scholarly journals ACODE Benchmarks for technology enhanced learning (TEL)

2016 ◽  
Vol 8 (3) ◽  
pp. 345-362 ◽  
Author(s):  
Michael Sankey ◽  
Fernando F. Padró
Keyword(s):  
Online Education ◽  
Best Practice ◽  
Regulatory Compliance ◽  
Learning Needs ◽  
Technology Enhanced Learning ◽  
Important Conclusion ◽  
Content Type ◽  
Online Tools ◽  
E Learning ◽  
Enhanced Learning

Purpose This paper aims to present findings from a benchmarking exercise by 24 higher education institutions (HEIs) about the use of the Australasian Council on Open, Distance and e-learning (ACODE) Benchmarks and its benchmarking process to provide data about technology-enhanced learning (TEL) environments. Design/methodology/approach Results of the first instalment of a major benchmarking activity of the robustness of the benchmarks and of the benchmarking process itself based on two surveys provided participants, one during the collaborative session between participants from the 24 HEIs and nine months later. Findings The most important conclusion was the interest and usefulness of the benchmarks for participating HEIs, especially the sharing of information between HEIs. Six recommendations from the data indicated the desire to formally endorse the benchmarks, facilitate a formal benchmarking activity every two years, postpone the merger of four benchmarks into two and create more online tools to share practice. Research limitations/implications Data were collected and analysed through non-validated surveys based on ACODE’s need-to-know to develop baselines specific to the usefulness of the benchmarks themselves, the benchmarking process itself and next steps. Practical implications This paper provides a comparative view of how 24 universities approach online education and their use of the ACODE Benchmarks and how they facilitate HEI regulatory compliance. Social implications ACODE Benchmarks are one of few institution-wide quality improvement tools or frameworks for TEL available for universities to use. The benchmarking exercise provides a process through which HEIs can learn from each other how to improve their approaches to e-learning activities to better serve student learning needs. Originality/value Reporting of how universities seen as leading practitioners in TEL pursue good/best practice, decision-making and reporting.

scholarly journals A review of learning theories and models underpinning technology-enhanced learning artefacts

2020 ◽  
Vol 17 (4) ◽  
pp. 341-354
Author(s):  
Rawad Hammad ◽  
Zaheer Khan ◽  
Fadi Safieddine ◽  
Allam Ahmed
Keyword(s):  
Hybrid Approach ◽  
Learning Theories ◽  
Bibliographic Databases ◽  
Technology Enhanced Learning ◽  
Content Type ◽  
Key Characteristics ◽  
Main Driver ◽  
E Learning ◽  
Learning Software ◽  
Enhanced Learning

PurposeVarious technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.Design/methodology/approachTo achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.FindingsThe authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.Originality/valueThe authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

scholarly journals To What Extent Do Academic Staff See An E-learning Framework As Being Effective In Supporting Technology Enhanced Learning (TEL) Discussions And Activities?

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Simon Thomson
Keyword(s):  
Digital Literacy ◽  
Best Practice ◽  
Academic Staff ◽  
Learning Activity ◽  
Technology Enhanced Learning ◽  
Structured Interviews ◽  
Practical Applications ◽  
Learning Framework ◽  
E Learning ◽  
Enhanced Learning

This study examines the effectiveness of e-learning frameworks in engaging academic staff in the discussions and activities associated with technology enhanced learning (TEL) development. In particular, the paper explores the effectiveness of a framework in use at Leeds Beckett University as part of the development of digital literacy as a graduate attribute. The research investigates the extent to which staff identify with the framework and the associated activities. They are required to undertake mapping exercises in order to use the framework in their own practice to support digital literacy development. A phenomenographic approach was taken in order to identify the variation in experiences staff had with regards to the e-learning framework activities. Using semi-structured interviews, evidence was gathered from which categories of variation were identified. Although participant numbers were limited this was overcome by the use of purposeful sampling. Analysis revealed that staff experienced the use of the e-learning framework in three ways: as a tool for communicating their use of technology for teaching with their learners, as a mechanism for mapping and sharing best practice with peers, as a tool for measuring e-learning activity and reporting on it. The final outcome space identified the potential for the current framework to be expanded beyond its intended audience to other prospective stakeholders. This study also spotlights opportunities to extend this research to provide a richer evidence base and identify potential practical applications.

Learning takes center stage as BT enters new global markets

2014 ◽  
Vol 22 (3) ◽  
pp. 7-10
Keyword(s):  
Best Practice ◽  
Development Programs ◽  
Learning And Development ◽  
Content Type ◽  
Technical Staff ◽  
Practice Approach ◽  
E Learning ◽  
Learning Pathways ◽  
It Training ◽  
Training Company

Purpose – The purpose of this paper is to observe how telecommunication giant BT has used e-learning to prepare more than 6,000 information technology (IT) and technical staff over the past 2 years to support a move into new markets. Design/methodology/approach – Reveals how the company met the challenges of rapidly improving the skills of IT and technical staff, standardized a best-practice approach to IT training across key lines of business and increased levels of staff engagement. Findings – Charts the creation of flexible learning and development programs known as accredited-learning pathways (ALPs), which have since been developed to cover wider areas of employee training at BT. Practical implications – Explains that ALPs now form a key part of BT’s strategic workforce improvement initiatives and are instrumental in embedding continuous learning and accreditation for IT skills. More than 6,000 people have completed ALP content since the program inception in 2011. Social implications – Reveals that the success of the program resulted in BT being awarded the Best IT Training accolade at the training company Skillsoft’s annual user conference in 2013, by a panel of independent industry experts. Originality/value – Provides the inside story of a key development initiative at a major international telecommunications company.

