- About CPD4HE
- Project Team
- Project Blog
- Team Area
- Assessment and feedback to students
- Academic Literacies
- Learning, Teaching and Technologies
- Activity: Initial grounding
- Activity: Claims about e-learning
- Activity: E-learning starting points
- Activity: Developing e-learning - think about the students
- Activity: Developing e-learning - re-using learning materials
- Activity: Developing e-learning - learn from the community
- Activity: Developing e-learning - reducing risks
- References and Resources
- Research-Teaching Relationships
- Quality in Higher Education
- Values in Higher Education
- Designing and Planning Teaching
- Designing the Curriculum
- Skills in Higher Education
- Author(s): Dr Jane Hughes, Jannie Roed
- Title: Learning, Teaching and Technologies
- Subject: HE - Education
- Keywords: UKOER, UKPSF, OMAC, CPD4HE, e-learning, learning technologies, technology-enhanced learning, TEL, VLE, Moodle
- Language(s): English
- Material type(s): Text, Audio
- File format(s): ZIP, HTML, PDF, ODT, RTF, MP3
- File size: Various
- Publish Date: 25th March 2011
- Licence: CC-BY-SA
Activity: Claims about e-learning
Many claims have been made about how technologies can benefit learning and teaching. In the table below some of these are listed.
|Online access to course materials means students can study at a time and location that suits them.|
|Responsibility for learning is placed with the students, which will equip them for lifelong learning.|
|Increased motivation in learning is a natural consequence of the engaging nature of interactive websites.|
|Instantaneous feedback can be incorporated into the design of online materials so that students can reflect on their mistakes as and when they happen.|
|Widening participation is facilitated through accessible learning materials that can be used for distance learning.|
|Lecturers have more time for research because a lot of repetitive teaching and administration duties are automated.|
|Teaching quality is improved through a review and update of teaching practices resulting from the introduction of technology.|
|Students request fewer replacement texts because they can easily locate them online.|
|Time and money are saved, thus unlocking further resources which can be used for enhancing teaching.|
You can explore these claims through the following activities.
- Consider each of the claims. (a) Choose the one that you feel is most open to challenge and say how you would challenge it. (b) Choose the one that you think is most likely to be justified, and say how you would justify it.If working with others, you should try to reach agreement. If strong disagreement emerges about a claim, consider why this might be.
- Yes, but …. Yes, if …. Perhaps you think a claim is broadly justified but needs to be qualified. For example, it would only be justified under certain circumstances. Look again at the list and write notes beside the ones that need such qualification.
- Drawing on your own experience as a teacher or learner and materials from the reading list, find as much evidence as you can to support or refute one of the claims. Add this to your notes. What is the nature of the evidence you have collected?
- If all of the above claims were justified, which of them would motivate you to use learning technologies in your teaching? Number the claims in order of your own professional priority.
- Perhaps you have your own opinions about the potential benefits of learning technologies. If so, write down your own claims. Add these to the list and then repeat activities 2 and 3 for the claims that you are making.
- Go through the list of claims and consider what theory about learning - if any - underpins each claim.
- Look through the list again and consider what values might underpin each of them.
Learning, Teaching and Technologies by Dr Jane Hughes is licensed under a Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License.
Based on a work at www.ucl.ac.uk.
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