Technology Enhanced Learning

Author(s):  
Paul Lefrere ◽  
Paul Lefrere
2011 ◽  
Vol 4 (2) ◽  
pp. 291-311 ◽  
Author(s):  
Patrick Carmichael

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.


2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby

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.


2017 ◽  
Vol 9 (2/3) ◽  
pp. 126 ◽  
Author(s):  
María Jesús Rodríguez Triana ◽  
Luis P. Prieto ◽  
Andrii Vozniuk ◽  
Mina Shirvani Boroujeni ◽  
Beat A. Schwendimann ◽  
...  

Author(s):  
Amedeo Cesta ◽  
Gabriella Cortellessa ◽  
Riccardo De Benedictis ◽  
Carlo De Medio ◽  
Carla Limongelli ◽  
...  

Author(s):  
Feliciana Licciardello ◽  
Simona Consoli ◽  
Giuseppe Cirelli ◽  
Carlos Castillo ◽  
Elvira Fernández-Ahumada ◽  
...  

AbstractThis paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.


Author(s):  
Mi Song Kim

AbstractRecent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.


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