This presentation was part of a bespoke Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLT(HE)) at Canterbury Christ Church University on the 12th February 2014. The presentation considers how technology can be used to support, facilitate and mediate learning at different stages within the student learning journey. Furthermore, the presentation looks at the current and emergent technologies that are just over the horizon and the impact these may have in the future of education.

1. PGCLT(HE)
New Directions in…
Technology Enhanced Learning
(TEL)
Wayne Barry
LTEU
Learning and Teaching Enhancement Unit

2. What is Technology Enhanced Learning (TEL)?
“understanding, creating, and
exploiting digital technologies
for learning…” (ESRC, 2006)
created using wordle.net
Source: HEFCE. (2009). A revised approach to HEFCE's strategy for e-learning. HEFCE Publication 12/2009. Bristol: HEFCE.

3. UK Policy: A “techno-romance”?
estimated
£6bn
since 1997
National Strategy for Information Technology (1980)
Microelectronics in Education Programme (MEP) (1981-1985) - £23m
Micros for Schools Scheme (1981-1984) - £16m
Training & Vocational Education Initiative (TVEI) (1983-1997) - £1bn
New Technology for Better Schools (1987)
IT in Schools Strategy (1987-1993) - £90m
Teaching & Learning Technology Programme (TLTP) (1992-1996) - £75m
Superhighways for Education (1995)
Connecting the Learning Society (1997)
New Opportunities Funding (NOF) (1999-2002) - £300m
National Grid for Learning (NGfL) (1998-2006) - £1.6bn
Higher Ambitions (2010)
Higher Education: Students at the Heart of the System (2011)
e-Learning is important because it can
contribute to all the government's
objectives for education - to raising
standards, improving quality, removing
barriers to learning, and, ultimately,
ensuring that every learner achieves
their full potential. (DfES, 2003)
Image: “The Palace of Westminster” by Alexis Birkill. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/abirkill/380954083/

4. CCCU: The Institutional Perspective
GOAL 1:
To deliver an accessible, innovative and
flexible curriculum
“Students and the student experience are at the
centre of this Strategic Plan and define its ambitions.
We will offer a flexible and innovative curriculum that
responds quickly to changes within and beyond the
University. We will provide local access to a high
quality university experience through a distributed
campus network and enhanced capability for blended
and distance learning.”
Image: http://www.flickr.com/photos/heywayne/4191212802/
Source: Canterbury Christ Church University. (2011). Strategic Plan 2011-2015. Canterbury: Canterbury Christ Church University.

5. CCCU: The TELT Strategy
VISION:
The Strategy envisages that by 2015
CCCU will be experiencing:
“New and existing programmes equipped with tools
which extend engagement in HE through providing
opportunities for more open, flexible, work and
home-based learning, enabling students and staff,
inside and outside the campus network, to determine
where, when and how they participate in the learning
community.”
Image: http://www.flickr.com/photos/heywayne/4191212802/
Source: Canterbury Christ Church University. (2012). Technology Enhanced Learning & Teaching Strategic 2012-2015. Canterbury: Canterbury Christ Church University.

6. Rise of the...
Digital Natives?
Net Gen?
Millennials?
Homo Zappiens?
Generation Y?







born after 1982
have grown up with digital technology
prefer visual information
are social and prefer to work collaboratively
are able to multi-task
have zero-tolerance for slow access to information
suggests that their brains have physically changed
–
–
–
are able to think and process information differently
have hypertext-like minds
cannot tolerate step-by-step instruction
Image: “Baby Sees The iPad Magic” by Steve Paine. Creative Commons licence CC BY-ND - http://www.flickr.com/photos/umpcportal/4581962986/

7. The Digital Learner
Constantly connected to information and each other, students
don’t just consume information. They create - and re-create - it.
With a do-it-yourself, open source approach to materials,
students often take existing material, add their own touches,
and republish it. Bypassing traditional authority channels, selfpublishing - in print, image, video, or audio - is common.
(Lorenzo, Oblinger & Dziuban, 2006)
Image: “Divide: Bip” by monsieurlam. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/monsieurlam/634568128/

8. TEL: So, where’s the evidence?
“How does technology enhance learning – what is the ‘value
added’?
What learning is being enhanced and in what ways – is the
enhancement quantitative and/or qualitative?
A more fundamental question is whether there is a generally
accepted view of what constitutes learning in higher education
and of how it can be enhanced?”
“To date there has been an over-emphasis on
technological manifestations and this has led to the
omission of pedagogical considerations”
Image: http://www.flickr.com/photos/julie-king/3634487121/
Source: Price, L. & Kirkwood, A. (2010). “Technology enhance-learning – where’s the evidence?”. Proceedings from ascilite, Sydney, Australia, 2010.

