The Drivers for Technology Enhanced Learning in Higher Education (10mins) Full transcript available – please email. [Slide 2] - Disruptive Technology http://www.hefce.ac.uk/media/hefce/content/pubs/2010/rd1810/rd18_10.pdf [Slide 3] - The Hype Cycle Image source: http://en.wikipedia.org/wiki/File:Gartner_Hype_Cycle.svg [Slide 4] - A Connected Society http://www.ons.gov.uk/ons/rel/rdit2/internet-access---households-and-individuals/2011/stb-internet-access-2011.html [Slide 5] - What We Are Doing Online http://www.ons.gov.uk/ons/rel/rdit2/internet-access---households-and-individuals/2011/stb-internet-access-2011.html http://www.tvlicensing.co.uk/resources/library/BBC/MEDIA_CENTRE/TeleScope_report.pdf [Slide 6] - Education Shares Common Foundations Quote source: Sue Watling ‘Technology Enhanced Learning: A New Digital Divide’, 2009, in Bell, Les (Editor); Stevenson, Howard (Editor); Neary, Michael (Editor). Future of Higher Education : Policy, Pedagogy and the Student Experience. London, GBR: Continuum International Publishing, 2009. p 108. [Slide 7] - Institutional Perspectives on the Drivers http://www.ucisa.ac.uk/~/media/groups/ssg/surveys/TEL%20survey%202010_FINAL [Slide 8] – 1st Key Driver: Enhancing the quality of learning and teaching http://www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf [Slide 9] – Student Views of TEL http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experience-Research-2012-Part-1.pdf [Slide 10] - 2nd Key Driver: Meeting student expectations http://www.ucisa.ac.uk/~/media/groups/ssg/surveys/TEL%20survey%202010_FINAL [Slide 11] – Provision of centrally supported tools http://www.ucisa.ac.uk/~/media/groups/ssg/surveys/TEL%20survey%202010_FINAL [Slide 12] 3rd Key Driver: Improving access to learning for students off campus (inc. part-time). http://net.educause.edu/ir/library/pdf/ERB0207.pdf [Slide 13] – 4th Key Driver: Access to Library and learning resources http://www.nusconnect.org.uk/news/article/6010/2489/ [Slide 14] - NUS Charter on ‘Technology in Higher Education’ http://www.nusconnect.org.uk/news/article/6010/2489/ [Slide 15] Digital Literacy http://www.jisc.ac.uk/media/documents/publications/briefingpaper/2011/JISC_SLIDA_FINAL_web.pdf [Slide 16] - Technology improving the learning process http://www.educause.edu/ero/article/myth-about-student-competency [Slide 17] - Future drivers http://www.educause.edu/ero/article/penetrating-fog-analytics-learning-and-education

1. The Drivers for Technology Enhanced
Learning in Higher Education
Ben Scoble
b.scoble@staffs.ac.uk
@benscoble
[Slide 1] - Opening Slide
Opening slide

2. “One of the most disruptive and transformative
innovations we have ever witnessed.”
Nigel Shadbot, HEFCE/NUS, 2010
[Slide 2] - Disruptive Technology
“One of the most disruptive and transformative innovations we have ever witnessed.”
Nigel Shadbot, HEFCE/NUS, 2010
Quote: Student perspectives on technology – demand, perceptions and training needs.
Report to HEFCE by NUS, 2010
http://www.hefce.ac.uk/media/hefce/content/pubs/2010/rd1810/rd18_10.pdf
This quote reflects the paradigm shift that has occurred over the last 15 years.
The WWW and the Internet have been disruptive technologies, changing various
aspects of our society and how we live our daily lives.

