Technology Enhanced Learning and Teaching
Enhancing learning, teaching and assessment through the use of technology – also sometimes referred to as technology-enhanced learning or e-learning - is seen as important in complementing and supporting the University's strategic goals for learning and teaching. Appropriate use of learning technology can offer many opportunities, examples being:
- Connectivity to others, in ‘real time’ and asynchronously
- 24/7 access to information and learning resources, including multimedia
- Knowledge-sharing across multiple locations
- Space for reflection and planning
- Rapid feedback on formative and summative assessments
- Greater choice over the time, place and pace of study
- Increased engagement and active learning
(Adapted from JISC, 2009)
Some common misconceptions are that e-learning is only for distance learners or is only about making content available. But technology enhanced learning can span a spectrum of activities in different contexts for all levels of learners – for example, learning technology can be used to increase active engagement within the classroom, to support face to face teaching activities, to connect an external expert with on-campus students or to facilitate group and peer working.
Developing your teaching practice and incorporating learning technology is best guided by principles of good teaching and learning, not led by what the technology can do. Choices about which technology, how you are going to incorporate it and for what purpose are all part of curriculum design. Use of technology can be ineffective or even detrimental if not appropriately designed to address or enhance a specific aspect of the teaching and learning.
“There are really no models of e-learning per se – only e-enhancements of models of learning. That is to say, using technology to achieve better learning outcomes, or a more effective assessment of these outcomes, or a more cost-efficient way of bringing the learning environment to the learners.” (Mayes and de Frietas, 2004)
Effective Practice in a Digital Age, JISC, 2009
JISC e-Learning Models Desk Study - Stage 2: Review of e-learning theories,frameworks and models
Mayes and de Freitas, 2004