scholarly journals OpenTEL: Lessons from a Pandemic for the Future of Distance Education

2021 ◽  
pp. 410-419
Author(s):  
Francisco Iniesto ◽  
Victoria L. Murphy ◽  
Eileen Scanlon ◽  
Shi Min Chua
Keyword(s):  
Institutional Support ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Digital Revolution ◽  
Online Tools ◽  
The World ◽  
The Media ◽  
Research In Education ◽  
Teaching Learning ◽  
Enhanced Learning

The move to introduce technology enhanced learning (TEL) is a trend that has been observed for decades. Following the disruption arising from Covid-19 pandemic, there has been a move to remote teaching in universities across the world. This move has put the transformation or digital revolution in the limelight in the media. TEL is of strategic importance to the conduct of teaching, learning and research in education internationally. TEL, when combined with the growing benefits of open approaches to education, leads to a potentially transformational means of learning. In this paper the authors introduce some examples of research projects from the Open University’s OpenTEL research grouping. These examples highlight some of the work conducted relating to supporting students, universities, and communities using TEL during the pandemic. OpenTEL research has identified that Covid-19 has exposed the need for better institutional support for students who are facing stress and disruption in their studies; collaboration among higher educational institutions to share knowledge; better engagement in the online pivot ; and understanding of the possibilities (and limitations) for online tools to maintain existing research communities.

scholarly journals The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition.

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Katharine Jewitt
Keyword(s):  
New Technologies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Traditional Teaching Methods ◽  
Cautionary Tales ◽  
Enhanced Learning

Given the emerging nature of massive open online courses (MOOCs), this paper is a synthesis of critical reflections, commentaries and cautionary tales from a variety of perspectives, looking at the issues facing education and considering whether traditional teaching methods have outlived their usefulness.In times where educational institutions are facing financial cuts and student debt increases, some argue free university online courses will be the saviour of education, (Koller et al, 2013). Others argue they could destroy centuries of tradition and threaten some of the world's greatest universities (Vardi 2012).This paper, builds on the research by examining some of the phenomenal changes to technology enhanced learning, being brought about by new technologies and business. It summarises some of the key discourses around MOOCs, which continue to generate heated debates and divide opinions about their credibility, value and importance. I argue that any form of technology that drives engaging and tailored education, precisely to the needs of the individuals, coupled with opening up education to those that cannot afford it, has to be a viable alternative and make traditional, academic institutions question their offerings and respond.  

Forschungsfeld Learning Analytics

i-com ◽  
2012 ◽  
Vol 11 (1) ◽  
pp. 22-25 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Anna Lea Dyckhoff ◽  
Ulrik Schroeder ◽  
Hendrik Thüs
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Future Trend ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Research Opportunities ◽  
Learning And Teaching ◽  
Process Learning ◽  
Enhanced Learning

Summary Learning analytics has attracted a great deal of attention in technology enhanced learning (TEL) in recent years as educational institutions and researchers are increasingly seeing the potential that learning analytics has to support the learning process. Learning analytics has been identified as a possible key future trend in learning and teaching (Johnson et al., 2011). Analytics can be a powerful tool to support learning. There are, however, a number of issues that need to be addressed before starting analytics projects. In this paper, we identify various challenges and research opportunities in the emerging area of learning analytics.

scholarly journals Educação midiática emancipadora (p. 93-107)

2017 ◽  
Author(s):  
Lucas Gabriel Franco Gomez ◽  
Lilian Maria Paes de Carvalho Ramos
Keyword(s):  
Media Education ◽  
Primary Role ◽  
De Se ◽  
The World ◽  
The Media ◽  
Teaching Learning ◽  
Medios De Comunicacion ◽  
Educational Field