3. Internet communications technology adoption
Gartner’s ‘Hype Cycle’
[Slide 3] - The Hype Cycle Are we
here?
Although this ‘Hype cycle’ view of technology adoption is much criticised, it does reflect
an underlying principle that various internet technologies have been developed, tried,
rejected or adopted by mainstream society.
Some worry about technological determinism, but I like to see it as technology meeting
the hype, being useful and removing the barriers to adoption, such as cost, usability and
reliability.
Whilst many early adopters have embraced new ‘emerging technologies’, truly
‘disruptive’ technologies are those adopted by the majority of mainstream users in
society, where the potential benefits of using the innovation have been realised and
proved useful.
‘Disruptive’ technologies are ultimately those innovations which change how we work
and engage in society, forever.
Image source: http://en.wikipedia.org/wiki/File:Gartner_Hype_Cycle.svg

4. 77% UK Households with Internet access
[Slide 4] - A Connected Society
These statistics indicate that we are a connected society, but also an increasingly
(93% Broadband)
connecting via wireless and mobile devices.
Data Source: Internet Access - Households and Individuals - Tables, 2011 (Excel
sheet 156Kb)
Office for National Statistics
45% of the UK population
http://www.ons.gov.uk/ons/rel/rdit2/internet-access---households-and-
individuals/2011/stb-internet-access-2011.html
connect online with
mobile phone
Use of WIFI hotspots
doubled in 12 months
Source: Office for National Statistics, 2011

5. What the UK population is doing online
[Slide 5] - What We Are Doing Online
What we are doing is from 2010/11
These statistics identify that the digital revolution has been
disruptive. Key ‘disruptions’ that have happened as a response to
the rise of digital media and communications are;
•the decline of traditional physical media industries like
newspapers, photography and music
•the growth of online services, including retail, banking and utilities
•the growth of new communication services like social networking
and how we access information
•the growth of digital radio, film and television services, that are
increasingly online
•growth of user generated media and free production tools to
allows us to be creative
Data Source: Table 4: Internet activities by age group and sex,
2011
Office for Office for National Statistics, 2011 / *tvlicensing.co.uk report, 2010
Source: National Statistics
http://www.ons.gov.uk/ons/rel/rdit2/internet-access---households-

6. [Slide 6] - Education Shares Common Foundations
“The internet and the educational
“The internet and the educational sector share common foundations of knowledge
and communication”
Sue Watling, 2009
Quote source: Sue Watling ‘Technology Enhanced Learning: A New Digital
sector share common foundations
Divide’, 2009, in Bell, Les (Editor); Stevenson, Howard (Editor); Neary, Michael
(Editor).
Future of Higher Education : Policy, Pedagogy and the Student Experience.
of knowledge and communication”
London, GBR: Continuum International Publishing, 2009. p 108.
This quote points to the idea the education will or should be disrupted by
Sue Watling, 2009
mainstream Internet communications, as knowledge and communication is our
business.
Students, particularly those 16-24, will have grown up using and living with digital
technology. Their experiences and expectations will be driving what the
Technology Enhanced Learning landscape will look like.
The themes from research about student expectations of technology enhanced
learning will reflect technology use in wider society, almost as a ‘baseline’
expectation.
There is much discussion about whether new students are Digital Natives or

7. Institutional Drivers, UCISA, 2010
1. Enhancing the quality of learning and teaching
2. Meeting student expectations
3. Improving access to students off campus
4. Library and learning resources provision
[Slide 7] - Institutional Perspectives on the Drivers
The UCISA 2010 Survey of Technology Enhanced Learning for
Higher Education in the UK identified these 4 key drivers.
Information source: UCISA Survey of Technology Enhanced
Learning for higher education in the UK, 2010
http://www.ucisa.ac.uk/~/media/groups/ssg/surveys/TEL%20survey
%202010_FINAL

