Technology-enhanced learning in the Teaching and Learning Research Project
Personalisation of learning involves using the responsive and adaptive capabilities of advanced digital technologies
It’s all about inclusion – about improving the reach of education and lifelong learning to groups and individuals not well served traditionally. It promotes flexibility and productivity.
What’s more important for managers and strategists, it enables institutions to achieve higher quality and more effective learning in affordable and acceptable ways.
The TLRP (http://www.tlrp.org) felt it important that their technology-enhanced learning (note not e-learning) projects were interdisciplinary.
They were intended to support the co-evolution of the understanding of learning & technology – avoiding the problems of communicating between groups who don’t normally talk to one another.
The research found that the introduction of innovative technology into learning settings can lead to changed activities – but can also lead to a change in the technology itself. Both the activity and the technology are adapted to serve the needs of teaching and learning. While technology may change the activity to better meet the learning outcome the technology itself must be adapted to meet the needs of learners. In some contexts, technology has been seen as the leading influence in this context, but learning design and activity is just as important if not more so.
The question is: is this appropriation or transformation?
Short thoughts (as LoudTwitter isn’t currently doing its job..)
- I have 3 online courses at critical points – two near the end, one halfway through – but is there ever a non-critical point? !
- Anyone have any interesting examples of digital taylorism (including workplace surveillance)?