Combining the latest technologies with traditional learning and teaching methods

This paper investigates the use of the latest technology and innovative methods in such a way that the established learning and teaching approaches are taken into consideration in designing teaching materials. In other words, technology is not regarded and used as a substitute but as a complementary component to achieve enhancements. The use of leading edge technologies such as three dimensional (3 D) animation and virtual reality technologies are explored for this purpose. This balanced approach in designing teaching materials is demonstrated through a number of applications in Business related courses. Hence, technology aided teaching methods, which utilize established learning concepts for the purpose of learning enhancement are developed and presented. In order to test this design approach, one of the latest 3D programming tools was adopted. The findings demonstrated that Virtual Reality (VR) technologies, when supported by established learning and teaching concepts, can play a significant role in Business education

Conceptualising teachers' professional learning with Web 2.0

Purpose – This paper seeks to identify and develop an exploratory framework for conceptualising how teachers might use the affordances of Web 2.0 technologies to support their own professional learning. Design/methodology/approach – The paper draws on a large corpus of literature and recent research evidence to identify the principal elements and features of professional learning and the underlying affordances of Web 2.0 technologies and applications. It generates an exploratory conceptual framework based on the emerging findings from this review using a socio‐cultural theoretical perspective. The framework is explored through three individual illustrations which are drawn from a much larger case study which the author is undertaking within a newly established Academy in the North of England. Findings – The findings indicate that there is potential value in exploring professional learning with Web 2.0 technologies in the ways described. The framework offers an exploratory instrument to examine how professional learning for teachers could be supported with Web 2.0 technologies in ways that might have significant benefits over traditional methods of continuing professional development (CPD). Originality/value – The potential value and affordances of Web 2.0 technologies for teachers' professional learning are largely unexplored and under‐theorised, and this work seeks to establish a framework for further discussion and empirical exploration

Methods and models of next generation technology enhanced learning - White Paper

Our understanding of learning with technology is increasingly lagging behind technological advancements, such that it is no longer possible to fully understand learning with technologies without bringing together evidence from practice-based experiences and theoretical insight to inform research, design, policy and practice. Furthermore, whilst practical experiences and theoretical insights make significant contributions towards understanding learning with new technologies, the dynamic nature of learner practices and study contexts make it difficult to predict future requirements in terms of methods and models for next generation technology enhanced learning. We therefore require formal and comprehensive methods and models of learning with technology that accommodate theory and practice whilst allowing us to anticipate methodological innovations that capture future transitions and changes in learner practices and study contexts, in order to inform research, design, policy and practice. Workshop participants represented different communities of interest including research, design, evaluation and assessment. The overall objective was to anticipate methodological innovations in technology enhanced learning research and design over the next 5/10 years

Innovative and effective methods of learning other languages and their benefits

[Abstract]: Human beings' ability to communicate in mother tongue can be easily taken for granted until a situation arises when one uses another language. How should people go about acquiring the necessary skills for learning a new language, in this situation? Can learning a new language complement modern tertiary courses such as Business? This paper discusses why and how human beings learn a new language. It presents innovative methods of learning a new language using the latest technologies and teaching/learning ideas and approaches. The use of emerging technologies such as immersive Virtual Reality is discussed. A number of multimedia language learning environments, which encourage creativity and right brain functions are presented and analyzed. The author draws on his own experience of learning several languages, which includes various branches of the Indo-European group

Innovative learning in action (ILIA) issue five: Learning technologies in the curriculum

Consideration of the papers and snapshots in this edition of Innovative Learning in Action, focused on learning technology, will provide the reader with insights into a range of excellent and innovative approaches to the application of learning technologies to enhance learning both in the classroom and at a distance. It also provides us with examples of how learning technologies can both stimulate and support partnership with staff and students and collaborative learning and working. This edition is particularly timely given the aim of the University’s 2005-2008 Learning Technologies Implementation Plan (LTIP), which is to enhance the quality of, and access to, learning, teaching and assessment by supporting and developing the curriculum through the appropriate and effective use of learning technologies. The LTIP is designed to help us to reach a situation where the effective use of appropriate learning technologies becomes part of our normal teaching, research and enterprise activities, and enhances access to our programmes by all our students whether they are learning on campus, at a distance, or in the workplace. The emphasis at the University of Salford has consistently been on the identification and creative application of the appropriate blends of ICT and traditional methods, shaped by pedagogical, rather than technological drivers, and acknowledging and reflecting different academic contexts and professional and vocational requirements. We have some excellent examples of how this has been achieved here, ILIA once again providing us with an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for collaboration in a key area of curriculum development