8. [Slide 8] – 1st Key Driver: Enhancing the quality of learning and teaching
“This is not an automated version of what we can do in face-to-face teaching, but
something that simply could not happen any other way”
JISC, 2010
Quote source: JISC Effective Practice in a Digital Age, 2010
http://www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf
This quote points to Technology Enhanced Learning responding to recent
contemporary technology affordances.
A key driver has been the availability of technology that can enrich or enhance the
traditional learning experience.
Enhancement, through better presentation software like PowerPoint, online video,
whiteboards or clickers, which either provide active participation during sessions or
offer a is quality resources post-teaching, via of what
“Thishighnot an automated versionthe VLE. we
Enrichment, through having services that offerbut something recording a live
can do in face-to-face teaching, something new, like
session for reliving the experience later or online discussion environments that extend
the classroom-based discussion.
that simply could not happen any other way”
JISC, 2010

9. “Students want academic staff to
[Slide 9] – Student Views of TEL
develop their teaching styles to be
“Students want academic staff to develop their teaching styles to be more engaging,
.
more engaging, interactive and
interactive and use technology and props to make the subject more accessible and
interesting”
NUS, Student Experience Research, 2012
Quote source: NUS Student Experience Research, 2012 and props to make
use technology
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Student-Experie
the subject more accessible and
interesting”
NUS, Student Experience Research, 2012

10. “ primary driver for technology
[Slide 10] - 2nd Key Driver: Meeting student expectations
“primary driver for technology enhanced learning is to ‘meet
students' expectations” enhanced learning is to ‘meet
Richard Walker, UCISA, 2010
students' expectations”
Quote source: UCISA Survey of Technology Enhanced Learning for
higher education in the UK, 2010
http://www.ucisa.ac.uk/~/media/groups/ssg/surveys/TEL%20survey%202010_FINAL
Richard Walker, UCISA, 2010
Student expectations are wide ranging and varied, as students
themselves are a diverse group. There has been a lot research
conducted around this driver and institutions have responded by
focussing on some key areas, such as;
•Developing online assessment processes that have improved
feedback,
•Better tools to help manage the learning process,
•Or more online dialogic tools that enhance the learning experience.

11. [Slide 11] – Provision of centrally supported tools
Provision of Technology Enhanced Learning tools
High on the list is plagiarism tools, like Turnitin®UK, that can deter
and spot plagiarism but also promote academic integrity.
eSubmission tools are popular as these can allow students to submit
work remotely and in a digital form.
eAssessment tools, like automated marking of tests are popular as
they can improve feedback.
Blogs and Wikis reflect new affordances of Web 2.0 technologies,
such as co-creation and editing, that can be used for group work,
reflection or discussion.
ePortfolios have been implemented to support the management of
Personal Development Planning assets.
Podcasting reflects a drive to enhance or enrich learning through the
creation of multimedia.
The last 2, although not widely centrally supported, identifies the
need to support resource discovery, sharing and social learning.
urce: Survey of Technology Enhanced Learning for higher education in the UK, 2010

12. “…wireless access to the network by
[Slide 12] 3rd Key Driver: Improving access to learning for students off campus
(inc. part-time).
faculty and students has the and students has the potential to
“…wireless access to the network by faculty
facilitate communication inside and outside the classroom”
Raymond Boggs and Paul Arabasz, 2002
potential to facilitate
Quote source: Raymond Boggs and Paul Arabasz, 2002, ‘The Move to Wireless
Networking in Higher Education’
communication inside and outside
http://net.educause.edu/ir/library/pdf/ERB0207.pdf
One of the benefits of modern communications technology has been the opportunity
the classroom”
to allow student to access their learning off campus or remotely.
Raymond Boggs and technology for supporting this
VLEs are a common Paul Arabasz, 2002
But increasingly the development of WIFI and mobile technologies means
Technology Enhanced Learning will need to adapt to allow student to access and
increasingly actively participate with, their learning in a variety of contexts.

