Out of the past and into the future: Standards for technology enhanced learning

2006 ◽  
pp. 309-327 ◽  
Author(s):  
Wayne Hodgins
Keyword(s):  
Technology Enhanced Learning ◽  
The Past ◽  
The Future ◽  
Enhanced Learning

scholarly journals Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions

2021 ◽  
Vol 18 (4) ◽  
pp. 147-168
Author(s):  
Sue Downie ◽  
◽  
Xiaoping Gao ◽  
Simon Bedford ◽  
Kenton Bell ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Online Survey ◽  
Technology Enhanced Learning ◽  
Education Student ◽  
Digital Learning ◽  
The Future ◽  
Teachers And Students ◽  
Teacher And Student Perceptions ◽  
Enhanced Learning

Teacher and student perceptions of using technology enhanced learning (TEL) in higher education have received growing attention, particularly during COVID-19, however existing studies are mainly disciplinespecific. This study adopts a holistic cross-disciplinary approach. It compares teacher and student perceptions on defining TEL, promotors and barriers for its use, and solutions offered for better use of TEL in the future. Both qualitative and quantitative data were collected from an Australian university. A total of 75 teachers and 48 students completed an online survey, and of these participants, 24 teachers and 29 students participated in follow-up focus group interviews that included Kahoot! surveys. Quantitative results show that teacher and student perceptions on TEL were generally aligned except that self-reported technology savviness and confidence was rated higher than how students and staff rated each other. Qualitative analyses reveal that both teachers and students identified the main promoters for TEL as being: modern and expected in higher education, while being equalising, efficient, engaging, authentic, collaborative and flexible. The common barriers for using TEL were identified as fear, time, organisational culture, knowledge and technical/support issues, along with the perceived pitfalls of distraction, and superficial student learning. Solutions offered for TEL in the future from staff focused on the institution and a desire for strategic, pedagogical and holistic approaches, while students focussed on the accessibility, flexibility and collaborative potential of TEL. This cross-discipline pre-COVID-19 study of TEL perceptions offered by teachers and students has contributed to knowledge in this area by identifying barriers and solutions for TEL common to all disciplines that have the potential to be applied to whole of institution strategic approaches for the more effective use of TEL in teaching and learning in higher education. Student accessibility to TEL and the development of pedagogically sound digital learning resources bringing together educational developers and discipline experts are of particular relevance during and post-COVID-19.

scholarly journals From Technology Enhanced Learning to Ethics and Critical Thinking as part of the Engineering Education: Skill Driven with Humanities Comprehension Editorial

2020 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Manuel Castro ◽  
Elio Sancristobal
Keyword(s):  
Critical Thinking ◽  
Engineering Education ◽  
Professional Life ◽  
The Other ◽  
Technology Enhanced Learning ◽  
Great Pleasure ◽  
Future Evolution ◽  
Early Stages ◽  
The Future ◽  
Enhanced Learning

It is a great pleasure to contribute some words to the debate about Engineering Education as well as to broaden the discussion about the future evolution of this discipline in which we were involved in the last fifteen years. One of us is in his last period of a professional life full of research and the other one still in the early stages of a career in engineering education. Both of us come from different backgrounds and have different visions which are complementing each other. Therefore, we are striving to develop new actions and activities inside this amazing discipline.

ICT-Enabled Education in Africa

2008 ◽  
pp. 1284-1304 ◽  
Author(s):  
Shafika Isaacs
Keyword(s):  
Task Force ◽  
Integrated System ◽  
Technology Enhanced Learning ◽  
Evidence Based ◽  
Historical Evolution ◽  
Education Programs ◽  
Beneficial Effects ◽  
The Past ◽  
Learning Programs ◽  
Enhanced Learning

This essay prompts critical thinking on the way ICT-enabled education programs in Africa have been conceptualized and implemented. It reflects mainly on the experiences of the African SchoolNet movement over the past decade. It highlights important lessons and demonstrates the beneficial effects of technology-enhanced learning programs on African learners and teachers who have had the privilege of being included in SchoolNet initiatives. However, it also shows that the accumulated interventions and programs to date remain insignificant in scale to catalyze a resounding shift toward resolving the crisis in Africa’s education systems; it makes the case for integrated system-wide, locally led approaches that soberly takes account of the challenges imposed by globalization. The chapter traces the historical evolution of frameworks to promote African inclusion in the information society, and allusions are specifically made to the emergence of the NEPAD eSchools, and the Global eSchools and Communities Initiative of the UN ICT Task Force, which hold the potential for advancing the frontiers of learning in Africa. Here, the author emphasizes, however, that these new initiatives need to draw on the accumulated learning and experience of the SchoolNet movement over the past 10 years in Africa to succeed. Finally, the chapter raises the dearth of evidence-based research made in Africa by Africans who would verify or refute the case for stronger investment in ICTs for education. It then proffers suggestions on areas for further research.

