TEL | Approaches

Technology-enhanced learning (TEL)

There are many ways to approach TEL (which also covers Blended Learning, e-Learning and similar terms). However, the main aim of any approach is that it allows for an 'active’ rather than 'passive’ experience for your students. Below, you will find a few ideas on approaches together with practical advice and resources, some generated here at the University, others external.

But first – What is Designing for Learning?

Central to the study of the pedagogical use of ICT is the understanding that online and blended courses can be more challenging to create than face to face learning. We would argue that this is not because of the intrinsic nature of ICT, but because human beings have more experience of face to face encounters and therefore have developed approaches which allow themselves great flexibility in adapting the encounters in that environment. ICT supported learning is likely to need more planning, which is why we believe Learning Design, or Design for Learning, is so crucial in this environment.

The Joint Information Systems Council (JISC), which is funded by the UK Government, provides some key resources in the area of online and blended learning. Though they are aimed at the HE and FE sector their applicability is much wider.

Between 2003 and 2007 JISC’s e-Learning Pedagogy programme focused on the theme of Designing for Learning. One of the key documents to emerge was the Effective Practice with e-Learning guide (2004).

Please note: Although still valid, the Effective Practice with e-Learning guide (2004) has now been superseded by the JISC publication entitled Effective Practice in a Digital Age.

Based on the research of JISC, you can see an example of how, at this University, the idea of Learning activity based design has been forwarded.

Flipping the Classroom

What is a 'flipped classroom’? Vanderbilt University, Center for Teaching offers a good definition

“The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates.”

For the flipped classroom in practice, take a look at our case study of how Trevor Price, from the Faculty of Computing, Engineering and Science, developed a Flipped Classroom approach here at the University of South Wales. In terms of learning design, Trevor adopted a learning activity design approach. For further reading, take a look at the University of Queensland’s experience of the flipped classroom in HE.

JISC’s Digital Media Infokit

JISC’s digital media infokit provides additional information and resources on the application of flipped and blended learning.

Don’t forget that you will also find advice and guidance on the supported tools within our UniLearn environment both here on TEACH and in your Blackboard Organisation entitled 'Enhancing Learning Through Technology’.

Flexible Learning Design

Take a look at how we are combining JISC’s research and our own experience to achieve better delivery by design in Blackboard with our own task templates and learning icons. An example of these in application can be seen in our case study entitled Flipping the Classroom, while the approach to the development is explained more fully on our Flexible Learning Design page.

Smoothies | Recipes for a Blended Learning Experience

From this and other research gathered by JISC our Smoothies Resources support pack (2007) was produced.

The Smoothies resources were created in order to synthesise the ideas and help you with planning and finding out about ways in which technology can support, assist and enhance learning and teaching activities.