9. Session Activity 1
how are you using technology to support
learning & teaching?

10. The “Student Journey”

11. #0: Pre-Enrolment
•
Bridging materials to ease transitions
- Provide an online open “taster” board with information and activities to give
prospective students with a realistic picture of what being a student in Higher
Education is like.
- Discussion boards, instant messaging (chat) and forums to help develop a
sense of belonging and community.
•
Open Day follow-ups
- Follow-up with an online presence, such as a Departmental or Programme /
Module Facebook page or similar social network presence to create a sense of
community.
- Use micro-blogging sites such as Twitter to point prospective students to
activities, events and resources concerning your department / programme.
- Keep prospective students “warm” by emailing them about your various online
channels and encouraging them to join in and take part.
Image: “Crumpled Paper” by chiaralily. Creative Commons licence CC BY - http://www.flickr.com/photos/chiaralily/6599331429/

12. #1: Induction
•
Spiralling induction activities
- Adopt a more blended approach of online and physical activities in order to
be less content heavy in a short space of time running from L3/L4 to L6. Could
include programme resources; “talking head” videos (via Kaltura) of staff &
students; discussion board for questions; web links to resources & services
(both internal & external); and social networking sites for community building.
•
Diagnostic Testing
- Use online testing tools like CLIC Learn’s Test Manager or QuestionMark to
test for literacy, numeracy, learning styles and ICT skills – depending on
student scores, they can be directed to a range of online / offline resources
and services (e.g. The Graduate Skills website).
•
Prior Knowledge / Wider Experience
- Use tools like CLIC Learn’s Survey Manager or Bristol Online Surveys (BOS)
to capture wider student experience such as social activities; use and
perception of campus outside of timetabled classes; accommodation; travel
arrangements; work experience.
•
“Welcome” materials
- HoDs, Programme / Module leaders can record short podcasts or video clips
(via Kaltura) welcoming new students to the University and to their courses.
Can offer “top tips” Image: “Crumpled Paper” by students on how to settle into University life
from existing chiaralily. Creative Commons licence CC BY - http://www.flickr.com/photos/chiaralily/6599331429/

13. #2: Administration
•
Communication
-
-
•
Department / Programme teams making use of online announcements, blogs and social
networking services to keep students informed about developments and opportunities
within their course(s).
Encourage students to personalise the Notifications Dashboard feature within CLIC
Learn so that they can be informed and alerted to different events that are happening
(e.g. assignment due) via a range of communication channels (e.g. e-mail, mobile, SMS,
Twitter)
e-Submission & e-Feedback
-
•
Tutorials
-
•
Using CLIC Learn’s Assignment Manager or Turnitin, students can hand in their
assignments electronically and remotely. Furthermore, students can receive online
feedback via Turnitin’s GradeMark tool, again this can be accessed electronically and
remotely. Thus ensuring student work is received in a timely manner and could allow the
tutor to feedback in a timely manner, ensuring that the students pick up their feedback.
Arranging student tutorials using online scheduling tool www.doodle.com, by sending
student a specific web address either through the VLE’s announcements feature or email.
Tutorials can be conducted online using Blackboard Collaborate or Skype.
Frequently Asked Questions (FAQ)
-
Provide a mechanism for students to ask questions about the course or assignment (that
don’t feature in the Programme / Module handbook) using a discussion board or wiki to
collect questions and answer them (these could also be answered by students as well)
Image: “Crumpled Paper” by chiaralily. Creative Commons licence CC BY - http://www.flickr.com/photos/chiaralily/6599331429/