ICT-Enabled Education in Africa

2011 ◽  
pp. 210-234 ◽  
Author(s):  
Shafika Isaacs
Keyword(s):  
Task Force ◽  
Integrated System ◽  
Technology Enhanced Learning ◽  
Evidence Based ◽  
Historical Evolution ◽  
Education Programs ◽  
Beneficial Effects ◽  
The Past ◽  
Learning Programs ◽  
Enhanced Learning

This essay prompts critical thinking on the way ICT-enabled education programs in Africa have been conceptualized and implemented. It reflects mainly on the experiences of the African SchoolNet movement over the past decade. It highlights important lessons and demonstrates the beneficial effects of technology-enhanced learning programs on African learners and teachers who have had the privilege of being included in SchoolNet initiatives. However, it also shows that the accumulated interventions and programs to date remain insignificant in scale to catalyze a resounding shift toward resolving the crisis in Africa’s education systems; it makes the case for integrated system-wide, locally led approaches that soberly takes account of the challenges imposed by globalization. The chapter traces the historical evolution of frameworks to promote African inclusion in the information society, and allusions are specifically made to the emergence of the NEPAD eSchools, and the Global eSchools and Communities Initiative of the UN ICT Task Force, which hold the potential for advancing the frontiers of learning in Africa. Here, the author emphasizes, however, that these new initiatives need to draw on the accumulated learning and experience of the SchoolNet movement over the past 10 years in Africa to succeed. Finally, the chapter raises the dearth of evidence-based research made in Africa by Africans who would verify or refute the case for stronger investment in ICTs for education. It then proffers suggestions on areas for further research.

scholarly journals Social Networks Research for Sustainable Smart Education

2018 ◽  
Vol 10 (9) ◽  
pp. 2974 ◽  
Author(s):  
Miltiadis Lytras ◽  
Anna Visvizi ◽  
Linda Daniela ◽  
Akila Sarirete ◽  
Patricia Ordonez De Pablos
Keyword(s):  
Social Networks ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Education For All ◽  
Technology Enhanced Learning ◽  
Maturity Model ◽  
The Past ◽  
Information And Communication ◽  
Smart Education ◽  
Enhanced Learning

Social networks research has grown exponentially over the past decade. Subsequent empirical and conceptual advances have been transposed in the field of education. As the debate on delivering better education for all gains momentum, the big question is how to integrate advances in social networks research, corresponding advances in information and communication technology (ICT) and effectively employ them in the domain of education. To address this question, this paper proposes a conceptual framework (maturity model) that integrates social network research, the debate on technology-enhanced learning (TEL) and the emerging concept of smart education.

scholarly journals The future of Technology Enhanced Learning (TEL) is in the hands of the anonymous, grey non-descript mid-level professional manager.

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tony Murphy
Keyword(s):  
Higher Education ◽  
Technology Enhanced Learning ◽  
New Managerialism ◽  
Professional Managers ◽  
Professional Manager ◽  
The Future ◽  
Changing Role ◽  
Enhanced Learning ◽  
Education Process

Much of the research into the implementation of TEL has centred on teaching approaches and the change (or not) in the role of the academic, which is reflective of the importance of the academic to what takes place in a Higher Education Institute (HEI).  Technology enhanced learning (TEL), however, poses a considerable challenge to how the Higher Education (HE) sector operates, as it has done with numerous other sectors.  Typically, technology confronts existing practices and boundaries.  For HEIs, TEL has accelerated the move away from the discipline-based academics as being at the centre of the education process and replaced them with students.  This displacement of the academic for the student has been complemented by changing approaches to teaching, (the growth of network learning for example) and the introduction of new work practices from the private sector in the guise of new managerialism. With the academic’s role reduced from controller to that of participant, the space left is being filled by client-focused mid-level professional managers.  Distinct from academic managers, mid-level professional managers are situated between academics and senior management, which is a key position for the implementation of TEL at a time when its future rests on bridging the gap between the bottom up initiatives of the past and the institute-wide initiatives of the future.  This discussion piece reflects on the changing role of the academic in a new managerialist TEL HE sector and argues for the overdue recognition of the importance of the mid-level professional manager to the future of TEL.  

