scholarly journals Developing the Evidence-Base to Support the Integration of Technology-Enhanced Learning in Healthcare Education

2017 ◽  
Vol 27 (4) ◽  
pp. 903-905 ◽  
Author(s):  
James D. Pickering
Keyword(s):  
Evidence Base ◽  
Technology Enhanced Learning ◽  
Healthcare Education ◽  
Integration Of Technology ◽  
Enhanced Learning

Reflections on developing Technology-Enhanced Learning through staff-student partnership - a case study of using mobile devices cross-institutionally

2017 ◽  
Vol 3 (1) ◽  
pp. 243 ◽  
Author(s):  
Matt Elphick ◽  
Stuart Sims
Keyword(s):  
Mobile Devices ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Pilot Scheme ◽  
Integration Of Technology ◽  
Student Projects ◽  
The University ◽  
The Impact ◽  
Enhanced Learning

Drawing upon project outputs from seven staff-student partnership projects, this case study explores the impact of a pilot programme to integrate the use of mobile devices into learning and teaching at the University of Winchester. This ‘iPilot’ was designed to give students and staff the opportunity to lead change around the integration of technology into teaching, supported by the Student Fellows Scheme (SFS). We outline the principles behind these partnerships and explore the role that having Student Fellows in a pedagogical leadership position had upon the wider project. This article represents the perspectives of both the co-ordinator of the pilot scheme and the SFS to give a centralised view of a project that was devolved to different programmes. While all of the staff-student projects had a degree of success in furthering the way that mobile devices are used in their respective programmes, many projects veered away from the principles of partnership working which were built into the initial plans for the iPilot. We reflect on barriers encountered in this project and make recommendations based on this experience of how to ensure that the key principles of enhancement are being adhered to, rather than using partnership working in a tokenistic way.

Technology-Enhanced Learning in Higher Education

2014 ◽  
pp. 224-236 ◽  
Author(s):  
Neil Gordon ◽  
Mike Brayshaw
Keyword(s):  
Higher Education ◽  
Technology Enhanced Learning ◽  
Support Teams ◽  
Technological Adoption ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
E Learning ◽  
Technological Age ◽  
Enhanced Learning ◽  
Technology In Higher Education

This chapter explores issues that affect the uptake and integration of Technology in Higher Education, developing a framework to overcome some of the barriers. Technological adoption varies across disciplines. The authors consider disciplines as tribes, where some find technology acceptable and an enabler, whilst for others it is alien and deemed inappropriate. Some territories reflect technology as an area to defend and expand, whilst for others the imposition of technology and associated practices are considered a hostile intrusion into discipline practice. Within the framework, the authors reflect on various perspectives: practitioners', students', and support teams' perspectives within the wider eco-systems and structures. Practitioner concerns reflect discipline traditions and practices, from teaching through to assessment and how to manage the Wikipedia generation. Students' needs in a technological age reflect the demands of the Netizen as student, and the rise and challenge of MOOCs to the teacher and the learner. Institutional mechanisms provide the situation for the use of technology. The authors provide a framework within which to explore the above concerns and describe mechanisms to unite the academic tribes, to see the territorial boundaries as artificial and counter-productive, and to enable the utilisation of E-Learning in current and future Higher Education settings.

How to Foster Technology-Enhanced Learning in Higher Education

2019 ◽  
pp. 402-416
Author(s):  
Martin Ebner ◽  
Timotheus Hell ◽  
Markus Ebner
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Participatory Approach ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Research Administration ◽  
Whole Process ◽  
University Of Technology ◽  
Integration Of Technology ◽  
Enhanced Learning

In this chapter, the authors deal with the topic of integration of technology-enhanced learning in higher education. Due to the worldwide debate on digitalization for all possible areas, even educational institutions are asking how they can deal with this change or how they have to prepare for the future. At Graz University of Technology, a pre-project was started to elaborate a policy, which should help to start different projects afterwards. Therefore, a participatory approach was started following the idea that each university member (lecturers, researchers, administrators, or students) can give input. Different measurements divided into the fields of education, research, administration, and transformation were carried out, summarized, and consolidated to provide a final policy. The outcome of this publication will focus on the description of the whole process as well as the summary of the most interesting aspects which were used for the final policy. Furthermore, an outlook on how the digital policy will be brought to practice in the following years will be provided.

COVID-19 A CATALYST FOR TECHNOLOGY ENHANCED LEARNING (TEL)

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Online Delivery ◽  
Online Study ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Online Examination ◽  
Class Room ◽  
Enhanced Learning

Covid-19 pandemic has been a catalyst for mandatory use of technology to deliver class room learning to students who have been forced to Learn From Home (LFH). Learn From Home requires Technology Enhanced Learning (TEL) method if students are to be satisfied with online delivery of lessons. Technology Enhanced Learning is used to describe the integration of technology to teaching and learning; the demand for Technology Enhanced Learning has been increased as a result of the lockdown. The study explores various online teaching platforms, techniques, online examination, and Technology Enhanced Learning methods needed to be used by university instructors to ensure that educating the students goes on unhindered. The identified variables were empirically tested with the aid of a structured questionnaire. The study concludes that there is a positive relationship between satisfaction with the delivery of online study and the perceived effectiveness of TEL among higher education students.

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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