O advento das mídias ocasionou impactos significativos no campo educacional, de forma que o ensino, a aprendizagem e a intervenção no mundo não puderam ser mais como antes. Diante do desafio de se reinventar e se adaptar metodologicamente às demandas geradas pelos novos dispositivos técnicos de comunicação, a escola passou a ser questionada não só quanto a seu papel precípuo, mas também sobre que resposta é capaz de oferecer às questões que surgiram envolvendo o uso das mídias em toda a sociedade. Entende-se que, nesse cenário, são forjadas propostas de mídia-educação irreflexivas e acríticas, mas também proposituras emancipadoras e críticas, as quais este artigo busca elucidar por meio de uma pesquisa bibliográfica.Palavras-chave: Escola. Relação escola-mídia. Sociedade.Emancipatory media educationAbstractThe advent of the media caused significant impacts in the educational field, so that teaching, learning and intervention in the world could not be more like before. Faced with the challenge of reinventing and adapting methodologically to the demands generated by the new technical devices of communication, theschool began to be questioned not only as to its primary role, but also about what response it can offer to the questions that have arisen involving the use of the media throughout society. It is understood that in this scenario are forged thoughtful and uncritical media-education proposals, but also emancipatory and critical propositions, which this article seeks to elucidate through a bibliographical research.Keywords: School. Media-education. Society.Educación mediática emancipadoraResumenEl advenimiento de los impactos significativos causó medios de comunicación en la educación para que la enseñanza, el aprendizaje y la intervención enel mundo no podían ser más que antes. Ante el reto de reinventarse y adaptarse metodológicamente las demandas generadas por los nuevos dispositivos técnicos de comunicación, la escuela fue cuestionada no sólo en cuanto a su función principal, sino también en lo que la respuesta es capaz de ofrecer a las preguntas que han surgido que implica el uso los medios de comunicación en toda la sociedad. Se entiende que en este escenario son las propuestas de las proposiciones y la crítica emancipatorios educación en medios no piensan y no críticos, sino también, que este artículo trata de dilucidar a través de una búsqueda en la literatura forjó.Palabras clave: Escuela. La educación en medios. La sociedad.

scholarly journals E-Learning in TVET: An Opportunity for Developing Countries

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Makworo Edwin Obwoge ◽  
Okemwa Stela Kwamboka
Keyword(s):  
Developing Countries ◽  
Learning Process ◽  
Educational Institutions ◽  
Work Demands ◽  
Policy Makers ◽  
Changing Trends ◽  
The World ◽  
E Learning ◽  
Teaching Learning ◽  
Insight Into

<div><p><em>Education systems in the world today are undergoing major shifts in their delivery systems to be able to accommodate shifting demands in the lifestyles of people. ICT has greatly influenced the way institutions operate in reaching and providing services to their clients. Many educational institutions have adapted their situations to meet the work demands and changing trends in education by adopting e-learning as a mechanism to reach the students who may have no time to sit in class due to their nature of work. TVET systems in Africa are slowly and steadily also starting to move towards implementing e-learning in their teaching learning process. This paper gives insight into the potential and situation of e-learning in TVET institutions in developing countries in Africa and points out major recommendations on how to improve in order to inform policy makers and other stakeholders in the TVET sector.</em></p></div>

scholarly journals The Present Shock and Time Re-appropriation in the Pandemic Era

2020 ◽  
Author(s):  
Olivia Levrini ◽  
Paola Fantini ◽  
Eleonora Barelli ◽  
Laura Branchetti ◽  
Sara Satanassi ◽  
...  
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Science ◽  
Research Field ◽  
Educational Institutions ◽  
School Students ◽  
Physics Learning ◽  
The World ◽  
Teaching Learning

Abstract The crisis due to the COVID-19 pandemic led most people all over the world to deal with a change in their perception and organization of time. This happened also, and mainly, within the educational institutions, where students and teachers had to rearrange their teaching/learning dynamics because of the forced education at a distance. In this paper, we present an exploratory qualitative study with secondary school students aimed to investigate how they were experiencing their learning during lockdown and how, in particular, learning of science contributed to rearranging their daily lifetime rituals. In order to design and carry out our investigation, we borrowed constructs coming from a research field rather unusual for science education: the field of sociology of time. The main result concerns the discovery of the potential of the dichotomy between alienation from time and time re-appropriation. The former is a construct elaborated by the sociologist Hartmut Rosa to describe the society of acceleration in the “era of future shock”. The latter represents an elaboration of the construct of appropriation that the authors had operationally defined, starting from Bakhtin’s original idea, to describe the nexus between physics learning and identity. Thanks to the elaboration of the notion of time re-appropriation as feature of the “era of present shock”, the study unveils how school science, instead of preparing the young to navigate our fast-changing and complex society, tends to create “bubbles of rituals” that detach learning from societal concern.

