• 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



The materials here are mainly from an introductory level workshop for staff new to e-learning, so most of the activities are aimed at those with limited prior experience of technology-enhanced learning. Although they can be used in sequence to make a complete package, it is perhaps more likely that you will want to pick out individual activities that fit your programme.

The approach

The aim is to give HE teachers a platform from which they can continue to develop their teaching, to equip them to make reasoned decisions and respond to change, to the benefit of their students. This is the main reason for adopting an enquiry-based approach. Most of the activities could be regarded as a form of investigation.

The activities assume some previous encounters with theories about student learning but, for those who do not have this prior experience, there is a short activity to raise awareness of the varieties of learning and learning contexts in higher education. The activities sometimes ask people to develop and articulate their own theories, not as a replacement or rejection of published work but accepting the reality that people will do it anyway. As with the 'Values' unit and much of our other material, the idea is to make implicit beliefs or theories explicit.

Two further assumptions are: that users of these materials have some teaching responsibilities to refer to as they engage with the materials; that their own experience, that of colleagues and the experience of staff in the wider HE teaching community are all resources they can draw on to support the continuing development of their teaching.

Finally, it is accepted that there are a number of different possible starting points or initial motivations for using learning technologies, even though the impact on student learning and the teacher's role in supporting this are ultimately the key issues.

The terms “e-learning”, “learning technologies” and “technology-enhanced learning” are all used more or less interchangeably in these materials.

Content overview

First comes an initial grounding activity. This considers what is meant by e-learning and the range of technologies that might be included. It is followed by an activity to encourage critical examination of claims that are commonly made about e-learning. This leads quite well into a discussion of factors that may motivate teachers to engage with learning technologies – or discourage them from doing so. It can also be linked with a discussion of underpinning theories or educational values. The final group of activities might be grouped under the title, “Developing e-learning”. They address: the student perspective; finding and re-using learning materials; getting support from the community; and reducing risks.

Some activities make use of the reading and resources list. A set of learning technology mini guides are being released separately. They complement the resources here: the mini guides show how to set up and manage specific technologies and tools, while these materials are concerned with developing practice and pedagogical thinking.


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

Bookmark and Share
CPD4HE Banner Small