Assessing the learning curve effect in health technologies: Lessons from the non-clinical literature

Introduction: Many health technologies exhibit some form of learning effect, and this represents a barrier to rigorous assessment. It has been shown that the statistical methods used are relatively crude. Methods to describe learning curves in fields outside medicine, for example, psychology and engineering, may be better. Methods: To systematically search non–health technology assessment literature (for example, PsycLit and Econlit databases) to identify novel statistical techniques applied to learning curves. Results: The search retrieved 9,431 abstracts for assessment, of which 18 used a statistical technique for analyzing learning effects that had not previously been identified in the clinical literature. The newly identified methods were combined with those previously used in health technology assessment, and categorized into four groups of increasing complexity: a) exploratory data analysis; b) simple data analysis; c) complex data analysis; and d) generic methods. All the complex structured data techniques for analyzing learning effects were identified in the nonclinical literature, and these emphasized the importance of estimating intra- and interindividual learning effects. Conclusion: A good dividend of more sophisticated methods was obtained by searching in nonclinical fields. These methods now require formal testing on health technology data sets

Inclusion and online learning opportunities: Designing for accessibility

Higher education institutions worldwide are adopting flexible learning methods and online technologies which increase the potential for widening the learning community to include people for whom participation may previously have been difficult or impossible. The development of courseware that is accessible, flexible and informative can benefit not only people with special needs, but such courseware provides a better educational experience for all students

Net gen or not gen? Student and Staff Evaluations of the use of Podcasts/Audio Files and an Electronic Voting System (EVS) in a Blended Learning Module.

At the authors’ institution, blended learning is defined as “educational provision where high quality e-learning opportunities and excellent campus-based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased. Students are at the centre of this vision”. This paper outlines work undertaken to investigate the impact of integrating podcasts/audio file downloads and use of an electronic voting system (EVS) to transform module delivery from a traditional mode to a blended delivery. The purpose being to introduce a measure of flexibility in how, when and where students study; to increase interactivity and engagement in classroom sessions, and to enhance students' learning. The student cohort is diverse in respect of age – the majority or students are direct entry students of the so-called net generation, whilst a significant number of students (35%) are mature students. Would age be an influencing factor on the students’ preference for the learning methods employed, or their willingness or ability to engage with the technologies? An interim student evaluation was undertaken at the midpoint of the taught module, to provide formative, illustrative data to the module leader and teaching team about student opinion of the teaching methods and learning technologies. Given the option of returning to the traditional delivery method, 77.5% of students either “agreed” or “strongly agreed” that the module should continue to run in its blended format. The final evaluation discovered no discernable differences in the behaviour of the direct entry students compared to the mature students. Both groups accessed the podcasts easily, generally at home, and spent longer than if blended learning technologies had not been used. It was discovered that 16% of the mature and 24% of the direct entry students would have preferred lectures to podcasts, although the students were positive about the flexibility offered. Both groups of students were virtually unanimous on the benefits of the EVS to support learning. The teaching team concluded that the blended learning technologies increased the students’ engagement with their learning

Computer‐supported experiential learning (Phase One ‐ staff development)

The Computer‐Supported Experiential Learning Project has been established to promote the use of communication and information technologies for teaching and learning within a vocational university. Phase 1 has concentrated upon raising awareness and actively involving academic staff in experiencing these technologies. The project is curriculum‐led, and considers how technology can be applied appropriately to an established curriculum model which links theory and practice (Kolb, 1984). All academic staff were invited to take part by logging onto the university intranet, accessing information about teaching and learning, trying out ideas and emailing their online mentors with their plans and reflections. In addition, all staff could take part in discussion forums concerning a range of issues. The participation of academic staff is reported; which staff registered as having visited the site, which staff actively used the information to experiment with their teaching, and which staff took part in public online discussions. Barriers which limited participation are also reported The outcome of Phase 1 has been to encourage over 40 academic staff to embed the use of learning technologies in their own course modules in Phase 2 with continued support from the Learning Methods Unit