Student-Driven Learning within a Technology-Enhanced Learning Environment

2017 ◽  
pp. 87-103
Author(s):  
Gurnam Kaur Sidhu ◽  
Ranjit Kaur ◽  
Lim Peck Choo
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Tools ◽  
Student Centered ◽  
Student Centered Learning ◽  
Online Collaborative Learning ◽  
Enhanced Learning ◽  
Networked Society

This chapter will discuss student-driven learning within a Technology-Enhanced Learning (TEL) environment. It will first put forward some technological learning tools that have encouraged student-centered learning (SCL) and later explore online collaborative learning which is seen as a pathway towards enhancing SCL in the 21st century classrooms. This is important as effective SCL instruction not only provides learners with skills and knowledge but also enable them to function capably and contribute effectively in a highly networked society in the future. This chapter highlights that today's technology enhanced learning environment has brought about various innovations in teaching and learning. Technology is moving at such a fast rate that information is at everyone's fingertips and learning goes far beyond the four walls of the classrooms. In such an age, students move into new flexible learning spaces and environments that can allow them to take ownership of their own learning.

Content, Context & Connectivity Persuasive Interplay

2013 ◽  
Vol 1 (2) ◽  
pp. 69-77
Author(s):  
Christian Grund Sørensen
Keyword(s):  
Learning Environment ◽  
Learning Objects ◽  
Technology Enhanced Learning ◽  
Learning Tools ◽  
Research Project ◽  
The Relationship ◽  
Enhanced Learning ◽  
Dynamic Interplay ◽  
Specific Learning

The aim of this paper is to discuss the relationship between content, context and connectivity and suggesting a model of Dynamic Interplay. This is done in relation to a specific learning environment concerning cultural mediation, in casu the Kaj Munk Case of the EuroPLOT-project (an EU-supported research project under EACEA). In the development of this project several categories of content have been implemented in technology enhanced learning tools. These have been designed to support learning in different contexts and eventually the role of the connectivity of these learning objects and tools is discussed. Focus is here on The Kaj Munk Study Edition, The Conceptual Pond, Immersive Layers Design, and Generative Learning Objects (GLOs) which are applications affiliated with the Munk case. This paper explores the persuasive potential of the interplay between the different applications for the benefit of learning and reflection and a model of Dynamic Interplay is introduced. This is done with a primary inspiration from rhetoric particularly in the shape of the Aptum model and a focus on kairos. Possible benefits of this approach are discussed and several questions for further research are suggested.

TPD as Online Collaborative Learning for Innovation in Teaching

2010 ◽  
pp. 230-246 ◽  
Author(s):  
Diana Laurillard ◽  
Elizabeth Masterman
Keyword(s):  
Teaching And Learning ◽  
Technology Enhanced Learning ◽  
Digital Medium ◽  
University Teachers ◽  
Effective Learning ◽  
Online Collaborative Learning ◽  
Collaborative Environment ◽  
Use Of Technology ◽  
The Uk ◽  
Enhanced Learning

This chapter focuses on supporting university teachers in the UK in the more innovative use of digital technologies. Although the use of these technologies is now widespread and increasing, it is not always optimised for effective learning. It is important that teachers’ use of technology should be directed towards innovation and improvement in teaching and learning, and should not merely replicate their current practice in a digital medium. The authors therefore make the case for an online collaborative environment to scaffold teachers’ engagement with technology-enhanced learning. The chapter outlines the findings of our recent research into a blended approach to TPD, and use these to identify the requirements for an online collaborative environment: tools for learning design, guidance, and access to relevant resources to support teachers in their discovery of new forms of technology-enhanced teaching and learning. Such an environment, they argue, would provide a framework for a “community of innovation” in which teachers participate both as learners and researchers.

Into the Great Wide Open

2010 ◽  
pp. 305-323
Author(s):  
Dirk Thißen ◽  
Volker Zimmermann ◽  
Tilman Küchler
Keyword(s):  
Learning Environment ◽  
Management System ◽  
Business Processes ◽  
Learning Management System ◽  
Education Institution ◽  
Further Education ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Tools ◽  
Learning Management

Personalisation is a key requirement to motivate learners to use learning technology and self-paced content. Whereas most research and technologies focus on personalisation of content, this paper focuses on the personalisation of the tools and platform technologies for learning. When designing a learning environment, most organisations worked in the past on their internal business processes and content but did not focus on what the learner really does with the learning tools the organisation provided to them. Changing the perspective to the user shows, that they create today “around the organisational solutions” their own technology-enhanced learning world using a whole set of technologies: Learning management system (LMS) of the company, learning management system of a further education institution or of a university, different social network platforms, search engines, open web services in the internet like blogs or wikis, and a lot more other applications. Therefore the challenge for organisations today is how they can manage this variety of technologies by also enforcing the creativity and motivation of the users to personalise and individualise their learning environment. This paper proposes a solution by describing an architecture for a responsive and open learning environment. It delivers examples and a procedure how such a solution can be built step-by-step. The approach can be used in schools, higher education institutions, corporations or further education institutions.