14. #3: Progression
•
Academic Writing
-
-
•
Help students with academic writing and teach them about plagiarism using Turnitin.
Provide students with an opportunity to submit draft copies of their assignments and
receive feedback in the form of an “Originality Report” which are supported with in-class
induction and online resources.
Enhance learner development and learner autonomy through the use of blogs to encourage
regular reflection (with possible feedback from tutors and/or peers), fluency of writing
and develop academic writing and referencing skills.
Learning & Teaching Resources
-
•
Personal Development Planning
-
•
Provide students with a range of learning and teaching materials that could be developed
using podcasts, video clips, audioslides, lecture capture, open educational resources
(OERs), off-air recordings (e.g. www.bobnational.net) and learning objects (using Wimba
Create via MS Word)
Help students to develop understanding of employability and the personal, social,
academic, reflective and professional skills required as well as devising an accurate
evidence base for evolving employability attributes and skills using blogs (for reflective
writing, journals and learning logs), e-portfolio (e.g. PebblePad) (for collecting and
presenting evidence), and Wimba Create (via MS Word, for presenting evidence).
Digital / Information Literacy
-
Provide opportunities for students to use a range of tools, methodologies and
technologies, understanding how and when to use them and being critically reflective of
Image: “Crumpled Paper” by chiaralily. Creative Commons licence CC BY - http://www.flickr.com/photos/chiaralily/6599331429/

15. #4: Engagement
•
Student Participation (Individual / Group)
-
-
•
Using Participant Response Systems, like Qwizdom, to create more interactivity in a
large group classroom as well as offering formative feedback and enables the tutor to
correct or repair any misconceptions or misunderstandings around topic areas.
Using Interactive Whiteboards in conjunction with other interactive materials, such as a
wiki, simulation software or mind mapping software (like Inspiration) to collate or test
ideas and theories.
Formative Assessment
-
•
Feedback / Feed-Forward
-
•
Develop (compulsory) regular online formative assessments within the module to
encourage student engagement with both the curriculum and the VLE using CLIC Learn’s
Test Manager or QuestionMark to help re-enforce what students are learning or need to
learn.
Provide timely (regular) feedback / feed-forward to students through a variety of
channels: course-based blog; class / group podcasts; class / group audioslides; or video.
Problem / Inquiry Based Learning
-
Students working in groups can use a range of technologies to begin to solve problems,
such as using mobile, wireless technologies, wikis, mind mapping software, online
bibliographical databases, instant messaging software (like Skype), discussion boards,
sharing online calendars to arrange meetings, etc.
Image: “Crumpled Paper” by chiaralily. Creative Commons licence CC BY - http://www.flickr.com/photos/chiaralily/6599331429/

16. #5: Retention
•
Data Analysis
- Enable tracking of learning materials or units to see if students need further
help / assistance. (e.g. CLIC Learn’s Statistics Tracking option). Could be
used to inform tutors about topics and areas for concern, by looking at
students’ usage. Furthermore, by examining the timing of interests when
students tend to access and engage with the content (i.e. pre-assessment
periods).
- Use CLIC Learn’s Performance Dashboard and Early Warning System tools
to track students engagement with the course, learning materials, discussion
board activities and/or online formative tests. Can be used to predict any
issues around student retention and use information to plan a course of action
to remedy the situation.
•
Bring Your Own Device (BYOD)
- Students being able to access a range of digital tools using their personal
devices for making notes; reading articles around a topic; posting questions or
comments
•
Blended Learning Class / Study Guide
- Using CLIC Learn’s Learning Unit feature or Wimba Create (via MS Word) to
develop an interactive pre-class study guide that leads students through a
series of key points, activities, and graded assignments designed to help
better prepare them for eachPaper” by chiaralily. Creative highlighting -key texts and
class session Commons licence CC BY http://www.flickr.com/photos/chiaralily/6599331429/
Image: “Crumpled

17. #6: Scholarship
•
Information Literacy
-
•
Research
-
•
Develop a personal “digital library” that pull in RSS feeds from academic journals (using
www.journaltocs.hw.ac.uk), online magazines, newspapers and blogs that keep students to
keep up-to-date with their subject discipline. Students could use free tools like
www.netvibes.com and Feedly in order to develop their personal learning environments
(PLE).
Data Collection and Analysis
-
•
Have students make use of online bibliographical databases, such as LibrarySearch, to
find articles and sources of information to help them read around a topic or prepare them
for an assignment. Using online referencing systems, like RefWorks, to collect
references (can also be collected automatically using Google Scholar) and use the online
version of “Cite Them Right” to teach students how to reference properly.
Student could use SurveyMonkey or Google Forms to collective quantitative data and
Skype to conduct interviews and produce ready-made transcripts. Analysis of the results
can be conducted in many ways: MS Excel, Minitab and SPSS for quantitative data and
MS Word or NVivo for qualitative. External sites like Wordle and ManyEyes allows users
to produce much more visual representation of data.
Debate, Discussions and Dissemination
-
Student can practice debating and discussing ideas through different mediums like blogs,
wikis, discussion boards, instant messaging (e.g. Skype), micro-blogging services (e.g.
Twitter) and Blackboard Collaborate.
Image: “Crumpled Paper” by chiaralily. Creative Commons licence CC BY - http://www.flickr.com/photos/chiaralily/6599331429/

