How much do we know about what works in technology-enhanced learning in higher education? How can universities and course teams ensure that they’re making most effective use of technology to improve students’ learning experience? In this workshop you will hear from a range of universities on how they explore impact and what they’ve discovered about what works, and share any findings of your own. We will also discuss how the evidence base can be brought together and made more accessible.

1. Evidence-based practice in technology -
enhanced learning
Sarah Davies, Head of higher education and student experience, Jisc

2. > >Slide
Why look at theTEL evidence base?
> Who? Range of stakeholders
> Why? Different motives
> What types of evidence?
> What kinds of questions?
> How do we counter reporting bias?
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Evidence-based practice in technology-enhanced learning:
Analysing research evidence and taking lessons from it
Don Passey, Professor of technology enhanced learning
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4. > >Slide
The four origins of evidence
>Affordances
>Of technologies
>Uses
>Through pedagogies and activities
>Outcomes
>From activities, for teachers and for learners
>Impact
>On learning, for learners
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5. > >Slide
The four origins of evidence
>Affordances
>Of technologies
>Uses
>Through pedagogies and activities
>Outcomes
>From activities, for teachers and for learners
>Impact
>On learning, for learners
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6. > >Slide
Why? – consider the elements of learning
>Internalisation
>Engagement
>Internal cognitive processes
>Analysis, synthesis, understanding, conceptualising
>Externalisation
>Writing, creating, developing
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7. > >Slide
Why? – consider the elements of learning
>Internalisation
>Engagement
>Observational methods - qualitative?
>Internal cognitive processes
>Analysis, synthesis, understanding, conceptualising
>Testing - quantitative?
>Externalisation
>Writing, creating, developing
>Reviewing and assessing – qualitative and quantitative?
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8. > >Slide
The focus of activities - learning perspectives
> Cognitive
>Memorisation, recall
>Motivational
>Interest, engagement
>Social
>Group work, discussion
>Societal
>Employment, career
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The focus of activities - learning perspectives
> Cognitive
>Memorisation, recall
>Motivational
>Interest, engagement
>Social
>Group work, discussion
>Societal
>Employment, career
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10. > >Slide
Exploring activities - categorising according to the support offered
> Topic-specific resources and software
>Curriculum-wide learner-centred software
>Curriculum-wide teacher-centred software
>Online resources supporting curriculum-wide needs
>Online resources supporting revision needs
>Online learner support
>Project-based activities
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11. > >Slide
What evidence we tend to lack currently
> Impacts on long-term memorisation, social and societal
aspects of learning
>Uses, outcomes and impacts of project-based activities
>Megacognitive and metacognitive outcomes and impacts of
online learning support
>Outcomes and impacts for specific groups of learners
>How lifelong learning is being supported
>How intergenerational learning is being supported
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12. > >Slide
Source
>Passey, D. (2013). Inclusive
technology enhanced learning:
Overcoming Cognitive,
Physical, Emotional and
Geographic Challenges.
Routledge: NewYork, NY
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13. > >Slide
Over to you…
> What sources of evidence do you
draw on around the use of technology-
enhanced learning?
> What kind of conclusions have you draw
from the evidence?
> https://padlet.com/sarah_davies3/evidence
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Evidence based decision making forTEL - What works?
Melissa Highton,Assistant Principal, University of Edinburgh
@honeybhighton
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15. > >SlideSlide
Finding an evidence base forTEL
Should we even try?
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16. > >SlideSlide
What works?
>Working with evidence
>Working with language
>Working with teachers
>Working with budget holders
>Working on a hunch
>Working from experience
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17. > >Slide
jisc.ac.uk
Except where otherwise noted, this work
is licensed under CC-BY-NC-ND
> >
What works?
Melissa Highton
Assistant Principal, University of Edinburgh
Melissa.Highton@ed.ac.uk
@honeybhighton
Evidence based decision making
forTEL
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18. > >Slide
Over to you…
> How important are evidence and
research findings in your planning and
decision-making?
> What are your current key questions?
> What kind of evidence convinces other
stakeholders you work with?
> https://padlet.com/sarah_davies3/evidence
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19. > >Slide
jisc.ac.uk
Except where otherwise noted, this work
is licensed under CC-BY-NC-ND
> >
To discuss further please contact:
Sarah Davies
Head of HE and student experience
sarah.davies@jisc.ac.uk
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