offer its business curriculum in a variety of contexts to different groups of students. The cases highlight two examples which use a technology enhanced approach, with faculty travelling to the student’s home institution to deliver in block‐mode supported with online material or with students travelling to the UK for weekend blocks, again supplemented online. The other two case study examples are primarily online. The cases indicate that a technology enhanced approach has been successful in terms of the students’ experiences of “British” education in a non‐traditional context. An “online only” approach has proved less successful in engaging students from different cultural backgrounds in a “British” educational experience.

Details

Journal of Applied Research in Higher Education, vol. 2 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 3 August 2017

Matt Bower

This chapter critically examines the implications of different pedagogical perspectives, approaches, and strategies for the design and implementation of technology-enhanced

Abstract

This chapter critically examines the implications of different pedagogical perspectives, approaches, and strategies for the design and implementation of technology-enhanced learning. The key tenets of different pedagogical perspectives are unpacked, including behaviorism, cognitivism, constructivism, socio-constructivism, and connectivism, with reference to how technology can be used to instantiate them. A range of different pedagogical approaches, including collaborative learning, problem-based learning, inquiry-based learning, constructionist learning, design-based learning, and games-based learning are discussed in relation to the use of technology and the previously identified pedagogical perspectives. Pedagogical strategies at a more instantaneous level are also considered, as are the goals of technology-enhanced learning in terms of promoting authentic and meaningful learning. The critical role of the teacher when applying pedagogies using technology, as well as associated issues, are discussed throughout.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

Article
Publication date: 1 August 2005

Carol Rainsford and Eamonn Murphy

The focus of this paper is to highlight the issues impacting technologyenhanced learning (TEL) in an industrial setting in Ireland. The paper uses the output from a…

1115

Abstract

Purpose

The focus of this paper is to highlight the issues impacting technologyenhanced learning (TEL) in an industrial setting in Ireland. The paper uses the output from a community of practice (CoP) set up to identify and discuss these issues. Seven companies participated in the CoP. Their experiences represented the full spectrum of industrial experience of TEL in Ireland. The aim of the paper was to highlight the key areas where Irish companies experience issues with regard to the implementation of TEL programmes. The results of the study show that many of the issues highlighted by past literature still remain.

Design/methodology/approach

The research presented in this paper is output from a CoP set up to discuss TEL within industry. Within the CoP discussion groups were created to highlight the relevant issues.

Findings

The main issues highlighted by the CoP members ranged from strategic, content, learner and technology‐related issues. One key finding of the CoP is that holistic approaches to implementing technologyenhanced initiatives are more successful in terms of learner acceptance, relevance to the job and effectiveness of the training. The holistic approach takes into account the business need for the training, benefits to the learner and all aspects impacted by TEL.

Practical implications

This paper highlights the issues experienced by industry in Ireland in relation to implementation programmes. It was felt by community members that if the many issues outlined are not addressed the true benefits of TEL to the organisation would fail to materialise. It is hoped that in highlighting and sharing these issues other companies implementing TEL will benefit from the shared experiences of others.

Originality/value

Identifies that best practices for TEL are slow to be implemented in Ireland and that the issues arising are often those previously experienced in the past.

Details

Journal of European Industrial Training, vol. 29 no. 6
Type: Research Article
ISSN: 0309-0590

Keywords

Book part
Publication date: 3 August 2017

Matt Bower

This chapter provides an overview of two generally applicable frameworks relating to the use of technology-enhanced learning – ‘affordances’ and multimedia learning

Abstract

This chapter provides an overview of two generally applicable frameworks relating to the use of technology-enhanced learning – ‘affordances’ and multimedia learning effects. First, the concept of ‘affordances’ as action potentials of technologies is identified as a way to think through technology-enhanced learning design possibilities, so as to help make technology selection decisions. Second, multimedia learning effects including the multimedia effect, the modality effect, the redundancy effect, the split-attention effect, and the personalization effect are presented as a scientific basis for understanding how to create cognitively effective learning experiences using text, images, sound, and video. Both affordances and multimedia learning effects are characterized as ongoing areas of research that are somewhat related, with the successful utilization of each depending on critical application by the designer.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

1 – 10 of over 87000