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The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology-enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory-informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal.

This paper examines the experiences of undergraduate university students in response to the employment of video podcasts to support learning and teaching about exotic ecosystems. Six, 15-20‐minute podcasts were made accessible to students through a virtual learning environment, either online or to download to mobile technology. The students were free to watch the podcasts whenever and wherever they chose to. The perceived and actual effectiveness of the technology was assessed by written questionnaire, focus groups and summative assessment results. Students agreed that the podcasts were effective in supporting learning and teaching on the course, largely by offering a flexible and visual learning experience. The podcasts were also perceived as a useful resource for revision and assessment, providing visual images that stimulated factual recall and highlighted knowledge gaps. There were no significant differences, however, in examination essay grades comparing cohorts prior to and post adoption of podcasts. The key to improving the student learning experience appears to lie not in adopting new pedagogy, but in reflexively developing the existing pedagogic strategies employed by both teachers and learners. Of primary importance is uniting the individual learning experience of podcasts with group exploration and critical discussion in a collaborative learning framework.

Formative assessment generates feedback on students' performance, thereby accelerating and improving student learning. Anecdotal evidence gathered by a number of evaluations has hypothesised that audio feedback may be capable of enhancing student learning more than other approaches. In this paper we report on the preliminary findings of a quasi‐experimental study employing qualitative techniques for triangulation, conducted to evaluate the efficacy of formative audio feedback on student learning. We focus on the delivery of 'voice emails' to undergraduate students (n = 24) and evaluate the efficacy of such feedback in formative assessment and ergo students' learning, as well as achieving a better understanding of students' feedback behaviour post‐delivery. The results indicate that audio feedback better conforms to existing models of 'quality' formative feedback, can enhance the student learning experience and can be more efficient in feedback delivery. Despite this, and high levels of feedback re‐use by student participants, the audio treatment group underperformed in learning tasks when compared with the control group. Differences between the groups were not statistically significant and analyses of individual and mean learning gains across the treatment group provide little indication of improvements in learning.

The experiences of Chinese learners on two e‐learning programmes in China were investigated, focusing particularly on the formation of learning communities. Data were collected using a range of instruments to access the learners' perspectives in depth and detail. Archer's account of reflexivity as the mediating power between structure and agency is applied to understanding how learners succeeded in one programme in forming a learning community, through their negotiated responses to the existing structural and cultural conditions, whereas little evidence was found of the emergence of learning community in the other case. Further understanding emerges from reappraisal of Confucian philosophy of learning and social relationships, how these influenced the participants' prior learning experiences and how they play a part in their responses to the e‐learning experience.

Three new technologies are going mainstream on college campuses that will influence the way college courses are taught and students learn within the next two years. These changes are influenced by adult students who expect to be able to use modern technology tools to work, learn, and study whenever and wherever they want. They demand these changes because they live in an increasingly busy world where they must balance demands from home, work, and school.

Today's college students, often referred to as the "digital generation," use an impressive assortment of technological tools in a wide variety of ways. However, the findings reported here suggest that students prefer more traditional instructional technology for effective engagement and learning. Faculty members, however, prefer the use of course-learning technology offered by their universities or publishers. In addition to this potential mismatch between preferences of students and teachers, the research finds that there are vast differences in preferences and usage across disciplines, in particular, business and economics instructors and students having stronger technology preferences than instructors and students of the fine arts and life sciences.

article on new teaching methods; new approach to learning - partnership with cambridge uni & microsoft education

The scientific method in education is concerned with giving the student breaks from lessons in order to help him focus more ..Greetings to all and happy to communicate with you. أطيب

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Incredibly interesting article about the use of technology and how it can positively and negatively effect learning. As stated in our discussions earlier this week, the use of technology can - at times - undermine the real classroom experience. In the case of sites which are explained in this article, I think it highlights the need and importance of 'real' classroom learning to help with questions and curb cheating.

Good visual showing various learning theories and their interconnections.