Emerging Edtech

2011 ◽  
pp. 1880-1891
Author(s):  
Ching-Huei Chen ◽  
Manetta Calinger ◽  
Bruce C. Howard
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Best Practice ◽  
Design Principles ◽  
Educational Technologies ◽  
Technology Enhanced Learning ◽  
Emergent Technologies ◽  
Practice Models ◽  
How People Learn ◽  
Enhanced Learning

Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study, the authors combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000). The second source was a series of interviews conducted with pacesetters in the field of educational technologies. With the knowledge gained from these two sources, the authors created our own set of design principles. These principles may be used to guide evaluation, instructional design efforts, or best practice models for exemplary use of educational technologies in the classroom.

Technology Enhanced Learning Tools

2008 ◽  
pp. 1-27
Author(s):  
Goran Shimic
Keyword(s):  
Main Part ◽  
Learning Management Systems ◽  
Systems Development ◽  
Short Description ◽  
Learning Systems ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Intelligent Behavior ◽  
E Learning ◽  
Enhanced Learning

This chapter emphasizes the variety of today’s e-learning systems. They have both positive and negative characteristics. Several useful tools are common for these systems. The main part of this chapter contains a detailed description of e-learning systems and their tools. If a system is appropriate for the needs of the learner then it has more intelligent behavior and its tools are more specialized. Some systems have separate tools that act as standalone applications. Others contain built in tools. In this chapter, the e-learning tools are grouped by their functions. Owing to standardization efforts, the differences between the e-learning tools become their advantages, and the e-learning systems become interoperable. The intelligent learning management systems (ILMS) become a new way to integrate the benefits of the different e-learning systems. At the end of the chapter there is a short description of an ILMS named Multitutor. This represents a possible way of future e-learning systems development.

scholarly journals Using e‐learning for student sustainability literacy: framework and review

2013 ◽  
Vol 14 (4) ◽  
pp. 338-348 ◽  
Author(s):  
Susannah Diamond ◽  
Brian Irwin
Keyword(s):  
Literature Review ◽  
Teaching And Learning ◽  
Best Practice ◽  
Academic Staff ◽  
Learning Tools ◽  
Content Type ◽  
Powerful Learning ◽  
Sustainability Literacy ◽  
E Learning ◽  
Sustainable Futures

PurposeThe paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Design/methodology/approachA framework of four areas for developing student sustainability literacy (SSL) was proposed as a basis for analysing practice. A literature review then explored the extent to which e‐learning is used to support embedding SSL in the curriculum, and the types of e‐learning currently in use for this.FindingsE‐learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.Research limitations/implicationsThe sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.Practical implicationsThe review highlighted scope for a pedagogical shift away from using e‐learning for information delivery and practical communication, and towards supporting rich, student‐centred forms of learning in both blended and distance learning modes.Social implicationsThis shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.Originality/valueThis paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e‐learning.

Towards a resilient strategy for technology‐enhanced learning

2011 ◽  
Vol 28 (4) ◽  
pp. 234-249 ◽  
Author(s):  
Richard Hall
Keyword(s):  
Climate Change ◽  
Higher Education ◽  
Shared Values ◽  
Technology Enhanced Learning ◽  
Peak Oil ◽  
Content Type ◽  
Use Of Technology ◽  
Strategic Implementation ◽  
The Impact ◽  
Enhanced Learning

PurposeThis paper sets out to argue that the strategic implementation of technology is implicated in a range of crises or socio‐economic disruptions, like peak oil, climate change and the rising environmental costs of energy consumption. It aims to argue that institutional technological implementation is contested, complex and should not be treated deterministically, but that technologists might usefully consider the impact of these disruptions on their practices. The paper seeks to amplify how a focus on resilience, rather than marketised outcomes, can enable higher education to use technology to overcome or adapt to disruption and crises.Design/methodology/approachThe paper is a critique. A conceptual analysis of the place of current research into the use of technology‐enhanced learning in higher education is critiqued in light of peak oil and climate change, in order to align strategic developments with disruptions and potential responses. The strategic response of one institution is outlined as a programme‐of‐work, and is related to a second university's approach.FindingsThe paper highlights five areas that require strategic responses to the use of technology in and for HE. These are: the place of TEL in the idea of the University; complexity in the use of technology, linked to shared values; adapting to disruption; institutional planning; and competing priorities for the use of technology.Originality/valueThe paper highlights the educational connections that are made between the politics of technology, shared values and socio‐environmental disruption. It also analyses a programme of work that is designed to engage with and adapt to disruption.

scholarly journals Conceptions of learning in technology-enhanced learning environments