Technology-Enhanced Learning Physical Education? A Critical Review of the Literature

2021 ◽  
pp. 1-21
Author(s):  
Julia Sargent ◽  
Antonio Calderón
Keyword(s):  
Physical Education ◽  
Critical Review ◽  
Digital Technology ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Review Of The Literature ◽  
Critical Methodology ◽  
Teaching Learning ◽  
Enhanced Learning

Purpose: In this review, the three components of pedagogy (i.e., teaching, learning, curriculum) were used to critically investigate what is argued to be “enhanced” by digital technology. Method: Using a critical methodology, an answer was sought to the question, “What aspect(s) of pedagogy is claimed to be enhanced by the use of digital technology in PE?” The final set of papers are presented in terms of the claimed technological enhancement in teaching, learning, and curriculum. Findings: Interestingly, technology enhancements are presented most prevalently in terms of “enhancing student learning” in areas such as health or motivational variables. Technology was mainly used as a substitute for the teacher and not transformative of teaching and learning. Discussion/Conclusion: A critical analysis regarding what is done in the “name of PE.” This paper concludes by presenting suggestions on how to move the field forward and to debate the roles of digital technology in PE.

India Foundation for Education Transformation: Its Service to the Society

2021 ◽  
Vol 05 (03) ◽  
pp. 9-11
Author(s):  
Ranjit Kumar Mandal ◽  
Keyword(s):  
Online Teaching ◽  
Development Process ◽  
Human Life ◽  
Skill Development ◽  
Educational Institutions ◽  
The World ◽  
Teaching Learning ◽  
Education Transformation

Skill is the most important component in education which makes a person capable of earning his or her livelihood. The system of education takes care of the development of school skills among the children in the schools. But the spread of pandemic Covid-19 has drastically disrupted every aspects of human life including education and impacted the skill development process has also been impacted. It has created an unprecedented test on education. Outbreak of COVID-19 has impacted more than 120 crores of students and youths across the planet. In India, more than 32 crores of students have been affected by the various restrictions and the nationwide lockdown for COVID-19. In many educational institutions around the world, campuses are closed, and teaching-learning has moved online. In India many schools were quick to react but to a limited extend. While many schools in the cities have adapted to online teaching schools in the remotest areas did not have the resources to get on the starting grid. Here the India Foundation for Education Transformation moved in a contributed its bit.

scholarly journals Las universidades apostando por las tic: modelos y paradojas de cambio institucional

2009 ◽  
pp. a105
Author(s):  
Linda J. Castañeda Quintero
Keyword(s):  
Higher Education ◽  
Social Perception ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technology Enhanced Learning ◽  
Models Of Teaching ◽  
The Social ◽  
The World ◽  
Basic Concepts ◽  
Enhanced Learning

Dados los tiempos que corren en todos los ámbitos de nuestro contexto social, económico, cultural y por supuesto tecnológico, la universidad vive un momento en el que debe apostar por innovaciones en la dirección de adaptarse a los cambios y dar respuesta a las necesidades del entorno; siempre en aras de sobrevivir como institución y seguir siendo referente primario de nuestra sociedad. El problema es que debe cambiar, pero sin que antes se hayan clarificados conceptos básicos que le dan su razón de ser y la fundamentan.En este trabajo pretendemos abundar en los modelos más representativos de cambio institucional que se han adoptado en la implementación de TIC en la universidad, para posteriormente hacer una reflexión acerca de cómo esos modelos y la forma que han adoptado en la práctica han creado no pocas paradojas relacionadas con las necesidades de cambio, las formas que adopta dicho cambio y el futuro que puede tener.  AbstractFast expansion of ICT in every side of our society has increased the pressure in traditional higher education institutions to become modern organizations, and has modified the social perception about the need of using new possibilities and models of teaching and learning including ICT (Technology Enhanced Learning). Unfortunately, the general awareness is universities know very well they have to change but they don’t know in which direction they have to do it. Therefore, they have to clarify basic concepts about their reason for being and their basic principles.On this work we will present a first analysis of the most representative models to implement ICT in Universities that institutions around the world have used. From this models and analysing trends around them, we propose some reflexions about how practices have created many paradoxes around the change related to ICT and higher education: how this change could be, how this change already is, and how can we plan better the future of these changes.

scholarly journals Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world

2021 ◽  
Author(s):  
George Asimakopoulos ◽  
Thanassis Karalis ◽  
Katerina Kedraka
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
The Us ◽  
The World ◽  
University Population ◽  
The Uk ◽  
Teaching Learning ◽  
The University

This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.

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