Into the Great Wide Open

2012 ◽  
pp. 1560-1577
Author(s):  
Dirk Thißen ◽  
Volker Zimmermannn ◽  
Tilman Küchler
Keyword(s):  
Learning Environment ◽  
Management System ◽  
Business Processes ◽  
Learning Management System ◽  
Education Institution ◽  
Further Education ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Tools ◽  
Learning Management

Personalisation is a key requirement to motivate learners to use learning technology and self-paced content. Whereas most research and technologies focus on personalisation of content, this paper focuses on the personalisation of the tools and platform technologies for learning. When designing a learning environment, most organisations worked in the past on their internal business processes and content but did not focus on what the learner really does with the learning tools the organisation provided to them. Changing the perspective to the user shows, that they create today “around the organisational solutions” their own technology-enhanced learning world using a whole set of technologies: Learning management system (LMS) of the company, learning management system of a further education institution or of a university, different social network platforms, search engines, open web services in the internet like blogs or wikis, and a lot more other applications. Therefore the challenge for organisations today is how they can manage this variety of technologies by also enforcing the creativity and motivation of the users to personalise and individualise their learning environment. This paper proposes a solution by describing an architecture for a responsive and open learning environment. It delivers examples and a procedure how such a solution can be built step-by-step. The approach can be used in schools, higher education institutions, corporations or further education institutions.

Using Active Student-Centered Learning-Based Instructional Design to Develop Faculty and Improve Course Design, Delivery, and Evaluation

2007 ◽  
Vol 22 (1) ◽  
pp. 105-118 ◽  
Author(s):  
David Lavoie ◽  
Andrew J. Rosman
Keyword(s):  
Instructional Design ◽  
Active Learning ◽  
Faculty Development ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Master Of Science

This paper describes how the Resource-Enriched Learning Model (RELM), an active student-centered approach to faculty development and course design, delivery, and evaluation (Lavoie 2001), has been applied to develop an online Master of Science in Accounting Program. With its focus on the processes underlying quality teaching and learning, RELM provides faculty with a skill set learned in the same environment that they ultimately will create for their students. Having experienced active learning firsthand in the online environment, faculty are better prepared to create a similar learning environment for their students.

Virtual Learning in Smart Education

2020 ◽  
pp. 173-197
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Use Of Technology ◽  
Learning Principles

This chapter expands the knowledge about virtual learning in smart higher education, and how these processes can be a tool for motivated and student-centered learning in a resource-enriched virtual learning environment with technology-embedded tools. Methodologically, selected articles are reviewed to expand the knowledge about virtual learning in smart higher education and with an example analysis of an open question (N=57) among teacher educators (N=105) about what kind of education they need for using a virtual learning environment with different tools. Theoretically, the analysis of the answers is based on the TPACK model and Gees five learning principles. The findings highlight that higher education and academic researchers have much to learn about teaching and learning in a virtual learning environment and in virtual reality that can enhance student-centered learning and reveal the pedagogical surplus value in their own teaching and learning context through the use of technology for an educational purpose.

Technology Enhanced Learning and Education

2012 ◽  
pp. 642-655
Author(s):  
James Spaulding
Keyword(s):  
Experiential Learning ◽  
Educational Games ◽  
First Century ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Learning Tools ◽  
Disciplinary Practice ◽  
E Learning ◽  
On Line ◽  
Enhanced Learning

PC-games, video-games, serious-games, educational games, and on-line-games share learning technology that depends on a conceptual framework of experiential learning. These are forerunners of Technology-Enhanced Learning (TEL) we will exploit in the future in myriad ways. This article examines these phenomena along with their conceptual frameworks as compared with e-learning and other instructional designs. It also offers ideas on how we can prepare future developers to create more effective and meaningful learning tools by integrating playful experiential learning with inter-disciplinary practice. Finally, it briefly discusses the infrastructure needed to expedite such cross-disciplinary practice in research and educational communities to create tools for twenty-first century learning.

scholarly journals Designing and researching technology-enhanced learning for the zone of proximal implementation

2013 ◽  
Vol 21 ◽  
Author(s):  
Susan McKenney
Keyword(s):  
Teaching And Learning ◽  
Design Research ◽  
Value Added ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Fine Grained ◽  
Pupil Learning ◽  
Methodological Considerations ◽  
Enhanced Learning

Internationally, society is increasingly demanding that the relevance and practical applicability of research be made transparent. Despite intentions to the contrary, insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. In part, this is because (design) research is often conducted at the bleeding edge of what is technologically possible – exploring innovative uses of new and emerging technologies. There is no disputing that such work is greatly needed to seek out new ways to potentially enhance the quality of teaching and learning. However, in the excitement of exploring what is possible, tomorrow, insufficient research and development work focuses on what is practical, today. This leaves a problematic gap between what could be effective technology-enhanced learning (TEL) in theory, and what can be effective TEL in practice. This paper calls for designers/researchers of TEL to devote attention to not only fine-grained issues of pupil learning and instruction but also to broader factors that determine if and how innovations are understood, adopted and used by teachers and schools, by designing innovations to align with their zone of proximal implementation. Methodological considerations are given for designing and studying interventions that are prone to implementation by being: value-added, clear, harmonious and tolerant.Keywords: learning design; implementation; innovation(Published: 16 September 2013)Citation: Research in Learning Technology Supplement 2013, 21: 17374 - http://dx.doi.org/10.3402/rlt.v21i0.17374

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

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