Leadership in Implementing Technology-Enhanced Learning in Educational Institutions

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.

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Forschungsfeld Learning Analytics

i-com ◽

10.1524/icom.2012.0007 ◽

2012 ◽

Vol 11 (1) ◽

pp. 22-25 ◽

Cited By ~ 1

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.

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

EDEN Conference Proceedings ◽

10.38069/edenconf-2021-ac0040 ◽

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.

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Research Methodological Issues with Researching the Learner Voice

Handbook of Research on New Media Literacy at the K-12 Level ◽

10.4018/978-1-60566-120-9.ch042 ◽

2009 ◽

pp. 669-682 ◽

Cited By ~ 1

Author(s):

Gráinne Conole

Keyword(s):

Learning Environment ◽

Digital Literacy ◽

Online Survey ◽

Literacy Skills ◽

Educational Institutions ◽

Technology Enhanced Learning ◽

Methodological Issues ◽

The Uk ◽

Enhanced Learning

This chapter provides a summary of current research exploring students’ use of technologies. It focuses in particular on a case study carried out in the UK, which explored the use of technologies by students in four different disciplines. The case study included an online survey, audio logs and interviews. The findings suggest that students are now immersed in a technology-enhanced learning environment and use technologies extensively to support their learning activities. It points to changing digital literacy skills and has profound implications for educational institutions in terms of how courses are designed and delivered and in how students are supported in their learning.

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Technology Enhanced Learning in Continuing Medical Education

Encyclopedia of Information Communication Technology ◽

10.4018/978-1-59904-845-1.ch098 ◽

2009 ◽

pp. 742-749

Author(s):

Guglielmo Trentin

Keyword(s):

Medical Education ◽

Continuing Medical Education ◽

Medical Profession ◽

University Education ◽

Educational Institutions ◽

Technology Enhanced Learning ◽

Traditional Training ◽

Set Up ◽

The Individual ◽

Enhanced Learning

The traditional training programs will be increasingly intended as the early stages of a learning process designed to last over time under the direct responsibility of the individual. This is true particularly in cases where professional knowledge is prone to rapid obsolescence. Such is the case of the medical profession where, besides an initial university education and professional development based on direct experience, there is the need for a process of continuous education on scientific research results and best professional practice carried out by colleagues (Manning & DeBakey, 2001; Wyatt, 2000). It is precisely due to this requirement that many educational institutions and agencies in Italy have set up specific continuing medical education (CME) programs.

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How to Foster Technology-Enhanced Learning in Higher Education

Handbook of Research on Faculty Development for Digital Teaching and Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8476-6.ch020 ◽

2019 ◽

pp. 402-416

Author(s):

Martin Ebner ◽

Timotheus Hell ◽

Markus Ebner

Keyword(s):

Higher Education ◽

Education Research ◽

Participatory Approach ◽

Educational Institutions ◽

Technology Enhanced Learning ◽

Research Administration ◽

Whole Process ◽

University Of Technology ◽

Integration Of Technology ◽

Enhanced Learning

In this chapter, the authors deal with the topic of integration of technology-enhanced learning in higher education. Due to the worldwide debate on digitalization for all possible areas, even educational institutions are asking how they can deal with this change or how they have to prepare for the future. At Graz University of Technology, a pre-project was started to elaborate a policy, which should help to start different projects afterwards. Therefore, a participatory approach was started following the idea that each university member (lecturers, researchers, administrators, or students) can give input. Different measurements divided into the fields of education, research, administration, and transformation were carried out, summarized, and consolidated to provide a final policy. The outcome of this publication will focus on the description of the whole process as well as the summary of the most interesting aspects which were used for the final policy. Furthermore, an outlook on how the digital policy will be brought to practice in the following years will be provided.

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Cultures of Inquiry in Technology Enhanced Learning and Beyond

International Review of Qualitative Research ◽

10.1525/irqr.2011.4.2.291 ◽

2011 ◽

Vol 4 (2) ◽

pp. 291-311 ◽

Cited By ~ 2

Author(s):

Patrick Carmichael

Keyword(s):

Research And Development ◽

Educational Research ◽

Technology Enhanced Learning ◽

Common Problems ◽

Culture Of Inquiry ◽

Enhanced Learning ◽

Educational Research And Development

Interdisciplinary working is often understood as involving individuals or teams from different disciplines to engage with common problems, but this has proved to be an enduring challenge. An alternative framing of interdisciplinary working is Hall's ‘culture of inquiry’, in which it is conceptualised as narrative creation in an environment of formative critique. This paper explores the relevance and applicability of this idea to educational research and development, specifically in the context of purportedly interdisciplinary TEL projects. It draws on the author's experience in projects in which multiple narratives — pedagogical, technological and social — have the potential to contribute to both to individual and collective understanding and the development of new practice.

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Faculty Development: A Stage Model Matched to Blended Learning Maturation

Online Learning ◽

10.24059/olj.v15i1.186 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Michael L. Fetters ◽

Tova Garcia Duby

Keyword(s):

Faculty Development ◽

Blended Learning ◽

Lessons Learned ◽

Technology Enhanced Learning ◽

Stage Model ◽

Years Of Experience ◽

Development Programs ◽

Curriculum Innovation ◽

Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

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