scholarly journals Book Review of Design of Technology-Enhanced Learning: Integrating Research and Practice

2018 ◽  
Vol 44 (2) ◽  
Author(s):  
Marguerite Koole
Keyword(s):  
Technology Enhanced Learning ◽  
Research And Practice ◽  
Enhanced Learning

Book Review of Design of Technology-Enhanced Learning: Integrating Research and Practice

scholarly journals Technology Enhanced Learning, Research Impact and Open Scholarship

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Thomas Cochrane ◽  
Petrea Redmond ◽  
Linda Corrin
Keyword(s):  
Social Media ◽  
Guest Editorial ◽  
Social Research ◽  
Research Impact ◽  
Original Research ◽  
Technology Enhanced Learning ◽  
Impact Measurement ◽  
Research And Practice ◽  
Enhanced Learning ◽  
Alternative Metrics

This guest editorial explores the potential impact of alternative metrics and social research networks to enhance Technology Enhanced Learning (TEL) research and practice, particularly in the realm of open scholarship. Conventional measures of research impact are based upon a publications’ impact factor. Article or author-level metrics can provide a better view of the contribution to the field of research of a specific research project. However, metrics are based upon citation counts that can take years to accumulate.  This can result in a significant lag between the original research, communicating research outcomes to the wider research community, and research impact. TEL researchers are in a unique position to spearhead the growing movement towards open social scholarship and alternative metrics. Alternative metrics provide a powerful addition to conventional measures of research impact, facilitating a dynamic conversation around TEL research. Social media conversations provide the foundation for a collaborative open Scholarship of Technology Enhanced Learning as both an enhancement and alternative to conventional modes of research impact measurement. This guest editorial outlines key tools that are currently used to measure impact. We argue that a culture of open scholarship enhanced via social media and measured via alternative metrics creates an effective feedback loop between research and practice.

scholarly journals Key themes in mobile learning: Prospects for learner-generated learning through AR and VR

2017 ◽  
Vol 33 (6) ◽  
Author(s):  
Claudio Aguayo ◽  
Thomas Cochrane ◽  
Vickel Narayan
Keyword(s):  
Virtual Reality ◽  
New Zealand ◽  
Literature Review ◽  
Mobile Learning ◽  
Content Delivery ◽  
Technology Enhanced Learning ◽  
Mobile Augmented Reality ◽  
Design Based Research ◽  
Research And Practice ◽  
Enhanced Learning

This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile augmented reality and mobile virtual reality. We see that these two current mobile learning affordances, complemented though relevant approaches to research and practice in mobile learning such as design-based research and connected social learning, are critical to reconceptualise learning through mobile devices. We conclude that mobile learning still requires the theories, methodologies, and practices of its own as a field. We also see a need for mobile learning to be conceptualised around ever-changing learning affordances and educational settings, rather than focusing on static structures such as content-delivery approaches, while embedding it within the scholarship of technology enhanced learning.

scholarly journals Special Issue on Learning Design Research: Mapping the terrain

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Eva Dobozy ◽  
Leanne Cameron
Keyword(s):  
Educational Research ◽  
Design Research ◽  
Technology Enhanced Learning ◽  
Learning Design ◽  
Integrated Process ◽  
Special Issue ◽  
Knowledge And Skills ◽  
Research And Practice ◽  
Learning And Teaching ◽  
Enhanced Learning

Learning Design as a field of educational research and practice is gaining traction internationally. Not only is Learning Design now acknowledged as a complex and integrated process, demanding specialised knowledge and skills, it is a field of technology enhanced learning and teaching that is forward looking and globally focused. This special issue is unable to provide a unified position of what Learning Design is or resolve the debate, but it is able to contribute to a better understanding of the complexity of this field of educational research and practice. It also showcases some of the cutting edge work currently conducted internationally in Learning Design research and development

Cultures of Inquiry in Technology Enhanced Learning and Beyond

2011 ◽  
Vol 4 (2) ◽  
pp. 291-311 ◽  
Author(s):  
Patrick Carmichael
Keyword(s):  
Research And Development ◽  
Educational Research ◽  
Technology Enhanced Learning ◽  
Common Problems ◽  
Culture Of Inquiry ◽  
Enhanced Learning ◽  
Educational Research And Development

Interdisciplinary working is often understood as involving individuals or teams from different disciplines to engage with common problems, but this has proved to be an enduring challenge. An alternative framing of interdisciplinary working is Hall's ‘culture of inquiry’, in which it is conceptualised as narrative creation in an environment of formative critique. This paper explores the relevance and applicability of this idea to educational research and development, specifically in the context of purportedly interdisciplinary TEL projects. It draws on the author's experience in projects in which multiple narratives — pedagogical, technological and social — have the potential to contribute to both to individual and collective understanding and the development of new practice.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

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