Technology-Enhanced Learning in Higher Education , livre ebook

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Publié par

Libri Publishing Ltd

Date de parution

31 mai 2015

Nombre de lectures

EAN13

9781912969494

Langue

English

Poids de l'ouvrage

12 Mo

This book is an anthology produced by the international association, Learning in Higher Education (LiHE). LiHE, whose scope includes the activities of colleges, universities and other institutions of higher education, has been one of the leading organizations supporting a shift in the education process from a transmission-based philosophy to a student-centred, learning-based approach. Each of the chapters explores technology-enhanced learning in higher education in terms of either policy or practice. They contain detailed descriptions of approaches taken in very different curriculum areas, and demonstrate clearly that technology may and can enhance learning only if it is designed with the learning process of students at its core. So the use of technology in education is more linked to pedagogy than it is to bits and bytes.

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Publié par

Libri Publishing Ltd

Date de parution

31 mai 2015

Nombre de lectures

EAN13

9781912969494

Langue

English

Poids de l'ouvrage

12 Mo

Technoogy-Enhanced Learnîng înHîgher Educatîon

John Branch Pau Barthoomew Caus Nygaard

THE LEARNING IN HIGHER EDUCATION SERIES

First publised in 2015 by Libri Publising

Copyrigt © Libri Publising

Autors retain copyrigt of individual capters.

he rigt of Jon Branc, Paul Bartolomew and Claus Nygaard to be identiﬁed as te editors of tis work as been asserted in accordance wit te Copyrigt, Designs and Patents Act, 1988.

ISBN 978-1-909818-61-3eISBN 978-1-912969-49-4

All rigts reserved. No part of tis publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means, electronic, mecanical, potocopying, recording or oterwise, witout te prior written permission of te copyrigt older for wic application sould be addressed in te ﬁrst instance to te publisers. No liability sall be attaced to te autor, te copyrigt older or te publisers for loss or damage of any nature suﬀered as a result of reliance on te reproduction of any of te contents of tis publication or any errors or omissions in its contents.

A CIP catalogue record for tis book is available from he Britis Library

Cover design by Helen Taylor

Design by Carnegie Publising

Printed by TJ International Limited

Libri Publising Brunel House Volunteer Way Faringdon Oxfordsire SN7 7YR

Tel: +44 (0)845 873 3837

www.libripublising.co.uk

Contents

Foreword Capter 1 Section 1

Capter 2

Capter 3

Capter 4

Section 2

Capter 5

Capter 6

Capter 7

Introducing tecnology-enanced learning Paul Bartolomew, Jon Branc & Claus Nygaard An introduction to tecnology-enanced learning policy Paul Bartolomew and Sara Hayes Rudiments of a strategy for tecnology-enanced university learning Claus NygaardUsing tecnology-enanced learning to pave te way to a new performative teacing and learning culture Debora Newton “Look at tese new gadgets!”: te acilles’ eel of tecnology-enanced learning Eva Dobozy, Jim Mullaney and David Gibson

Introducing te practice of tecnology-enanced learning Steve Drew & Diane D. DePewWere’s te umanity? Callenging te policy discourse of ‘tecnology-enanced learning’ Sara Hayes & Paul Bartolomew iBooktecnology to encourage self-assessment in te classroom Nicola Bartolomew & Graam Kelly Reality Bytes: reﬂections on te lived academic experience of e-portfolio use Sara King and Emma Flint

vii 1

113

135

159

vî

Capter 8 Java Programming Laboratory: a tecnology-enanced learning environment for student programmers Steve Drew & Wayne Pullan Capter 9 Enancing student learning in online nursing education using ApprenNet tecnology Diane D. DePew, Frances H. Cornelius and Carol Patton Capter 10 Using mobile tecnology to enance ﬁeld education: a blended learning model Leon Cygman

187

211

233

Foreword

Past and future perspec tîves on onîne educatîon I ave worked wit online education since I taugt my ﬁrst online courses and wrote te articleIn Searc of a Virtual Scool1987. Now, nearly in 30 years later, I’m eadingCampus NooA[www.campus.noaa.info]– te Nordic open online Academy. It is an entrepreneurial initiative building on my Virtual Scool experiences and my heory of Cooperative Freedom and Transparency in Online Education, Based on tese experi-ences, I venture to reﬂect on some long-term and current trends in online education.

