The document discusses the integration of technology in education to enhance student engagement and ownership of learning. It highlights challenges faced by students in adapting to digital environments and emphasizes the importance of pedagogical approaches that blend physical and virtual learning. Key objectives include support for educational technologies, flexible design, and the development of digital literacies to accommodate the evolving landscape of higher education.

1. 25th April 2012
Faculty of Health and Social Care Sciences
Enhancing the Educational Experience through Technology
Current Developments and Future
Directions
Dr Tim Linsey
Deputy Director of Academic Development & Head
of eLearning
Academic Development Centre
Kingston University
email: t.linsey @ kingston.ac.uk
Twitter: timku

2. Transmission
Content Process
eLearning / Distance Learning
Constructivist
Blended Learning – Confusing?
Situated
Virtual Physical /
Authentic
Technology Enhanced Learning (TEL)
Sage on the Stage
Passive
Guide on the Side Staff Centric
Active
Led by Learning Student Centric

3. Technologies with the potential for supporting
sound pedagogic models and practices have
become widespread and accessible
Passive
Disruptive Dynamic
1.0
.0
eb
ia
2
W
ed
eb
lM
W
cia
So
Institutional
Controlled / Owned
Personal
High end Desktop PC Smartphone Controlled / Owned
C. 2001 C. 2012
1.4Ghz 1.4Ghz x 4 cores
Danger Image: CC BY-NC 2.0 by Natalia & Gabriel
http://www.flickr.com/photos/natalialove/

4. Live Blogging Networking
Blogs Micr Wikis
o-Bl Social Bookmarking
Instant Messaging ogg Mapping
ing
e
Rat Profile Page QR
e Cod
ik es
Disl Video Str
eam
e Live
Lik
Presentation
Document
Sharing
Photo
Crowd Sourcing
Video
Podcasting
MP3
Play
er
e
hon
Sm artp
eBook R
e ader
Augmented Reality
MMORPG
Tablet image: CC BY-NC 2.0 by Wired Photostream
Mash-ups
http://www.flickr.com/photos/wiredphotostream/ Location Aware

5. “The world they encounter in higher education has been constructed on
a wholly different set of norms. Characterised broadly, it is hierarchical,
substantially introvert, guarded, careful, precise and measured. The two
worlds are currently co-existing, with present-day students effectively
occupying a position on the cusp of change. They aren’t demanding
different approaches; rather they are making such adaptations as are
necessary for the time it takes to gain their qualifications. Effectively,
they are managing a disjuncture, and the situation is feeding the natural
inertia of any established system. It is, however, unlikely to be
sustainable in the long term.” JISC 2009 Higher Education in a Web 2.0 World
al Learning
Inform
Formal Learning
ial
Soc
Graben image: CC BY-NC 2.0 by Gunnar Ries Zwo:
http://www.flickr.com/photos/44949218@N02/

6. scaffolding
g Self paced sim critical reading
Self testin ula
tion
Explor
Extended access and choice ation a
n d in qui
e) ry
OER & spac
me
ble (ti
Learning objects flexi Connectivism ip
llabora
ting ownersh nt contrib
ution
co de
Co-creation Stu
Communication and social interaction
commu knowledge construction
nity
Effective Technology Enhanced Learning
mobile
Replicating the real world ysic
al en ess
in ph
sp o nsiv ck
situated Vir tual an d re ee dba
authentic it y f
Cr eativ A udi
o
Digit
a l lite
racie
org s Public & private
anis “Learners can be cynical about the use of
a tion pub tech as a ‘crutch’ to support indifferent
lish
ing teaching or for ‘trendy purposes”
Themes in bold from JISC 2009 ‘Effective Practice in a Digital Age JISC Responding to Learners Guide 3
A guide to technology-enhanced learning and teaching’

7. Learning, Teaching and
Assessment Strategy
Key objectives include:
• To support and develop educational technologies that enhance the
student contribution, collaboration and engagement in learning
and their ownership of the learning process;
• To support and develop technologies that promote flexible design
and delivery;
• To develop pedagogic models that effectively integrate learning
and teaching in the physical and virtual environments to enhance
student learning;
• To support and develop learning resources and activities that can
be interfaced with students' personal learning environments and
technologies.

