The ninth UCISA Survey of Technology Enhanced Learning (TEL) for higher education Report has been published. The Report offers a longitudinal perspective of TEL developments across the UK higher education sector, focusing on the current provision within universities and other higher education providers and the emerging and planned patterns of learning technology usage. This year’s Report draws on data going back to 2001 in its longitudinal analysis of TEL trends. In this blog post, we will explore some of the key findings from this year’s Survey, updating the picture that was reported on in 2016 (see corresponding blog post).
The growth of online communication, media, and gaming is driving dramatic changes in how we learn. Responding to these shifts, new forms of technology-enhanced learning and instruction, such as personalized learning, open online courses, educational games and apps, and tools for learning analytics, are garnering significant public attention and private investment. These technologies hold tremendous promise for improving learning experiences and outcomes. Despite this promise, however, evidence is mounting that these new technologies tend to be used and accessed in unequal ways, and they may even exacerbate inequity.
In this episode, Tab Betts talks to Dr. Catherine Pope and Helen Hampson about how they created an online induction for doctoral research students. Our discussion touches on WordPress blogs, consulting learners about their individual needs and microlearning via short videos.
In 2015-16, following a call for expressions of interest open to its subscribers, QAA commissioned two small-scale primary research projects intended to encourage collaboration between providers and promote the formation of communities of practice.
This report is on the topic of digital capability, teaching excellence and the effective use of technology enabled learning (TEL).
The question in the title of this blog post was raised by the QAA commissioned research report “Digital capability and teaching excellence: an integrative review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL)” (QAA, 2016).
Patrick and I have been invited to experiment with the #lthechat format. Hence this link to a google doc for anyone wanting to break free of the 140 character tweet limit. We’re also flipping. Some (not all!) of the questions are already available on the google doc (above). We are asking: Is there evidence technology can make a positive difference to learning and teaching? If so, where it is? If not, does it matter?
At its new Waterside Campus the University of Northampton is doing away with lecture theatres in favour of more flexible ‘teaching spaces’.
It’s the latest evidence of the university’s developing approach to using digital technology to enhance teaching and learning. Already, Northampton has redesigned two-thirds of its courses to support its ‘active blended learning’ approach and the new teaching spaces are part of a strategy to give students best value from face-to-face time with teachers.
Innovation is an overused term that means a lot of different things to many people with little innovative practice harnessed within higher education.
When we talk about ‘innovation’, some involved in learning technology will argue that they are innovative but are they? Is looking after IT systems or supporting the implementation of a VLE innovative?
How important is technology enhanced learning to higher education? In my experience of talking to and working with many academics and institutions, technology to enhance or engage students is very important. However, having been asked this recently I also think we should be asking: what are the challenges facing technology enhanced learning?
We for sure can overcome those challenges, it is just a matter of preparation. Training is not just a teachers' issue; in fact, learners are indispensable parties in the implementation of technology in institutions. Besides, it allows learners to be prepared for a future since in 21st century jobs, the use of virtual tools become a requierement for applying.
There are social media success stories all around us. Colleagues across the university have been early adopters, enthusiastic users and award-winning teachers of social media.
In this section you'll find a series of case studies, essays and Q&A sessions with OU staff.
This part of the site is for you if you're interested in hearing what your colleagues think about:
* The future of social media and education * Social media's effect on recruitment and retention * How to balance professional and personal social media use
Teachers who want to learn more about teaching with technology will find this Massive Open Online Course (MOOC), Introduction to Technology-Enabled Learning (TEL), informative and engaging. Using up-to-date learning design and simple, accessible technology, the course runs on an easy-to-use learning platform available via the Internet. The course is designed for teachers who want to build on their knowledge and practice in teaching and learning with technology. It will run over five weeks and requires approximately three to five hours of time each week. Designed to accommodate teachers’ busy schedules, the course offers flexibility with options for learning the content. You will learn from readings, videos, discussions with other participants and instructors, meaningful exercises, quizzes and short assignments. Certification is available for those who wish to complete all required exercises and quizzes.
The Technology Enhanced Learning team recently ran a bitesize online course for University of Sussex staff looking at Digital Productivity. This blog post will explore some ideas around that topic.
