The conditions of learning

The term Technology-enhanced learning (TEL) is used to describe the application of information and communication technologies to teaching and learning. Explicit statements about what the term is understood to mean are rare and it is not evident that a shared understanding has been developed in higher education of what constitutes an enhancement of the student learning experience. This article presents a critical review and assessment of how TEL is interpreted in recent literature. It examines the purpose of technology interventions, the approaches adopted to demonstrate the role of technology in enhancing the learning experience, differing ways in which enhancement is conceived and the use of various forms evidence to substantiate claims about TEL. Thematic analysis enabled categories to be developed and relationships explored between the aims of TEL interventions, the evidence presented, and the ways in which enhancement is conceived.

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Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Dialogic: Education for the Internet Age argues that despite rapid advances in communications technology, most teaching still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple. This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education. Areas covered in the book include: dialogical learning and cognition dialogical learning and emotional intelligence educational technology, dialogic spaces and consciousness global dialogue and global citizenship dialogic theories of science and maths education The challenge identified in Wegerifs text is the growing need to develop a new understanding of education that holds the potential to transform educational policy and pedagogy in order to meet the realities of the digital age. Dialogic: Education for the Internet Age draws upon the latest research in dialogic theory, creativity and technology, and is essential reading for advanced students and researchers in educational psychology, technology and policy.

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Dialogic: Education for the Internet Age

Over the last few years, “web 2.0” or “social computing” applications like blogs, wikis, photoand video-sharing sites, as well as online social networking sites and virtual worlds, have seen unprecedented take up. This has changed the way people access, manage and exchange knowledge, and the way they connect and interact. Younger people especially are using these tools and services as a natural way of extending their personal relations and as a means of keeping in touch with friends. This trend is accompanied by the emergence of structurally different learning styles, especially among young people. As a result, living, learning and working patterns have already changed significantly and are expected to change even more dramatically in the future. Education and training systems need innovative ways of fostering new skills for new jobs, taking into account the changing living, working and learning patterns in a digital society. So far, however, education and training systems have not, on the whole, reacted to these changes. Neither schools nor universities have seized the potential of digital media for enhancing learning and addressing their learners’ needs. Due to the novelty of social computing, take up in education and training is still in an experimental phase. There are various diverse small-scale projects and initiatives all over Europe, which try to exploit social computing for a multitude of learning purposes, but research on enabling and disabling factors is scarce. This study is part of a collaboration project between the European Commission’s Joint Research Centre (JRC-IPTS) and its Directorate General for Education and Culture (DG EAC). The objective is to investigate the innovative and inclusive potential of social computing applications in formal education by reviewing current practice. The report identifies, structures and analyses existing Learning 2.0 practice in Europe with a view to generating evidence on the impact of social computing for learning and its potential in promoting innovation and inclusion. It combines a review of research on Learning 2.0 with the collection of experience and good practice from a broad variety of cases. How to obtain EU publications Our priced publications are available from EU Bookshop (http://bookshop.europa.eu), where you can place an order with the sales agent of your choice. The Publications Office has a worldwide network of sales agents. You can obtain their contact details by sending a fax to (352) 29 29-42758. The mission of the JRC is to provide customer-driven scientific and technical support for the conception, development, implementation and monitoring of EU policies. As a service of the European Commission, the JRC functions as a reference centre of science and technology for the Union. Close to the policy-making process, it serves the common interest of the Member States, while being independent of special interests, whether private or national.

Study on the Impact of Web 2.0 Innovations on Education and Training in Europe

Drivers, barriers and social considerations for AI adoption in business and management: A tertiary study

With few exceptions, currently published research on the educational use of wikis does not include how the learning activities should be shaped, planned or enforced in a wiki [11]. In this paper we aim to fill that gap by providing a framework for learning and teaching processes supported by the use of wikis. An instance of that process framework ("feedback-driven" process) was formulated and implemented through a series of trials performed at University of Hertfordshire Business School during the course of the last two academic years to 2006/7. The results of the trial have been collected and analyzed using the quantitative and qualitative methods and have led to the conclusion that students engagement with wiki-based learning activities is directly proportional to the quality and frequency of tutors feedback and the clarity of the underlying learning and teaching process.

Wiki-based process framework for blended learning

Semantic web technologies have been increasingly used as a tool for generating, organizing and personalizing e-learning content, including e-assessment. In this paper we discuss and extend an innovative approach to automated generation of computer-assisted assessment (CAA) from semantic web-based domain ontologies. We expand the work previously done in this area in two important directions: first, we add new ontology elements (annotations), to the meta-ontology used for generating questions; second, we add a semantic interpretation of the mapping between the ‘domain' ontology and the target ‘question' ontology. The semantic interpretation is based on the notion of ‘question templates' that are founded on Bloom's taxonomy of educational objectives, but can be sourced equally well in any other pedagogical premise applicable to question design and content (e.g. Kolb's learning theory). We use the examples obtained from the prototype implementation to show how that works in practice. The primary application domain of this work is in the automated assessment, and in particular, the development of intelligent CAA systems and question banks, but the ideas can be further generalized in the context of ontology engineering and evaluation.

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Towards automatic generation of e-assessment using semantic web technologies

An agile method for teaching agile in business schools

Business Models for Sustainable Commercialisation of Digital Healthcare (eHealth) Innovations for an Increasingly Aging Population: (A new business model for eHealth)

Marija Cubric

Papers

Drivers, barriers and social considerations for AI adoption in business and management: A tertiary study

Wiki-based process framework for blended learning

Towards automatic generation of e-assessment using semantic web technologies

An agile method for teaching agile in business schools

Business Models for Sustainable Commercialisation of Digital Healthcare (eHealth) Innovations for an Increasingly Aging Population: (A new business model for eHealth)