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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.

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.

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.

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.

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.

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.

This paper describes how researchers from diverse research disciplines are working together with design teams of children, carers and practitioners to create an exploratory multimodal environment for children. This learning environment, entitled ECHOES II, aims to be both an educational intervention and an environment through which we research children's learning. It is designed for typically developing (TD) children and children with Asperger's syndrome aged five to seven, with the aim of enabling the children to enhance their social interaction and communication skills. This paper explains the technology development process, which in order to create designs that are relevant to the individual user, is based on a deep relationship between theory, design and practice. We outline our current focus upon the inter‐relationships between pedagogy, knowledge about child development, people and technology.

Educational resources are integral components of resource‐intensive technology‐enhanced and “student‐centered” learning environments. While resources on delivery formats such as CD‐ROMs are carefully selected, edited, reworked and presented for specific educational purposes, a lot of resources on the Web are not. Adopts the term “non‐educationally‐focused (NEF) resource” to refer to such resources. NEF resources may have the potential for educational use, but have not been identified for this purpose. Recognizes this subtle but significant difference between “educational resources” and “educational aspects of resources” among the plethora of information that can be found on the World Wide Web, and promotes the direct learner use and reuse of NEF resources. Urges those concerned with formulating metadata standards to recognize the notion of NEF resources and start the process of extending the standard to enabling the effective use and reuse of the richer NEF resources base on the World Wide Web.

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

The purpose of this paper is to report on the development of a knowledge transfer project, part funded through TE3, designed to encourage innovation and improve the capability of SMEs in the West Midlands region of the UK. Knowledge is critical to developing competency within small businesses and managers that understand how their customers behave and translate that insight into innovative products/services are more likely to succeed.

Adopting an action research methodology, the paper aims to describe the TE3 funding process and address the effectiveness of a project designed to overcome some of the contextual issues relating to the development of SME capability through technology supported learning. It describes the development of a knowledge transfer framework (The Collaborative Learning Environment) designed to specifically target the needs of SMEs.

Firms that efficiently tap into all relevant sources of knowledge are likely to thrive, whilst those that cannot may struggle. However, an obstacle to SME development is often an inability to access technical and business knowledge. The Technology Enhanced Enterprise Education (TE3) initiative was found to provide a solution to this problem by funding the development of technology supported learning solutions delivered through a collaborative network of UK Higher Education Institutions

The paper outlines a proposal for a collaborative learning environment. This model will provide value to designers of virtual learning environments and funded support providers.

Higher education has seen an unprecedented amount of change in recent decades, with technological advancements impacting on the very essence of teaching and learning. As there are an abundance of digital tools available to educators, it can be a challenge to select the most appropriate online platforms to incorporate into the classroom. This chapter discusses the topic of digital storyboarding by providing a case study of how the author adopted the online platform Storyboard That to enhance student engagement and co-creativity within a UK higher education institution. The chapter debates the benefits and challenges of technology-enhanced learning as part of a blended approach, and concludes with advice for educators wishing to adopt digital storyboarding within their own educational context.

The digitisation of various parts of society is developing at an increasingly rapid rate, which effects the way people receive services and how familiar they are with new innovations and technological challenges in educational environments. The future members of society must be prepared to participate in the creation of new innovative solutions as well as to support the process of knowledge creation. Despite the fact that rapid development of technologies requires society to immediately respond, even under these circumstances society must be able to make meaningful decisions. These processes put on the forefront of competence have the ability to predict the unpredictable, which means that the educational environment must to a certain extent be able to predict what has not yet existed and cannot be verified. However, it must at the same time involve specialists from different fields who must deal with technologies and technological solutions that have not been tested or proven consistent in the long run, measure their impact and predict what services are up to date and what technologies and skills are required. This section examines the conditions for technology-enhanced learning (TEL) in a higher education (HE) context to understand what technologies and digital solutions have traditionally been used as well as the role of educators in driving TEL. The aim of the research is to conduct a pilot study to identify the most recent trends in the use of technologies in HE, identify the future research directions, predict the future directions of development and collect and analyse the obtained data.

Flipped classroom approaches (FCA) are an educational innovation that could increase students' learning outcomes in, and their enjoyment of, mathematics or STEM education. To integrate FCA into education sustainably, professional teacher development (PTD) is a promising tool. The research aim is to explore which aspects should be considered when developing and implementing professional mathematics or STEM teacher development for flipped approaches.

A total of 20 expert interviews were conducted and analysed according to a synthesis of grounded theory approaches and qualitative interview study principles.

Evaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.

Evaluating the interview data indicates that the characteristics of different teacher types in PTD, learning activities in PTD and the DSE model derived in this study could be vital elements in professional mathematics or STEM teacher development for flipped approaches.