Both wikis and blogs provide teachers with a a dynamic process for integrating Web 2.0 technology in their science and math classes. These two types of online tools offer students a more engaging process for learning. Both are relatively easy tools which do not require teachers or students to learn any special program tools or computer skills. Their uses and applications are only limited by the vision and purpose for helping students learn.

Action research has an extensive history of being used to improve teaching and learning in many different professional settings, for example, schools, colleges, universities health and social care services. Educational action research embodies a process that necessitates honesty and openness and which lends itself to the betterment of one's practice; in the current e-learning climate, where education is rapidly changing and the role and practice of the educator is evolving yet uncertain, action research has never been more valuable. This article explores and presents how social media have been used to enhance the teaching of action research and also how students gained an understanding, appreciation and an evolving experience of action research. Exploring the intricate relationships between action research, new technologies and the learning that took place during an Understanding Action Research module, this article is written from the perspective that the module team was interested in ensuring that students acquired a fully rounded understanding of action research in order to utilize it in the improvement of their own practice.

Best Practice Guide on Technology Enhanced Learning Following a call for case studies earlier in the year, the UCISA Academic Support Group has now put together a Best Practice Guide on engaging academics in the use of Technology Enhanced Learning (TEL). The guide contains ten case studies which look at a variety of methods for engaging academics such as: * Setting up communities of practice; * Developing intensive training and support programmes; * Incorporating TEL into Postgraduate Certificate courses; * Encouraging academics to publish their research in TEL. Each case study describes the activity and the approach taken, provides an evaluation of the activity and discusses future developments and transferability.

What makes a highly effective adult education program depends on how well a school stimulates adult learning. These qualities are influenced by the ever-accelerating advances of knowledge and technology. Also, let's not forget about adults who decide whether they want to continue to learn or not and businesses which must continue to teach and train their employees or slide into obsolescence.

Free online technologies are changing adult education by offering the ability to use free online tools to support collaboration and completing class work. The list is long in regards to the number of online programs which support adult students in their quest for learning in adult education. The sheer number of these online software programs continues to grow almost daily. A review of several of these programs has narrowed the list down to a few which are beneficial to adult students, because they ease their work load and collaboration efforts with fellow classmates.

Realizing the potential for web-based communication provides a challenge for educators. The purpose here is to report students' behavioural and cognitive strategies for active learning when using an unrestricted blog in an academic context. This provides insight into how students are making sense of the incorporation of Web 2.0 technology into higher education. An analytical framework was created to investigate the willingness and competence of students to engage in the social and virtual construction of knowledge. The analysis indicated that, while the students appear to have wanted to complete the task efficiently, the process of critically constructing knowledge was not pursued with vigour. The main implication is therefore that students need to either prepare themselves or be prepared by educators to combine their informal experience of communication technology with academic requirements for actively constructing knowledge in virtual environments.

As many of you may have discovered, I also found that many of my previous colleagues have little use for technology for teaching. They are mired in excuses such as using technology is cheating, students learn best through lecture, the stresses of NCLB makes it too difficult to do anything but have students memorize facts to pass the tests, etc.

Learning English offers challenges Be it a student or a professional, each and every individual faces problems combating learning challenges in English. Needless to say, we are living in the age of information technology where everyone is utilizing English as a key medium of communication, but how people frame their...

one of the best Schools in Dehradun, aims to provide all the state of the art facilities to the students so that they are able to make full use of their potential and express themselves in various fields. Be it Sports, Art, and Crafts, or Academics, etc. We aim to incorporate the best technologies in our curriculum to make learning fun, impactful and interactive. One such technology which has been introduced is the Augmented Reality.

Wikis are the most popular Web 2.0 tool being used in science and math classrooms. Based on a survey of readers - 43 percent use them to support their teaching and student learning. A Wiki is appealing, encourages participation, supports collaboration, and promotes interaction by students who love to use technology. By the way - this includes most students today!