Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
93 - Technology-enhanced learning (TEL)
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Technology-enhanced learning (TEL) is the practice of using technology to extend the scope of your teaching. It should be an essential part of your teaching repertoire. TEL may be based within a VLE like Moodle or Blackboard, using the functions provided, or it may utilize a range of different technologies and platforms. TEL is a development from older terms such as online learning, e-learning or computer-assisted learning.
TEL has evident advantages in creating interactive and engaging learning and teaching environments for distance learners. It can be used in all kinds of learning and teaching opportunities, complementing and extending face-toface delivery by providing access to more material, enabling interactivity and creating collaborative virtual spaces. Good TEL broadens the scope of your work, and can be used in classroom environments as well as the more customary remote, asynchronous learning events.
Allow plenty of time to design and plan your learning materials. It will be just as time-consuming and labour-intensive as preparing for face-to-face teaching and should be approached with the same underlying principles in mind: auditing your learners, having flexible plans with clear aims and learning outcomes, delivering interesting and innovative teaching inputs and activities, designing appropriate assessments and gathering feedback to enhance reflection. What will be different from face-to-face teaching are the ways that you will design your teaching/information inputs and the range of opportunities available for assessment and interaction.
Salmon (2004, 26) describes a five-stage model of teaching and learning online. This is a very helpful starting point when planning TEL as it suggests what you need to do to get it to work properly. The stages are:
1 Access and motivation through welcoming and encouraging participants, ensuring everyone can log on, etc.
2 Online socialization by creating a learning community, getting participants to send and receive messages.
3 Information exchange through facilitating tasks and supporting the use of learning materials.
4 Knowledge construction through discussion and debate and the completion of individual and group activities.
5 Development by providing links outside the immediate learning environment and supporting independent learning.
Try using this five-stage model to assess how effectively you have planned your TEL.
✓ BEST FOR
• distance learners
• learners who have easy access to technology
• computer labs.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 236 - 240Publisher: FacetPrint publication year: 2011