The document discusses technologies that support learning and teaching, specifically focusing on e-learning and technology-enhanced learning. It aims to help participants select and evaluate appropriate teaching methods while exploring various learning technologies, including content creation tools and participatory learning platforms. Additionally, it addresses the impact of these technologies on teaching roles and learning environments, alongside established learning theories and digital Bloom's taxonomy.

1. Dr Helen Webster
Learning and Teaching in Practice.
7: Technologies to Support Learning and
Teaching

2. Learning Outcomes
This session will introduce different concepts of e-
learning or technology supported learning, evaluate some
of the tools and explore their application to different
learning contexts.
By the end of the session you should be able to:
• Select, evaluate and justify the choice and use of
appropriate methods for teaching and learning in the
subject area and at the level of the academic
programme
• Explore and evaluate the affordances of learning
technologies for embedding in teaching and learning

3. What is ‘technology-enhanced learning’?
Are we talking about…
• Using technology to enhance how we teach,
learn and assess?
• Reviewing how and what we teach, how and
what students learn, in a world which is
altered by technology?

4. What Learning Technologies are you familiar with?
• What learning technologies have you used?
• What others are you aware of?
• Good examples?
• Bad examples?

5. What are ‘learning technologies’?

6. What are ‘learning technologies’?

7. What are ‘learning technologies’?
CC licensed image Gutenberg Press 3 by aplumb

8. What are ‘learning technologies’?

9. What’s special about e-learning?
•Digital
•Networked
•Open
• (Martin Weller, The Digital
Scholar 2012)

10. So why do we often still teach as if we’re in the Middle Ages?

11. How does e-learning change things?
Digital, Networked, Open
Activity
• How does technology change the role of
– The teacher
– The student
– The learning environment (the classroom >
University)
• And how do we harness this to enhance learning?

12. Broadcast media
Creating digital multimedia content for your students to
consume (Web 1.0)
1. Create and edit:
• Text: (powerpoint slides, handouts, webpages, e-books
and articles)
• Video: (lecture, screen cast, animation, short film of
you explaining something)
• Audio: (podcasts, audio files)
• Image: (enhanced photos, diagrams, infographics)
2. Upload
3. Embed

13. The Tools: Broadcast media
So…
Why not let your students
record your teaching?
Or record it yourself
and make it available
to your students?
Or to everyone?
The Flipped Classroom

14. Or if that seems like hard work (and it is)….
Open Education
Reuse, remix, repurpose
open education resources
from others.
Open Education Resource
banks (JISC)
Creative Commons
licensed materials

15. The tools: participatory learning
Enabling your students to create their own content (Web
2.0)
• Blogs
• Wikis
• Filesharing
• Discussion forums
• Mashups, crowdsourcing, content curation
• Personal Learning Networks
• Portfolios
• …and making their own broadcast media!

16. But does e-learning really change everything?
How do any of these tools relate to the theories and
models from yesterday?
Humanism Arising from a value-base of empowering and even
liberating the learner under the assumption that everyone
wants to learn.
Behaviourism A positivist "scientific" approach to learning focussing on
behaviour and ignoring individual characteristics and brain
involvement in learning.
Cognitivism How people understand what they are learning; people’s
aptitude and capacity to learn; different ways of learning.
The basis for ‘constructivism’.
Constructivism Learning is creating meaning from experience. New
information is linked to prior knowledge, thus mental
representations are subjective
Connectivism Learning is undertaken by the individual using rapidly
altering sources and foundations of knowledge, and the
ability to draw distinctions between important and
unimportant information is vital.
Sources, and more information: Atherton J S (2011) Learning and Teaching; Theories of Learning [On-
line: UK] retrieved 3 March 2011 from http://www.learningandteaching.info/learning/theories.htm

17. Digital Bloom’s Taxonomy
‘Bloom’s Taxonomy’, Bloom et Al
(1956)
Bloom’s Revised Taxonomy, Anderson, L (2001)
Higher Order Thinking Skills Verbs
Evaluation
To evaluate information
Creating Designing, constructing, planning, producing, inventing, devising, making.
Creating,modifying, extending, designing, formulating, developing, building, compiling.
Synthesis
To create new ideas or things
Evaluating Checking, hypothesising, critiquing, experimenting, judging, testing, detecting,
monitoring. Commenting, reviewing, moderating, predicting, determining, imagining,
theorising, assuming.
Analysis
To take information apart
Analysing Comparing, organising, deconstructing, attributing, outlining, finding, structuring,
integrating. Linking, validating, studying, combining, separating, categorising, detecting,
examining, inspecting, discriminating, taking apart, generalising, analyzing, scrutinising.
Application
To use information
Applying Implementing, carrying out, using, executing. Loading, playing, editing, operating,
trying, producing a diagram, performing, making a chart, running, putting into action,
building, reporting, employing, relating, drawing, constructing, adapting.
Comprehension
To understand information
Understand-
ing
Interpreting, summarising, inferring, paraphrasing, classifying, comparing, explaining,
exemplifying. Searching, blogging, catagorising and tagging, commenting, relating,
experimenting, demonstrating, explaining, rewording, discussing.
Knowledge
To find or remember information
Remember-
ing
Recognising, listing, describing, identifying, retrieving, naming, locating, finding.
Highlighting, bookmarking, searching, telling, uncovering, listing, locating, repeating,
defining, explaining, investigating, recalling, naming, pointing to.
Lower Order Thinking Skills

18. Digital Bloom’s Taxonomy
For each of the levels of the taxonomy, select an
appropriate digital technology, and…
• Explain how you would integrate it into your
teaching or assessment
• Explain your rationale – how does it enhance
learning?
• Identify any barriers or metacognitive issues

19. Decisions: Walled garden or Big Wide World?
VLE? Open web?

20. Further support
• The Learning and Teaching in Practice VLE
• Anglia Learning and Teaching resources at
http://www.lta.anglia.ac.uk/practice.php/LTA-
Practice-Technology-Enhanced-Learning-7/
• Your Faculty Learning Technologist
• Youtube!

21. Contact; Anglia Learning and Teaching
Call: 0845 271 2639
Email: lta@anglia.ac.uk
Web: www.anglia.ac.uk/lta
Author(s): Dr Helen Webster
Version: 1 (August 2013)
Anglia Ruskin
University 2013
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permission but with attribution to
Anglia Learning and Teaching and the author(s)
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