Future Media Adoption in Learning and Teaching

2010 ◽  
pp. 1-12
Author(s):  
Sandra Schaffert ◽  
Christina Schwalbe
Keyword(s):  
Cultural Studies ◽  
Technology Enhanced Learning ◽  
Social Changes ◽  
Learning And Teaching ◽  
The Future ◽  
Media Systems ◽  
Scenario Technique ◽  
Study Designs ◽  
Enhanced Learning ◽  
Practical Level

A lot of effort is put into studies to find more elaborated forecasts of future media adoption in learning and teaching. In this chapter, some methods of futurology, such as the Delphi method or the scenario technique, will be sketched. Afterwards, this current study design will be critically considered from the perspective of cultural studies. For this, the terms of media and culture will be introduced and Debray’s approach of mediology and the adaptation on education will be discussed. Through this, we aim to illustrate that the current study designs could be enhanced by a bigger awareness of the insights of the cultural studies and their adaptations for education, the pedagogical media theory. The presented approach does not explicitly deal with the processes of adoption of new educational media systems on a practical level. But pedagogical media theories and studies on cultural and social changes and media provide a basic framework for various specific approaches dealing with the future of technology enhanced learning. Just as we can hardly understand how it feels to live in an oral culture, we are not able to imagine how we will think, act and communicate in the future of the evolving new “mediosphere”.

scholarly journals Editorial: Ireland’s Online Learning Call

2021 ◽  
Vol 5 (1) ◽  
pp. 1-6
Author(s):  
Fiona Concannon ◽  
Tom Farrelly ◽  
Eamon Costello ◽  
Steve Welsh
Keyword(s):  
Critical Incident ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
The Past ◽  
Online Mode ◽  
Starting Point ◽  
Good Starting Point ◽  
Enhanced Learning ◽  
Rapid Shift

The editorial board of the Irish Journal of Technology Enhanced Learning (IJTEL) would like to use this opportunity to thank each and every one of you working through a very challenging time over the past twelve months of the pandemic. It is a significant event, a critical incident, that will take some time to document and reflect upon in future journal editions.  So many words have already been written about this past year that try to capture the disruption and change. However, to summarise even a scintilla of what has happened across Irish higher education is a slightly daunting prospect. We have seen various terms used to describe the rapid shift to teaching and learning online, such as milestone, pivot, emergency remote teaching. None of these fully encompass the myriad of ways that those of us working in education have had to become resilient, responsive and supportive of colleagues during this period.  Considering the response from members of the educational technology community within Ireland, one could argue that the term overwhelming is a good starting point. For a start, a tsunami of work ensued, that at times threatened to engulf individuals.  Education ‘pivoted’ from a position where online was generally a supplementary or complementary activity to one where in an online mode, we became the campus. Systems and processes were hastily altered, modified or expanded far beyond anybody’s expectations. While some of those have creaked and groaned, we have managed to teach classes, run meetings and carry out assessments; run on-campus labs and social distanced teaching; in short, we have kept going. People have been inventive, innovative and extremely hard working. But above all else, they have been generous; generous with their time, their expertise and generous in spirit. 

scholarly journals Editorial: Shifting from technology-enhanced learning to technology-transformed learning - Best papers selected from the conference APTEL 2010

2011 ◽  
pp. 306-309
Keyword(s):  
Situated Learning ◽  
Rapid Development ◽  
Communication Technologies ◽  
Technology Enhanced Learning ◽  
Problem Solving Skills ◽  
The Past ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Enhanced Learning ◽  
Factual Learning

In the past decade, the rapid development of computer and communication technologies brings many opportunities for developing innovative learning environments with rich resources. Technology enhanced learning shifted their focus from technology to support factual learning, memorization and the reinforcement of basic skills to stimulate students to engage in meaningful learning and situated learning. With the support of computer and communication technologies, students are able to develop higher-order skills, such as critical thinking and problem-solving skills individually or collaboratively. Technology enhanced learning has become an interdisciplinary issue that attracts researchers from various fields to work together.

Sign in / Sign up

Export Citation Format

Share Document