scholarly journals SoTEL: Toward a Scholarship of Technology Enhanced Learning

2013 ◽  
Vol 32 (2) ◽  
Author(s):  
Renate Wickens
Keyword(s):  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Scholarship Of Teaching ◽  
Ongoing Work ◽  
Digital Pedagogy ◽  
High Level ◽  
Enhanced Learning ◽  
Scholarship Reconsidered

The publication of Ernest Boyer’s innovative study, Scholarship Reconsidered: Priorities of the Professoriate (1990), sparked sixteen years of academic studies, high level conferences, and campus teaching reforms in a movement that has come to be known as the scholarship of teaching and learning (SoTL). During this same period, a rapidly developing study and practice of digital pedagogy, to be discussed here under the heading of Technology Enhanced Learning (TEL), generated its own extensive theoretical and practice-oriented literature. This paper is part of an ongoing work that explores points of intersection between SoTL and TEL in order to lay the ground-work for the latter as scholarship in Boyer’s sense of the term, that is, SoTEL.

Meeting the Realities in Technology Enhanced Learning

2010 ◽  
pp. 224-245
Author(s):  
Sibitse Mirriam Tlhapane ◽  
Sibongile Simelane
Keyword(s):  
Rural Areas ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Computer Training ◽  
Technology Enhanced Learning ◽  
Learning Material ◽  
Cd Rom ◽  
Geographically Dispersed ◽  
The University ◽  
Enhanced Learning

The case discusses the challenges of introducing technology-enhanced learning in geographically dispersed learners, most of who are situated in rural areas. These are post-diploma nursing learners with minimal computer literacy. They also have limited or even no access to computers at the university because they attend part time, have full-time jobs and stay far from the university and so cannot even visit computer labs after hours. Despite these challenges, these students end up being motivated to learn computers so that they can access learning material and also use them for lifelong learning. The case also covers computer training, e-applications used, online learning, studies done, partnerships between faculty and the directorate and teaching and learning with technology. The value of simple, cheap technologies like an interactive CD-ROM in initiating students to e-learning and overcoming their bandwidth problems is emphasised, including the gains made from the project. Both staff and managerial challenges are discussed and recommendations are made.

scholarly journals Facilitating Online Continuing Professional Development Opportunities in Technology-Enhanced Learning: the TELTA approach

2015 ◽  
Vol 8 (4) ◽  
pp. 39
Author(s):  
Pauline Rooney
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Technology Enhanced Learning ◽  
Dublin Institute ◽  
Information And Communication ◽  
Societal Changes ◽  
Institute Of Technology ◽  
Enhanced Learning

Information and communication technologies are fundamentally changing the way we live our lives. However, despite these huge societal changes, it is widely recognised that the potential of ICTs for enhancing teaching and learning has not yet been capitalised on in higher education, with traditional pedagogical methods still predominating. However it is crucial that educators are receptive to the potential of ICTs and that they have a sound understanding of this potential and how to capitalise on it. TELTA (Technology-Enhanced Learning, Teaching and Assessment) is a fully online eight-week course offered by the Dublin Institute of Technology which aims to address these issues by giving participants the opportunity to immerse themselves in existing and emerging learning technologies. This paper provides a case study of the TELTA approach, exploring key areas including target audience, module goals, underpinning pedagogical framework, assessment methodologies, technologies utilised and future plans for further developing the initiative.

scholarly journals Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

2019 ◽  
Vol 8 (1) ◽  
pp. 87-98
Author(s):  
Andy Buchenot ◽  
Tiffany Anne Roman
Keyword(s):  
Active Learning ◽  
Writing Instruction ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Student Writing ◽  
Technology Enhanced Learning ◽  
Composition Course ◽  
Technological Affordances ◽  
Enhanced Learning

Active Learning Classrooms provide several advantages for teaching and learning by offering many physical and technological affordances that one can choose from when designing instruction. For courses where student writing is central activity to course learning outcomes, a challenge exists in that the innovative digital technologies may hide the opportunity to incorporate non-digital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within technology-enhanced learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies, describing the rationale for the design decisions in an introductory composition course through a design case model. Classroom applications are discussed for physical learning spaces where student writing is incorporated into overall course learning activities.

scholarly journals Technology-Enhanced Learning and the Pursuit of Sustainability

2019 ◽  
Vol 11 (15) ◽  
pp. 4022 ◽  
Author(s):  
Anna Visvizi ◽  
Linda Daniela
Keyword(s):  
Teaching And Learning ◽  
Education Sector ◽  
Technology Enhanced Learning ◽  
Approaches To Teaching ◽  
Special Issue ◽  
Technological Revolution ◽  
Technological Advances ◽  
Entire Society ◽  
Enhanced Learning ◽  
Key Questions

The inroads of sophisticated technologies and related applications in the field of education trigger several developments related not only to the processes of managing education institutions across levels and domains but also pertaining to approaches to teaching and learning. As advances in technology impact all aspects of life, when adopting and adapting to these advances, the education sector is expected to respond to issues and processes that current technological revolution triggers in the entire society. Hence, effective and forward-looking manner of managing technological advances in the education sector today is a necessity to ensure sustainability of that sector in the future. The objective of this Special Issue was to reflect on these issues, to identify the key questions that have to be addressed in this context, and to encourage new critical insights into these developments.