The course was conceived as a way to introduce staff to ways of working that take advantage of digital technologies to enhance or expand on practices they would previously have carried out manually. These techniques are equally useful for students and for ‘life admin’ for everyone.
It is very tempting to launch into lists of so-called productivity apps – and there are very many lists of that sort on the web – but if you are really going to find new, better ways of working then it is important to spend a little time thinking about where you are now and what you want to achieve
In November 2013 I finally completed my CMALT portfolio and achieved the much lauded CMALT accreditation. Three (and quite a bit) years later I have successfully completed the required three year review to keep my status as CMALT certified valid. So, what’s happened? Firstly, for those interested, here are some links to previous posts I’ve written about both the process of gaining CMALT accreditation with the Association for Learning Technology (ALT) and what it means to me:
Barriers to technology adoption in teaching and learning are well documented, with a corresponding body of research focused on how these can be addressed. As a way to combine a variety of these adoption strategies, the University of Sheffield developed a Technology Enhanced Learning Festival, TELFest. This annual, week-long event, emphasises the role technology can play through an engaging learning experience which combines expert-led practical workshops, sharing of practice, discussions and presentations by practitioners. As the popularity of the event has grown and the range of topics expanded, a community of practice has organically coalesced among attendees, supporting the mainstream adoption of several technologies and helping to broaden educational innovation beyond isolated pockets. This paper situates TELFest within the technology adoption literature by providing details about TELFest, outlining the results of an investigation into the impact that it has had on attendees' teaching practice and summarising some of the limitations of the method along with reflections on how to address these limitations in the future.
It’s coming to that time of year when I start planning for the Annual ALT conference: #ALTC. My annual review is complete, ALTC was discussed and it’s been approved that I can attend again. This will be my fourth ALTC, and this year we’re in Liverpool.
But my reflective mind is going back to my CMALT qualification, and why it is still so important to me. Earlier this year I wrote my three-year review to keep my CMALT credential current and valid. Whilst I wait for the response and, hopefully, approval, I still think of both the process I went through to gain CMALT in the first place as well as the on-going process of how I keep myself (as well as my CMALT) current. I will update my portfolio with the review text when I know I’ve passed.
For this post, Tab Betts (Technology Enhanced Learning) spoke to Professor Janet Boddy (Education) about her experience of using lecture capture in her teaching at the University of Sussex.
Listen here to what Janet had to say about how lecture capture helps her and her students.
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extra…
The Academic Support Group has carried out regular surveys on the use of technology enhanced learning in the higher education sector. In addition to reviewing the technology in use, the survey looks at the drivers behind the adoption of technology enhanced learning in institutions.
The imperative to increase use of technology and improve the digital skills capability of the workforce is a common thread running through recent government and sector reports.
This event explores a pressing challenge for higher education institutions across the world: advancing digital literacy among students and faculty. As technology use is proliferating and becoming more ubiquitous in people’s daily lives, colleges and universities have become more adept at integrating it into every facet of campus life to enhance course design, course materials, and interactions between learners and educators. However, simply knowing how to use the tools does not solve the challenge. Education professionals must be able to tie the use of digital tools to progressive pedagogies and deeper learning outcomes to equip students with 21st century skills that help them flourish in college life and in their careers. Identifying and implementing effective frameworks is paramount, and a number of organizations and institutions are leading the way. Hear from an international panel of experts on their perspectives on digital literacy, the biggest challenges associated with advancing it, and recommendations for developing successful digital literacy initiatives.
The Open University and the Australasian Council for Open, Distance and E-learning (ACODE) are collaborating to bring senior Technology Enhanced Learning (TEL) professionals and decision makers together for the first 3 day residental ACODE-UK 2017 TEL Benchmarking Summit to be held at De Vere Horwood Estate, Milton Keynes.
The ACODE-UK 2017 TEL Benchmarking Summit is designed for senior TEL professionals and decision makers to benchmark their TEL associated activities across good practice and alongside peer institutions. The benchmarks are designed to “support continuous quality improvement in technology enhanced learning”, and were fully reviewed in 2014. The ACODE-UK 2017 TEL Benchmarking Summit will be similar to the highly successful ACODE Benchmarking Summits run in Australia since 2014. Participants will come away with a better sense of strategically advancing TEL across their institution and an extended peer network.
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