scholarly journals Scaling up a learning technology strategy: supporting student/faculty teams in learner-centred design

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Tom Carey ◽  
Kevin Harrigan ◽  
Antonia Palmer ◽  
Jonathan Swallow
Keyword(s):  
Teaching And Learning ◽  
Scaling Up ◽  
Learning Technologies ◽  
Learning Technology ◽  
Technology Strategy ◽  
Effective Strategy ◽  
Approaches To Teaching ◽  
Effect Change ◽  
Post Secondary ◽  
Institutional Goals

The need for post-secondary institutions to think strategically about the application of learning technologies has been well documented. The strategy must plan to effect change in faculty approaches to teaching and learning, not just to 'add technology and stir'. An effective strategy will also address both content - the particular applications with the most leverage for institutional goals - and the process of obtaining commitment and moving forward (Daniel, 1996).DOI: 10.1080/0968776990070203

Media Streaming for Technological Innovation in Higher Education

2014 ◽  
pp. 691-712
Author(s):  
Moradeke Olaniyan ◽  
Deryn Graham
Keyword(s):  
Technological Innovation ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Media Streaming ◽  
Sample Survey ◽  
Educational Institutions ◽  
Learning Technology ◽  
E Learning ◽  
Streaming Technology ◽  
The University

Higher Educational Institutions (HEIs) can be slow in responding to technological innovation. Streaming technology offers a competitive advantage to a HEI if appropriately adopted and integrated with the marketing strategy compared to the Push-Pull strategy: when all available technological innovation is used to push educational options to the market and the potential people pull from the market. This chapter briefly describes the concepts of e-learning and media streaming, and their relationship to HEIs. The intangible business benefits of using media streaming to enhance teaching and learning in HEIs are explored through a literature review and small sample survey. The case study of a UK university is used to represent a HEI; e-learning technology is already in use within the university, considering the integration of media streaming technology into new or existing learning technologies. The hardware and software requirements are briefly examined, and possible business concerns and risks are identified with recommendations.

scholarly journals Enhancing Railway Engineering Student Engagement Using Interactive Technology Embedded with Infotainment

2019 ◽  
Vol 9 (2) ◽  
pp. 136 ◽  
Author(s):  
Sakdirat Kaewunruen
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Interactive Technology ◽  
Learning Performance ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Research Activity ◽  
Interactive Communication ◽  
Railway Engineering

Interactive learning technology is an emerging innovation for future communication-aided teaching and learning that could positively enhance students’ engagement and intrinsic motivation. Due to the virtue of interactive communication, classrooms are now anticipated to enable a variety of interaction-based learning technologies with diverse infotainment (a subset of “serious play”) integrated with practical enquiry-based projects and case studies for employability improvement. In this paper, a comprehensive review of various teaching and learning pedagogies is assessed. Their suitability and association with infotainment and interactive technology is discussed and highlighted. In addition, a recent research activity on interactive communication is presented to form a new teaching application using interactive technology and infotainment (or edutainment) appropriate for student engagement in railway geometry and alignment design classes. The development of the integrated interactive technology and infotainment was implemented and evaluated in a postgraduate railway engineering class. Questionnaires were used to survey students’ experiences in the classes with and without the technology enhanced learning. The outcome clearly shows that students enjoyed and felt they were significantly engaged in the class with the new interactive resources. Their participation and learning performance increased. Despite the favourable outcomes, the flexibility and viability of using this interactive technology still largely depends on the students’ background and their previous experience.

scholarly journals Using research to inform learning technology practice and policy: a qualitative analysis of student perspectives

2014 ◽  
Vol 30 (1) ◽  
Author(s):  
Carol Russell ◽  
Janne Malfroy ◽  
Maree Gosper ◽  
Jo McKenzie
Keyword(s):  
Student Learning ◽  
Learning Technologies ◽  
Student Experiences ◽  
Education Student ◽  
Learning Technology ◽  
Strategic Choices ◽  
Institutional Goals ◽  
Institutional Learning ◽  
New Strategies