18. Session Activity 2
demo of software & tools

19. Using Technology: A Few Helpful Pointers #1
•
If your course is fully online/at a distance have
introductory information and “ice-breaker” activities on
using the technologies and online resources provided at
outset of course
•
Provide students with a self assessment for them to gauge
their on online learning skills and pointers as to where to
get help
•
Structure and “chunk” online info/activities in a way this is
easily navigable
•
Put milestones and motivators in place
•
Provide opportunities for feedback on progress
•
Ensure that use of video, audio and images are accessible
and conform to copyright regulations
•
Make students participate and collaborate in the online
environment
•
Make the online environment “organic” with both staff and
student contributing as the course proceeds
Image: “Blackboard Backgrounds for PowerPoint” by PPT Backgrounds. License: Free - http://www.pptbackgrounds.net/blackboard-backgrounds.html

20. Using Technology: A Few Helpful Pointers #2
•
However, if your course is mostly delivered on campus,
make best use of this time for discussion, collaboration and
activity and use technology to deliver content to support
learning and teaching
•
Ensure any online tools are still introduced to students
•
That online resources and activities are still well
structured, accessible, signposted, etc.
Image: “Blackboard Backgrounds for PowerPoint” by PPT Backgrounds. License: Free - http://www.pptbackgrounds.net/blackboard-backgrounds.html

21. Th
e
cabinet
of
DANGEROUS IDEAS
Image: “Card Catalogue Drawers” by Jason Pearce. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/jasonpearce/4327191474/

22. #1: Mobile Apps
Mobile apps are the fastest growing
dimension of the mobile space in higher
education right now, with impacts on
virtually every aspect of informal life, and
increasingly, every discipline in the
university ...
Higher Education Institutions are now
designing apps tailored to educational
and research needs across the curriculum
(The NMC Horizon Report - HE Edition, 2012)
Image: “Rubik Apps” by César Poyatos. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/cpoyatos/5791320785/

23. #2: Tablet Computing
Tablet computing presents new
opportunities to enhance learning
experiences in ways simply not possible
with other devices ...
Higher Education Institutions are seeing
them not just as an affordable solution
for one-to-one learning, but also as a
feature-rich tool for field and lab work,
often times replacing far more expensive
and cumbersome devices and equipment.
(The NMC Horizon Report - HE Edition, 2012)
Image: “iPad with Dandelion” by Jared Earle. Creative Commons licence CC BY-NC-ND - http://www.flickr.com/photos/jaredearle/4675262184/

24. #3: Augmented Reality (AR)
Augmented reality refers to the layering
of information over a view or
representation of the normal world,
offering users the ability to access placebased information in ways that are
compellingly intuitive.
Augmented reality brings a significant
potential to supplement information
delivered via computers, mobile devices,
video, and even the printed book.
(The NMC Horizon Report - HE Edition, 2011)

25. #4: Personal Learning Environments (PLEs)
Personal learning environments
(PLEs) refer to the personal
collections of tools and resources a
person assembles to support their
own learning — both formal and
informal. The conceptual basis for
PLEs has shifted significantly in the
last year, as smartphones, tablets,
and apps have begun to emerge as
a compelling alternative to browser
based PLEs and e-portfolios
(The NMC Horizon Report – K-12
Edition, 2012)
Image: “Personal Learning Environment” by Janson Hews. Creative Commons licence CC BY-NC - http://www.flickr.com/photos/24823508@N04/6992313131/

26. #5: Massive Open Online Courses (MOOCs)
MOOCs are an attempt to create open access
online courses that provide no constraints on
class size. In contrast to open courseware,
MOOCs are self managed by groups of
learners and teachers and run over a defined
period of time, typically 6-12 weeks. MOOCs
are open to all, have no formal entry
requirements, and can provide a framework
for ‘badge’ based recognition ...
MOOCs can be purely informal offerings, or
opportunities for independent learning
aligned to a formal course, or semi-formal
courses offered by an institution for informal
certification.
(Innovating Pedagogy: OU Report 1, 2012)
Image: “e-Learning and Digital Culture” by Coursera / University of Edinburgh. - https://www.coursera.org/course/edc