2017 ◽  
Vol 12 (2) ◽  
pp. 184-205
Author(s):  
Chin-Chung Tsai
Keyword(s):  
Learning Environments ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Conceptions Of Learning ◽  
Content Type ◽  
Educational Culture ◽  
Use Of Technology ◽  
Cram Schools ◽  
Future Work ◽  
Enhanced Learning

Purpose The purpose of this papers is to provide an overview of how students and teachers in Taiwan conceptualize learning, especially in technology-enhanced learning environments. Their conceptions of learning reveal the extent to which the prevalence of technological use in education has facilitated students to cultivate a more advanced conception of learning and develop a deeper learning approach. Design/methodology/approach It reviews a total of nine relevant case studies, covering the contexts of conventional schools (from elementary schools to college, and cram schools) as well as technology-enhanced environments (internet-assisted learning and mobile learning); and participants from Grade 2 students to adult learners as well as teachers. Their conceptions of learning and preferred learning approaches are summarized. Findings Results of the studies show the Taiwanese students’ and teachers’ conceptions of learning in general and of technology-enhanced learning in particular. The students tended to be passive learners to receive instructions and considered examinations as a short-term goal for their study, with surface learning approaches commonly adopted. Despite technology may help to promote their cultivation of a more sophisticated conception of learning, many of them still opted for rote memorization and practice as the major ways to study. The potentials of technology in enhancing learning thus have not been fully realized. Originality/value The results shed light on an Asian-specific educational culture which is exam oriented. They reveal the challenges regarding the use of technology in education, which hinder the promotion of students’ advanced conceptions of learning. They also highlight the directions of future work to create a more accessible and gratifying technology-enhanced environment.

scholarly journals The Usage of E-Learning Model To Optimize Learning System In Higher Education by Using Dick and Carey Design Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
Anak Agung Gde Satia Utama
Keyword(s):  
Learning Model ◽  
Learning Objectives ◽  
Learning System ◽  
Learning Activities ◽  
Technology Enhanced Learning ◽  
Learning Content ◽  
E Learning ◽  
Entity Relationship ◽  
Entity Relationship Diagram ◽  
Enhanced Learning

Abstract— Nowadays many universities in the world apply technology enhanced learning in order to help learning activities. Due to the potentials technology enhanced learning offers, recent education using it and universities in particular are trying to apply it. One of the subjects of this research is The Accounting Department of Airlangga University in Surabaya. The idea of this research is to investigate the students about how they know deeply about e-learning system and learning objectives as a first step to conduct e-learning model. After the model completed, the next step is to prepare database learning. Entity Relationship Diagram (ERD) can help to explain the model. The purpose of this research was done by using Dick and Carey Design Model. There are nine steps to conduct e-learning model. All steps can be categorized into three steps research: first is the introduction or empirical study, the next step is the design and the last is the feedback after the implementation. The methodology used in this research is using Qualitative Exploratory, by using questionnaire and interviews as data collection techniques. The analysis of the data shows organization requires information about e-learning content, user as a learning subject and information technology infrastructures. E-learning model as one of the alternative learning can help users to optimized learning. Keywords— E-learning Content, Database Learning, Entity Relationship Diagram, Dick and Carey Design, E-learning model and Optimize learning

scholarly journals Technology-Enhanced Learning and Teaching in COVID-19 Era: Challenges and Recommendations

2020 ◽  
Vol 8 (10) ◽  
pp. 317-331
Author(s):  
Ali Al-Ataby
Keyword(s):  
Teaching Methods ◽  
Best Practice ◽  
Negative Impact ◽  
Success Factor ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Difficult Time ◽  
Short Period ◽  
Enhanced Learning

Technology-enhanced learning and teaching methods have been in literature and for many years now. Many educational institutes all over the world have been using these methods to deliver their programs and degrees. Nevertheless, some institutes are not very keen on using technology in some disciplines, and deliver their programs in a traditional way for a number of reasons, especially if these have been successful and well-attended (i.e. popular) by students. In the current era, where COVID-19 pandemic has disrupted every corner of our life including higher education, technology has become a critical success factor to reduce the negative impact of this pandemic. Accordingly, it is now no longer an option to opt out from using technology in learning and teaching. This doesn’t just refer to providing (dumping) contents to students digitally, but to facilitate learning and deliver engaging and highly interactive experience to compensate for lack of face-to-face interaction between the students and their teachers and also amongst the students themselves. The use of technology in education due to COVID-19 pandemic, however, has confronted by a number of challenges. In some cases, the focus was shifted to the contents (documents, videos…etc.) rather than interactivity and student engagement. Furthermore, the students were highly overwhelmed with contents in a short period of time, which has caused anxiety, dissatisfaction and performance issues. In this paper, examples of teaching methods based on the use of technology that are employed during the lockdown period are provided. Moreover, a number of subsequent challenges due to current situation are discussed, and recommendations for implementation and best practice are shared. Also a proposal for a flipped delivery model to move forward is provided and discussed. Anecdotal student feedback has shown that the used methods and techniques were really helpful and have boosted student learning and enthusiasm in this difficult time.      

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