<p>As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable contribution when determining institutional goals, building infrastructure and improving the quality of student learning. This paper draws on a survey of student experiences and expectations of technology across three Australian universities. Analysis of text responses from 7,000 students provides insight into ways that institutional learning technologies and academic-led technologies are influencing the student experience. This paper also discusses how the three universities have used this information to develop strategic initiatives, and identifies a need for new strategies to support academic-led use of the available tools.</p><p> </p>

scholarly journals FOCUS on technology-supported learning in further education

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Janice Smith
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Further Education ◽  
Learning Technologies ◽  
Information And Communications Technology ◽  
Learning Technology ◽  
Ict In Education ◽  
Learning And Teaching ◽  
Software Products ◽  
Third Phase

The Dearing Report of 1997 has raised the profile of the use of information and communications technology (ICT) in learning and teaching. This in turn has led to a demand for staff development on the successful incorporation of ICT in education (Smith and Oliver, 2000). In HE, there have been a number of targeted funding initiatives such as the Computers in Teaching Initiative (CTI) and the current third phase of the Teaching and Learning Technology Programme. This latter programme focuses on embedding learning technologies rather than developing software products, leading to generic projects on the implementation of ICT in education. As these projects aim for cross-institutional transferability, there seems no reason why - although carried out in the context of HE - they should not be widened to address the needs of the FE sector.DOI:10.1080/0968776000080309 

scholarly journals Enhance, Extend, Empower: Understanding Faculty Use of E-Learning Technologies

2017 ◽  
Author(s):  
Vicki Squires ◽  
Nancy Turner ◽  
Sandra Bassendowski ◽  
Jay Wilson ◽  
Susan Bens
Keyword(s):  
Teaching And Learning ◽  
Learning Technologies ◽  
Postsecondary Institutions ◽  
Perceived Barriers ◽  
Learning Technology ◽  
Scholarship Of Teaching ◽  
Individual Interviews ◽  
Student Access ◽  
E Learning ◽  
The University

There has been scant nation-wide assessment of institutional use of learning technology in Canada (Grant, 2016) and where assessment has been done of student access to e-resources, considerable variability within and across institutions has been reported (Kaznowska, Rogers, &amp; Usher, 2011). With a broad goal of improved and increased use of learning technologies, one university wanted to explore the use of e-learning technologies across campus. The purpose of this study was to identify instructors' needs and aspirations with respect to how learning technologies at the university could be designed, implemented, and supported. The 3E framework of Enhance, Extend, Empower, proposed by Smyth, Burce, Fotheringham, &amp; Mainka (2011), was useful in examining the underlying purposes of using e-learning technologies. For this qualitative study, the research team engaged 32 instructors in individual interviews or in focus groups to discuss how they currently use e-learning technologies, how they hope to advance their uses of these technologies, and their perceived barriers or enablers to implementation. The study has implications for practice and policy at postsecondary institutions; additionally, this study suggests possibilities for further research into the scholarship of teaching and learning in the context of e-learning technologies.

scholarly journals Redesigning professional development: reconceptualising teaching using social learning technologies

2013 ◽  
Vol 21 ◽  
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Technology ◽  
Practice Model ◽  
Mobile Web ◽  
The Impact ◽  
Development Course

This article evaluates the use of a community of practice model for redesigning a lecturer professional development course investigating the impact of mobile web 2.0 technologies in higher education. The results show a significant change in lecturer conceptions of pedagogy were achieved by this approach. Drawing on our experience of two iterations of implementing the new course model we propose a mobile social media framework for enabling pedagogical transformation as part of lecturer professional development.Keywords: communities of practice; Web 2.0; pedagogy; heutagogy; teaching and learning(Published: 20 June 2013)Citation: Research in Learning Technology 2013, 21: 19226 - http://dx.doi.org/10.3402/rlt.v21i0.19226

scholarly journals Innovation Technologies in Student’s Independent Activity and Creativity Development: The Case of Medical Education

2019 ◽  
Vol 14 (11) ◽  
pp. 32 ◽  
Author(s):  
Nurila Maltabarova ◽  
Alexey Kokoshko ◽  
Aigul Abduldayeva ◽  
Nasrulla Shanazarov ◽  
Galiya Smailova
Keyword(s):  
Adaptive Learning ◽  
Teaching And Learning ◽  
Effective Means ◽  
Learning Technologies ◽  
Independent Learning ◽  
Learning Technology ◽  
Quality Outcomes ◽  
Subject Knowledge ◽  
The One ◽  
Main Components

