scholarly journals Course design process in a technology-enhanced learning environment

2021 ◽  
Vol 93 ◽  
pp. 107263
Author(s):  
Cintia Smith ◽  
Karina Onofre-Martínez ◽  
Monica F. Contrino ◽  
Jorge Membrillo-Hernández
Keyword(s):  
Learning Environment ◽  
Design Process ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

Does Facebook Provide Educational Value?

2014 ◽  
pp. 311-336 ◽  
Author(s):  
Stefania Manca ◽  
Maria Ranieri
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Management System ◽  
Ethical Issues ◽  
Technology Enhanced Learning ◽  
Educational Value ◽  
Research Areas ◽  
Emerging Trends ◽  
Educational Paradigms ◽  
Enhanced Learning

Facebook has received considerable attention in a number of research areas. However, its educational value has not been fully confirmed and results from the mainstream educational paradigms are contradictory. A number of experiences related to the educational use of Facebook as a technology-enhanced learning environment are also flourishing. In these, Facebook has been used as a unique, or at least as one, learning management system tool, or as a platform for educational purposes. This chapter focuses on these issues, providing a wide overview of the current literature on the educational value of Facebook considering both theoretical positions and empirical findings. Furthermore, a few preliminary guidelines about Facebook usage are provided, pertaining to pedagogical, institutional, technological, and ethical issues. The chapter finally provides some hints about emerging trends and areas that deserve further research, such as professional development, academic practice, and location-based learning.

Toward a Personal Learning Environment Framework

2012 ◽  
pp. 20-40 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Mohammad Ridwan Agustiawan ◽  
Matthias Jarke ◽  
Marcus Specht
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Knowledge Society ◽  
Technology Enhanced Learning ◽  
Personal Learning ◽  
Effective Learning ◽  
Personal Learning Environment ◽  
Learning Content ◽  
Enhanced Learning ◽  
Fundamental Shift

Over the past decade, it has been argued that technology-enhanced learning (TEL) could respond to the needs of the new knowledge society and transform learning. However, despite isolated achievements, TEL has not succeeded in revolutionizing education and learning processes. Most current TEL initiatives still take a centralized technology-push approach in which learning content is pushed to a predefined group of learners in closed environments. A fundamental shift toward a more open and learner-pull model for learning is needed. Recently, the Personal Learning Environment (PLE) concept has emerged to open new doors for more effective learning and overcome many of the limitations of traditional TEL models. In this paper, the authors present theoretical, design, implementation, and evaluation details of PLEF, a framework for mashup personal learning environments. The primary aim of PLEF is to help learners create custom learning mashups using a wide variety of digital media and data.

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2017 ◽  
Vol 9 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

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