Lookîng back at some ong-tîme trends Online education as gradually become more available, global, mobile, and multimedial. he ICT systems ave continuously become faster and more powerful. he most important breaktroug for online educa-tion came wit te web in te middle of te nineties. he second most important development was te proliferation of te learning manage-ment systems. Later, open educational resources and social media became increasingly more important for online learning. It is also signiﬁcant to point out tat te tecnology gradually as become more mobile and wireless. However, te most signiﬁcant diﬀerence is tat very few people were online in 1987. Now, almost everybody is online – all te time – wit a variety of gadgets tat ave uge potentials for learning. vîî

Foreword here is a lot of focus on tecnology and digital learning resources, but I will speak up for people wo succeed in utilizing te systems well. Learning platforms and online learning resources are important, but I will argue tat it is more important ow we implement and use te systems and resources. Well-organized models, eﬀective student- and teacer support, quality content and teacers wo really care about teir students – are crucial for ig quality online education. Maybe tis is wy online pedagogy as not canges so muc as I expected 25 years ago. he classroom metapors and mind-sets are still too strong. Email and online discussion forums are still central elements in online courses and te teacer workload remains ig. he students get too little ﬂexibility, especially regarding individual start and progression. At te same time, tey want swift and insigtful feed-back from teacers and support personnel. As far as I can see, we ave not improved muc in tese areas during te last 25 years. I terefore urge online educators to focus on ow we can organize online educa-tion better, for te beneﬁt of all te excellent and ardworking online students and teacers.

vîîî

Currents trends în onîne educatîon In a longer perspective, te following current developments are prom-ising, but immature. One important callenge is ow learning providers could develop sustainable business models to maintain tese services as an important part of te future learning environment.

Open educational resources (OERs) Freely accessible documents and media resources tat are useful for teacing, learning, education, assessment and researc purposes. hese resources are growing in numbers, usefulness and popularity along wit international, national and institutional support. UNESCO as for example named several prominent open education institutions as Cairs of OER. Anoter example is te European POERUP project (www. poerup.info) tat provides national surveys of available OERs.

Foreword

Social networks and Web2.0 services Online learners are facing a growing number of social networks and web2.0 services tat can be used for ﬂexible and informal learning. he social networks provide access to experts and peers tat can be very elpful for advice and learning. he Web2.0 services allow people to sare a vast diversity of multimedial learning resources. Some of tese opportunities are for example discussed in te articleTransparency in Cooperative Online Education, wic I wrote togeter wit Cristian Dalsgaard in 2006.

Personal learning environments (PLEs) All te open educational resources, social networks and web2.0 services allow people to set up teir personal learning environments (PLEs) according to teir interests, learning styles and ambitions. his is bot an opportunity and a callenge for te individual learner, as well as a callenge for te traditional educational institutions and providers tat are used to be in control of te curriculum.

Open Badges One callenge related to all te available OER and informal learning in te social networks is ow tis informal learning could be acknowl-edged and certiﬁed. As a result of tis, te open badge movement (See for example ttp://openbadges.org and ttp://badgestack.com) callenges te traditional education institutions “monopoly” in issuing certiﬁcates and diplomas.

MOOCs Massive Open Online Courses, and tere is a growing number of suc courses tat could be of interest for adult learners. he design of and participation in a MOOC may be similar to college or university courses, but MOOCs typically do not oﬀer credits awarded to paying students at scools. he open badge initiatives could terefore be of special interest

îx

Foreword for MOOCs. More information on MOOCs is available on ttp://mooc. ca and ttp://en.wikipedia.org/wiki/Massive_open_online_course To conclude, I ave spent nearly tirty years of my life to study, develop, teac, innovate, researc and promote online education. It as given me te fascinating opportunity to take part in numerous discussions between people, cultures, institutions, and subject areas. Tecnology-enanced learning and online education functions like a uge meeting place for educators were researcers and practitioners can work togeter to develop te ﬁeld. So, I’m pleased to see tat tis book discusses tecnology-enanced learning from various teoretical and practical perspectives. he capters are inspiring to read and elp us furter reﬂect on our use of tecnology in iger education. February 2015 Professor Morten Flate Paulsen

Bîbîography Dalsgaard, C. & Paulsen, M. F. (2009). Transparency in Cooperative Online Education.he International Review of Researc in Open and Distance Learning,Vol. 10, No. 3., np. Paulsen, M. F. (1987). In Searc of a Virtual Scool.T.H.E. Journal, December/January 1987/1988, pp. 71-76.

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