• 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: E-learning starting points

Driving factors

Teachers begin to use learning technologies for many different reasons. The first activity acknowledges some of these and asks you to analyse your own situation. Use the headings below to describe your own situation. List any factors that motivate – or pressurise - you to use learning technologies. Examples are in italics.

Strategy and policy

Management has said all courses must use the institutional VLE;

We are being encouraged to make our courses available to distance learning students;


Practical considerations

Students can access key documents online;

Students want to submit coursework online;

Members of the teaching team can see one another's materials;



Class sizes have increased and our traditional assessment methods are too time-consuming;

It's hard to keep track of students on work placements;


Inspired by technology

I love my social networking tools and I want to use them n my teaching;

Ideas from online games could help me to design exciting learning materials;


Student learning as a starting point

The second activity asks you to consider the types of learning activity that students in your discipline undertake and to think about how technology might support these. Although there may be different kinds of starting points, supporting learning is central to developing e-learning – and student learning activities do vary according to discipline. Fill in this table to give examples of (a) different kinds of learning activity in your discipline and (b) how you think technology could enhance these. (The categories are not mutually exclusive. For example, visualising processes may be part of understanding concepts. You may want to change the labels.)

Learning Examples in your discipline How technology might help






Now look through what you have written in both of the tables and try to identify one or two uses of learning technologies that you believe (a) could benefit your students and (b) would be feasible to introduce. It is likely that you will need to consult colleagues and support staff in your institution in order to determine feasibility and to find out about how to use particular technologies, you may well have to consult a learning technology specialist. The activity, Learning from the Community, might also help.


Creative Commons Licence
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.

Contact us: cpd4he@ucl.ac.uk

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