8. Digital Literacies
Beetham et al 2009 ‘Thriving in the 21st century: The report of the LLiDA Project’
Challenges that students need help with include:
•The rise of interdisciplinarity and multi-disciplinary teams focussed on
specific tasks
•A networked society and communities
•Blurring boundaries of real and virtual, public and private, work & leisure
•Increasingly ubiquitous and embedded digital technologies
•Rapid socio and techno-social change
‘Visitors and Residents’ David White, University of Oxford
http://tallblog.conted.ox.ac.uk/index.php/2009/10/14/visitors-residents-the-video/
Understanding the visitor
“Highly confident users of digital technologies may struggle to transfer those
skills to their study” JISC Responding to Learners Guide 2

9. Concerns Digital
Literacies
Technology Confidence Millennial
Student
Student Resistance
Staff Role
“Rather than replacing
the teacher, technology
has in many ways
increased the focus on
pedagogic skills. The art
of the practitioner as
instigator, designer and
animateur remains key
to the process of
learning”. JISC 2009
Hazard image:CC BY-NC 2.0 by Chris Dye
http://www.flickr.com/photos/krisdye/

10. Led by Learning
• Don’t worry about the terminology
• There is no one ‘right’ way with TEL
• Start with the learning, the objective
Don’t worry image: CC BY-NC 2.0 by Benburry:
http://www.flickr.com/photos/benburry/

11. rn ing & Planning
Leaor Design
by f
Led Su ppo
rt Learning Design Support Environment
https://sites.google.com/a/lkl.ac.uk/ldse/Home
Phoebe
http://www.phoebe.ox.ac.uk/

12. Institutional Technologies
• VLE Data Protection
• Blog IPR
• Social Networking
Safety
• Podcasting
• Desktop video conferencing Private / Public
• Peer Assessment Service level
• Video Instant Messaging

13. Blogs.kingston
570 project and
individual blogs

15. Case Study: MoRSE Project
Some Issues of Interest
- Digital literacies
- Novel approaches
- Personal Technologies
- Public & private
To develop a situated
understanding of the impact of
mobile and personal technologies
on student and staff practices,
beyond the institution, and on
institutional processes
-Fieldtrips
-Placements

16. The KU MoRSE Team
School of Geography, Geology and the Environment,
KU
•Dr Stuart Downward
•Dr Ken Field, Kingston Centre for GIS
•Dr James O’Brien, Kingston Centre for GIS
Faculty of Health and Social Care Sciences, KU
•Dr Ann Ooms

17. Twitter Cat
AudioBoo ch
Personal & Mobile
#malta10 [latitude][longitude] [rating] text [twitpic URL]
Wordpress Qik
Goo
gle
m aps
My
T rac
ks
Skype
er
Insta mapp
k r
Ma Flic
pD
r oyd
Wikitude
Youtube Mashup

18. MoRSE: GIS Laboratory in the Field – Dr Ken Field & Dr James O’Brien

19. “Understanding and learning the different ways of
importing and collating different sources of
media and tagging spatial location to them (i.e.
long/lat values for example) has given more
interest in the subject and found some of the
features pretty cool to analyse and present!”
“I think the technologies I used and the way I used
them helped my learning; in conjunction with
other research they will give a broader and
fuller picture of an environment”

20. Mobile
“People expect to be able to work, learn, and study whenever and where ever
they want to” Top Trend driving Ed Tech adoption 2012-17, Horizon Report 2012
Initial access of KU Studyspace by Mobile:
By 2015 80% of users will be accessing the Internet from Mobile Phones Ericsson 2010

21. “…they invest considerable time, effort and resource
choosing them, buying them, customising them &
exploiting them…
…These handheld devices express part or much of their
owners’ values, affiliations, identity and individuality
through their choice and through their use…
…Mobile learning is not just e-learning on mobile devices; it
also hints that we might leverage learners’ own devices
and in doing so take education into new modes, spaces and
places”
Traxler, J. 2011 Introduction in Making mobile learning work: case studies of practice, ESCalate, HEA.

22. QR Codes, Augmented Reality … Becoming mainstream….
The Guardian use of Blippar (16th April 2012)

23. Openness, Standards & OER
http://openlearn.open.ac.uk/
http://www.jorum.ac.uk/
http://www.nottingham.ac.uk/xpert/
http://www.folksemantic.com/

24. References quoted
• JISC Responding to Learners Guides
http://www.jisc.ac.uk/publications/programmerelated/2009/respondingtolearners.aspx
• JISC Higher Education in a Web 2.0 World
http://www.jisc.ac.uk/publications/generalpublications/2009/heweb2.aspx
• NMC Horizon Report 2012
http://www.educause.edu/Resources/2012HorizonReport/246056
• Beetham, H. McGill, L. & Littlejohn A. 2009 Thriving in the 21st century: the report of the
LLiDA project http://www.caledonianacademy.net/spaces/LLiDA/
• JISC 2009 Effective Practice in a Digital Age
http://www.jisc.ac.uk/publications/programmerelated/2009/effectivepracticedigitalage.aspx