Matt Bower is an associate professor in the Department of Educational Studies at Macquarie University. With over 80 peer-reviewed publications, his work spans the fields of learning design, teacher education, technology-enhanced learning and computing education. He is intensely curious about how emerging technologies may be used to enhance learning outcomes and experiences. Defn. Mediate [technical, with object] Bring about (a result such as a physiological effect) 1. Be a means of conveying. 2. Form a link between.
IntroductionWhile technology-enhanced learning can appear on the surface to be quite a simplistic phenomenon, in reality, it is deceptively complex, with its various actors, their diverse assumptions, intentions, and background knowledge, the numerous technologies at peoples' disposal and their various attributes, all within the context of attempting to facilitate learning. The use of digital technologies such as wikis, blogs, social media, mobile applications, virtual worlds, learning management systems and so on is becoming increasingly common in formal learning environments, particularly within online learning environments such as massive open online courses (MOOCs), and in many of these instances technology is the means by which interactions between participants (most typically teachers and students) is mediated. A wide variety of theoretical perspectives have been used to examine the use of technology in education, including Activity Theory, Social-Cognitive Theory, affordances, multimodal and multimedia learning,
AbstractTechnology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being undertheorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technologymediated learning research, as well as the scope and conditions under which the theorisations apply.Actor Network Theory, Community of Inquiry and Communities of Practice, to name a few. However, some of these have been borrowed from fields outside technology-enhanced learning so as to lack contextual specificity, while others focus attention on specific aspects of technology-enhanced learning at the expense of additional important influences. In this paper, pertinent theories and perspectives of import are synthesised to derive a holistic view of how learning occurs in situations where technology mediates learning.
