Technology-Enhanced Learning: The Role of Theory

2013 ◽  
pp. 41-54
Keyword(s):  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Technology Enhanced Learning: The Role of Ontologies for Feedback in Music Performance

2019 ◽  
Vol 5 ◽  
Author(s):  
Matthew John Yee-King ◽  
Thomas Wilmering ◽  
Maria Teresa Llano Rodriguez ◽  
Maria Krivenski ◽  
Mark d'Inverno
Keyword(s):  
Music Performance ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services

2014 ◽  
Vol 7 (3) ◽  
pp. 56 ◽  
Author(s):  
Jenny Bimrose ◽  
Alan Brown ◽  
Teresa Holocher-Ertl ◽  
Barbara Kieslinger ◽  
Christine Kunzmann ◽  
...  
Keyword(s):  
Technology Enhanced Learning ◽  
Public Employment ◽  
Employment Services ◽  
Enhanced Learning

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

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.

Technology-Enhanced Learning in Programming Courses, Role of

2020 ◽  
pp. 1726-1736
Author(s):  
Stelios Xinogalos ◽  
Mirjana Ivanović ◽  
Miloš Savić ◽  
Tomáš Pitner
Keyword(s):  
Technology Enhanced Learning ◽  
Enhanced Learning ◽  
Programming Courses

scholarly journals A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Elena Barbera ◽  
Iolanda Garcia ◽  
Marc Fuertes-Alpiste
Keyword(s):  
Design Process ◽  
Online Course ◽  
Technology Enhanced Learning ◽  
Main Role ◽  
Learning Aids ◽  
Use Of Resources ◽  
Applied Design ◽  
Enhanced Learning

<p class="3">This paper presents a case study of the co-design process for an online course on Sustainable Development (Degree in Tourism) involving the teacher, two students, and the project researchers. The co-design process was founded on an inquiry-based and technology-enhanced model that takes shape in a set of design principles. The research had two main objectives. Firstly, to identify the moments of change that occur during the co-design process and secondly, to describe the causes and agents that motivate them. This study applied design-based research methodology and used a qualitative approach to collect, analyse, and interpret data. The results show that the co-design methodology led to moderate changes consisting of the progressive construction and refinement of the activities, seeking a sense of continuum throughout by including students’ collaboration. The findings also reveal the main role of each of the actors involved. Thus, the teacher focused on basic instructional design related aspects while students focused on improving the use of resources and learning aids. Researchers helped them to embody and achieve the proposed changes and also acted as mediators of pedagogical concepts and vocabulary. CompendiumLD software was a helpful tool to graphically represent and share the prototyping of the activities and to help analyse the design process.</p>

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