Technology-Enhanced Learning in Higher Education

Abstract

This chapter explores issues that affect the uptake and integration of Technology in Higher Education, developing a framework to overcome some of the barriers. Technological adoption varies across disciplines. The authors consider disciplines as tribes, where some find technology acceptable and an enabler, whilst for others it is alien and deemed inappropriate. Some territories reflect technology as an area to defend and expand, whilst for others the imposition of technology and associated practices are considered a hostile intrusion into discipline practice. Within the framework, the authors reflect on various perspectives: practitioners', students', and support teams' perspectives within the wider eco-systems and structures. Practitioner concerns reflect discipline traditions and practices, from teaching through to assessment and how to manage the Wikipedia generation. Students' needs in a technological age reflect the demands of the Netizen as student, and the rise and challenge of MOOCs to the teacher and the learner. Institutional mechanisms provide the situation for the use of technology. The authors provide a framework within which to explore the above concerns and describe mechanisms to unite the academic tribes, to see the territorial boundaries as artificial and counter-productive, and to enable the utilisation of E-Learning in current and future Higher Education settings.

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

“…Technology is however, in our view, not the main determinant of flexibility, but a crucial enabling factor, as pointed out by others (Gordon, 2014;Keamy et al, 2007, p. 2). Technology and new pedagogies need to be harnessed to "engage students on a deeper level" (Johnson et al, 2012b, p. 5) and to personalise learning for students.…”

“…The current changes in higher education about personalised learning and flexibility in pedagogic thinking and practice, called flexible pedagogies by some scholars (Gordon, 2014;Ryan & Tilbury, 2013), are wider than a focus on flexible delivery and more student choices. Flexibility "should be M A N U S C R I P T…”

“…Increasingly, Information and Communications Technology (ICT) is the enabler for personalising learning by giving students greater diversity in their learning and more flexible, personalised learning spaces (Brown & Green, 2015;Keamy et al, 2007, pp. 2-4;Gordon, 2014).…”

CrashEd – A live immersive, learning experience embedding STEM subjects in a realistic, interactive crime scene

“…Scenario-based learning Gordon (2014) identified the need to develop alternative strategies and flexible pedagogies as part of an audit undertaken by the Higher Education Academy in 2014. Technology provides opportunities to enhance learning and to educate as well as entertain.…”

Fostering open science to research using a taxonomy and an eLearning portal

“…According to Gordon [25], an adaptable educational environment supports a variety of teaching pedagogical approaches supported by systems that make the teaching and learning possible. Having that in mind, the FOSTER portal supports four main file types for new content for upload: documents, articles, videos and links (Figure 3).…”