27. #6: Google Glass
Surgeons are currently using the
headset to send a video stream of a
surgical procedure to students: "It gave
them a live view of what I could see,
through my eyes and my perspective"
"Surgery involves a lot of intricate
procedures and so it’s very important
that students can see exactly what
you’re doing. This doesn’t just open up
possibilities for surgery, there are also
opportunities for nursing and paramedic
students".
(The Guardian: Extreme Learning, 2.5.2014)
Image: “Google Glass at Center for Total Health 32212” by Ted Eytan. Creative Commons licence CC BY-SA - http://www.flickr.com/photos/taedc/10422904405/

28. #7: 3D Printing
One of the most significant aspects of
3D printing for education is that it
enables more authentic exploration of
objects that may not be readily
available to universities. For example,
anthropology students at Miami
University can handle and study replicas
of fragile artifacts, like ancient Egyptian
vases, that have been scanned and
printed at the university’s 3D printing
lab.
As 3D printing gains traction in higher
education, universities are beginning to
create dedicated spaces to nurture
creativity and stimulate intellectual
inquiry around this emerging
technology.
(The NMC Horizon Report - HE Edition, 2014)
Image: “Sintermask - fabbster - 3D-printer v02” by Creative Tools. Creative Commons licence CC BY - http://www.flickr.com/photos/33907867@N02/8121256663/

29. #8: Flipped Classroom
The flipped classroom model is
becoming increasingly popular in higher
education institutions because of how it
rearranges face-to-face instruction for
professors and students, creating a
more efficient and enriching use of class
time. For faculty, this often requires
carefully creating or selecting the
homework materials that are most
relevant for a particular lesson. These
can take the form of self-recorded video
lectures and screencasts, a curated set
of guiding links, or a variety of open
educational resources (OER). Jorum,
based out of the University of
Manchester, for example, is a free online
educational repository for thousands of
resources searchable by subject, author,
or keywords.
(The NMC Horizon Report - HE Edition, 2014)
Image: “Learning Cycles of the Flipped Classroom” by Sarah Gilbert. http://melearningsolutions.com/speaking/flipped-classrooms-handout/

30. #9: Gamification
Educational gameplay has proven to
foster engagement in critical thinking,
creative problem-solving, and teamwork
— skills that lead to solutions for
complex social and environmental
dilemmas.
Digital simulations are another method
being used widely to reinforce
conceptual applications in mock real
world scenarios ... The simulated
environment challenges learners to
develop and execute an effective,
business savvy strategy, and provides
the tools to address product line
breadth, operations, outsourcing,
pricing, and corporate social
responsibility among other
considerations.
(The NMC Horizon Report - HE Edition, 2014)
Image: “Minecraft” by kawaiinicole. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/kawaiinicole/9705908512/

31. #10: Learning Analytics (LA)
Learning analytics is developing rapidly in
higher education, where learning is
happening more within online and hybrid
environments. It has moved closer to
mainstream use in higher education in each
of the past three years. Sophisticated webtracking tools are already being used by
leading institutions to capture precise student
behaviours in online courses, recording not
only simple variables such as time spent on a
topic, but also much more nuanced
information that can provide evidence of
critical thinking, synthesis, and the depth of
retention of concepts over time. As
behaviour-specific data is added to an evergrowing repository of student-related
information, the analysis of educational data
is increasingly complex, and many
statisticians and researchers are working to
develop new kinds of analytical tools to
manage that complexity.
(The NMC Horizon Report - HE Edition, 2014)
Image: “Blackboard Analytics” by Blackboard, Inc. - http://www.blackboard.com/Platforms/Analytics/Products/Blackboard-Analytics-for-Learn.aspx

32. Where Are You Now Eh?
Image: “The Signpost” by Tom@Where. Creative Commons licence CC BY-NC - http://www.flickr.com/photos/tomsen/2899175607/

33. Some Question…
Image: “Question Mark” by djking. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/djking/8578067721/

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Image: “Augustine-House_23-11-2009_H” by HeyWayne. Creative Commons licence CC BY-NC-SA - http://www.flickr.com/photos/heywayne/4129138428/