TPD as Online Collaborative Learning for Innovation in Teaching

2010 ◽  
pp. 230-246 ◽  
Author(s):  
Diana Laurillard ◽  
Elizabeth Masterman
Keyword(s):  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Digital Medium ◽  
University Teachers ◽  
Effective Learning ◽  
Online Collaborative Learning ◽  
Collaborative Environment ◽  
Use Of Technology ◽  
The Uk ◽  
Enhanced Learning

This chapter focuses on supporting university teachers in the UK in the more innovative use of digital technologies. Although the use of these technologies is now widespread and increasing, it is not always optimised for effective learning. It is important that teachers’ use of technology should be directed towards innovation and improvement in teaching and learning, and should not merely replicate their current practice in a digital medium. The authors therefore make the case for an online collaborative environment to scaffold teachers’ engagement with technology-enhanced learning. The chapter outlines the findings of our recent research into a blended approach to TPD, and use these to identify the requirements for an online collaborative environment: tools for learning design, guidance, and access to relevant resources to support teachers in their discovery of new forms of technology-enhanced teaching and learning. Such an environment, they argue, would provide a framework for a “community of innovation” in which teachers participate both as learners and researchers.

Technology-Enhanced Learning Physical Education? A Critical Review of the Literature

2021 ◽  
pp. 1-21
Author(s):  
Julia Sargent ◽  
Antonio Calderón
Keyword(s):  
Physical Education ◽  
Critical Review ◽  
Digital Technology ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Review Of The Literature ◽  
Critical Methodology ◽  
Teaching Learning ◽  
Enhanced Learning

Purpose: In this review, the three components of pedagogy (i.e., teaching, learning, curriculum) were used to critically investigate what is argued to be “enhanced” by digital technology. Method: Using a critical methodology, an answer was sought to the question, “What aspect(s) of pedagogy is claimed to be enhanced by the use of digital technology in PE?” The final set of papers are presented in terms of the claimed technological enhancement in teaching, learning, and curriculum. Findings: Interestingly, technology enhancements are presented most prevalently in terms of “enhancing student learning” in areas such as health or motivational variables. Technology was mainly used as a substitute for the teacher and not transformative of teaching and learning. Discussion/Conclusion: A critical analysis regarding what is done in the “name of PE.” This paper concludes by presenting suggestions on how to move the field forward and to debate the roles of digital technology in PE.

scholarly journals A usability evaluation of a blended MOOC environment: An experimental case study

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Ahmed Mohamed Fahmy Yousef ◽  
Mohamed Amine Chatti ◽  
Ulrik Schroeder ◽  
Marold Wosnitza
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Usability Evaluation ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Stakeholder Perspectives ◽  
Evaluation Approach ◽  
Enhanced Learning

<p>In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.</p>

scholarly journals JUTLP Editorial Issue 15.3

2018 ◽  
Vol 15 (3) ◽  
pp. 2-4
Author(s):  
Alisa Percy ◽  
◽  
Dominique Parrish ◽  
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Well Being ◽  
University Teaching ◽  
Technology Enhanced Learning ◽  
Academic Needs ◽  
Positive Orientation ◽  
The Us ◽  
Enhanced Learning

Welcome to the Journal of University Teaching and Learning Practice, Issue 15.3. In this issue, we have papers from Australia, the US, and Taiwan. The papers in this issue cover topics related to student well-being, technology-enhanced learning, disciplinary pedagogies and quantitative evaluations of student learning. Exploring the perceptions and experiences of academic staff supporting student well-being during enabling programs, Crawford and Johns found they had a positive orientation towards their students’ academic and non-academic needs, and that they were quite adept in identifying at what point they needed to refer students on to more specialist forms of support. At the heart of their argument is the need to reconsider the role of the academic in enabling programs, and develop a more holistic, student and course-centred model of support for diverse cohorts of students.

scholarly journals Las universidades apostando por las tic: modelos y paradojas de cambio institucional

2009 ◽  
pp. a105
Author(s):  
Linda J. Castañeda Quintero
Keyword(s):  
Higher Education ◽  
Social Perception ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technology Enhanced Learning ◽  
Models Of Teaching ◽  
The Social ◽  
The World ◽  
Basic Concepts ◽  
Enhanced Learning

Dados los tiempos que corren en todos los ámbitos de nuestro contexto social, económico, cultural y por supuesto tecnológico, la universidad vive un momento en el que debe apostar por innovaciones en la dirección de adaptarse a los cambios y dar respuesta a las necesidades del entorno; siempre en aras de sobrevivir como institución y seguir siendo referente primario de nuestra sociedad. El problema es que debe cambiar, pero sin que antes se hayan clarificados conceptos básicos que le dan su razón de ser y la fundamentan.En este trabajo pretendemos abundar en los modelos más representativos de cambio institucional que se han adoptado en la implementación de TIC en la universidad, para posteriormente hacer una reflexión acerca de cómo esos modelos y la forma que han adoptado en la práctica han creado no pocas paradojas relacionadas con las necesidades de cambio, las formas que adopta dicho cambio y el futuro que puede tener.  AbstractFast expansion of ICT in every side of our society has increased the pressure in traditional higher education institutions to become modern organizations, and has modified the social perception about the need of using new possibilities and models of teaching and learning including ICT (Technology Enhanced Learning). Unfortunately, the general awareness is universities know very well they have to change but they don’t know in which direction they have to do it. Therefore, they have to clarify basic concepts about their reason for being and their basic principles.On this work we will present a first analysis of the most representative models to implement ICT in Universities that institutions around the world have used. From this models and analysing trends around them, we propose some reflexions about how practices have created many paradoxes around the change related to ICT and higher education: how this change could be, how this change already is, and how can we plan better the future of these changes.

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