Adaptive learning technologies, applied with supportive symbols and signals allow developing the subject and communicative competencies, as well as shaping the creative abilities of students. This article provides the assessment criteria for preliminary, formative, midpoint and summative assessments. This article substantiates the hypothesis on improving the Emergency Medical Service student’s independent performance at the stage of supportive notes introduction. Methodology is original as it contains the following method: students are the one to write notes as an effective means of independent activity organization. Besides, this method can be useful as an alternative recording technique. Accordingly, innovation-driven education (in our case, independent learning and skills developing for quality outcomes) is one of the main components of the teaching and learning process. The statistics have revealed that students gain better subject knowledge through this learning technology.

scholarly journals Perceptions and experiences of students on the use of interactive online learning technologies in Mauritius

2020 ◽  
Vol 9 (4) ◽  
pp. 833
Author(s):  
Parmeswar Ramkissoon ◽  
Louis Jinot Belle ◽  
Trishnee Bhurosy
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Technologies ◽  
Approaches To Teaching ◽  
Group Discussions ◽  
Online Teaching And Learning ◽  
Mixed Methods Approach ◽  
Learning Platform ◽  
E Learning

<p>With the advent of e-learning, advocates use the term interactivity instead of interaction among students, and between the teacher and the students. Many universities use Moodle for online teaching and learning. This paper explores the perceptions and experiences of students in three Higher Education Institutions (HEIs) in Mauritius. A mixed-methods approach was used, with an online survey questionnaire administered to 600 students and focus group discussions were conducted with 15 students from these institutions. It was found that 68.4% of respondents used WhatsApp compared to only 23.6% of them who used the e-learning platform, Moodle. There were no associations between the use or frequency of using WhatsApp or Facebook and the types of HEI to which the students belonged. Students preferred WhatsApp due to its facility for knowledge sharing and construction, its interactivity, its usability, respect for privacy and instant communication. From the findings, it is recommended that HEIs bring a shift in their approaches to teaching and learning from cognitivism to socio-constructivism, connectivism and heutagogy.</p>

Drivers and Barriers to the Uptake of Learning Technologies

2011 ◽  
pp. 125-145 ◽  
Author(s):  
Alison Davies ◽  
Kelly Smith
Keyword(s):  
Focus Group ◽  
Technology Use ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Learning Technologies ◽  
Teaching Staff ◽  
Learning Technology ◽  
Focus Group Discussions ◽  
Group Discussions

This chapter discusses key findings from three focus group discussions held with practitioners in a higher education institution about their experiences of using learning technologies to support student learning. Focus groups were organised in March 2004 to further explore staff responses to a 2003 campus-wide survey, which gave a general overview of learning technology use among teaching staff. The chapter will examine the key issues that staff raised during the focus group discussions, including the barriers to and implications of introducing and implementing learning technologies into different subject disciplines within a research-led institution. The question of whether or not the use of learning technologies enhances, or has the potential to enhance, the teaching and learning experience is also discussed, as well as the lessons that staff have learnt from this use.

scholarly journals Editorial -Time for an experiment

2011 ◽  
Vol 9 (2) ◽  
Author(s):  
Gráìnne Conole
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Technologies ◽  
Learning Technology ◽  
Small Group Teaching ◽  
Virtual University ◽  
National Initiative ◽  
The Impact ◽  
Academic Resources

This issue of the journal contains six very different papers exploring the issues around the use of learning technologies, which reflect the growing diversity of research interests and activities in this area. Oliver, Bradley and Boyle describe a project that is concerned with the development of online courses as part of a pan-European virtual university. The issues raised by the paper are timely given the current national initiative to develop a UK euniversity. McSporran and Young consider the impact of gender issues on online learning and contend that there is evidence to suggest that women achieve better results than men and that it is the loner male that is disadvantaged by distance learning. Condron reports on a TLTP (Teaching and Learning Technology Programme) 3 project and in particular on the use of electronic resources to support dialogue in small-group teaching. Campbell, Littlejohn and Duncan also look at resources but from the perspective of encouraging the reuse of academic resources as part of an initiative to develop a Scottish electronic staff development library. Shaikh and Macaulay report on a study of the use of groupware to support collaborative learning. Finally, Davies and Denning identify six conceptual areas which they suggest are of relevance and significance for online behaviour.DOI:10.1080/0968776010090201 

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