13. [Slide 13] – 4th Key Driver: Access to Library and learning
resources
“Forty-three per cent of prospective HE students preferred to use a
combination of both printed and electronic resources for their studies”
NUS ‘Technology in Higher Education’ Charter, 2010
Quote source: NUS charter on Technology in Higher Education
http://www.nusconnect.org.uk/news/article/6010/2489/
A key driver for institutions has been improving access to Library and
learning resources.
“Forty-three per cent of prospective HE
Digital resources have many benefits for learning.
For example using the search function in PDFs to save time finding
students preferred to use a
content or the use of screencasts to revisit lectures in your own time.
As indicated by the quote, there is a significant demand for a mixture
combination of both printed and
of resource types, and perhaps beyond traditional text.
electronic resources for their studies”
NUS ‘Technology in Higher Education’ Charter, 2010

14. [Slide 14] - NUS Charter on ‘Technology in Higher Education’
NUS Charter on ‘Technology in Higher Education’ is an important
document and sets out some key areas they see as important for driving
Technology Enhanced Learning development.
For example, the need for:
•Digital technologies that enhance but not replace effective practice
•Technology for administration and course management.
Image source: NUS charter on Technology in Higher Education
http://www.nusconnect.org.uk/news/article/6010/2489/

15. [Slide 15] Digital Literacy
“Digital literacy can be incorporated into the student experience as an aspect of
professionalism, employability, citizenship and other core values and attributes
of becoming a graduate”
JISC, 2011
Quote source: JISC Supporting Learners in a Digital Age Briefing paper,
September 2011
http://www.jisc.ac.uk/media/documents/publications/briefingpaper/2011/JISC_S
LIDA_FINAL_web.pdf
An increasingly important driver is the need to be distinctive, both for the student
“Digital literacy can be incorporated into
and the institution.
the student experience as an aspect of
Students and university leaders understand that increased fees will raise the
question of value for money and the relevance of the university experience.
professionalism, employability, to provide learning experiences that
There is a significant driver for institutions
are more authentic and can develop skills that are relevant to the world of work;
citizenship and other core critical thinking, inquiry, and team working.
such as digital literacy, creativity, values and
attributes of in the NUS charter, equipping students with these kinds of digital
As highlighted becoming a graduate”
literacy skills is increasingly important so they can operate effectively in this new
JISC, 2011landscape.
digital

16. [Slide 16] - Technology improving the learning process
“Is the institution defining IT literacy based on today's tools (word-processing
programs, spreadsheets) or on the activities they enable (communication,
analysis)?”
Diana Oblinger and Brian Hawkins, 2006
Quote source: Diana G. Oblinger and Brian L. Hawkins, 2006,
‘The Myth about Student Competency: Our Students Are Technologically
Competent’
http://www.educause.edu/ero/article/myth-about-student-competency
This quote reflects then the need to focus on providing appropriate technologies
for learning.
“Is the institutionbenefits are for learning andbased and also for individual
Identifying where the
defining IT literacy teaching,
subjects, is crucial for developing and driving Technology Enhanced Learning.
on today's tools (word-processing
programs, spreadsheets) or on the activities
they enable (communication, analysis)?”
Diana Oblinger and Brian Hawkins, 2006

17. [Slide 17] - Future drivers
“…research indicates that data-driven decision-
making improves organizational output and
productivity”
Phillip D. Long and George Siemens, 2011
Quote source: Phillip D. Long and George Siemens,
2011, ‘Penetrating the Fog: Analytics in Learning and
Education’
http://www.educause.edu/ero/article/penetrating-fog-
analytics-learning-and-education
This quote highlights that another key driver is the
collecting and using of data available to universities.
“…research indicates that data-driven
This data will be supporting the themes and issues
identified in the previous slides and is key to the
following new developments:
decision-making improves
•Improved services that support the learning process,
organizational output and productivity”
such as Learning analytics, new assessment
practices and resource discovery - that are
increasingly digital.
•
Phillip D. Long and George Siemens, 2011

18. Meeting student
[Slide 18] End slide
Improving access to
expectations students off campus
4 main drivers of Technology Enhanced Learning at institutions, but there are many
more identified in the UCISA report.
Identifying which are key maybe down to individual institutions identifying which are
important for them and reflecting these in their own strategies, policies and 5 year
plans.
Library and learning Enhancing the quality of
resource provision learning and teaching