Disruptive Technology Enhanced Learning

Flavin, Michael

doi:10.1057/978-1-137-57284-4

Cited by 36 publications

(13 citation statements)

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“…Gil-Jaurena and Domíngez ( 2018 ) note that teachers’ roles have not drastically changed while using MOOCs, and that development of online distance education is above all a way to voluntarily get involved with pedagogical experimentation. Flavin ( 2017 ) agrees pointing out that the prevalent way of teaching and learning is still through a lecture and that knowledge is still assessed by final exams. This said, even with a good understanding of the potential and the benefits of digital technologies, it has been difficult for teachers at all levels to develop their online teaching methods beyond simple broadcasting, transferring knowledge and preparing automatized tests (Bourne et al, 2005 ; Law, 2018 ; Welch & Napoleon, 2015 ).…”

Section: Literature Perspectivesmentioning

confidence: 99%

Surviving but not thriving: Comparing primary, vocational and higher education teachers’ experiences during the COVID-19 lockdown

2021

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In this paper we examine the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a temporary solution, creating discomfort for many teachers for whom this was the first time engaged with online education. In our research we investigated two important dimensions, namely, how technology was used and what the newfound distance meant in terms of the teacher-student relationship. The article offers insights into experiences of teaching from lockdown reported by 41 teachers at primary, vocational and higher education level in the region of Vaud, Switzerland. This comparative qualitative research has provided an opportunity for an in-depth analysis of the main similarities and differences at three distinctly different educational levels and a possibility to learn more about common coping practices in teaching. The study gives a contribution to a lack of comparative studies of teacher experiences at different educational levels. Results show two dimensions in handling the lockdown crisis: mastering the digital tools and the importance of student–teacher interaction. Whilst the interviewed teachers largely overcame the challenges of mastering digital tools, optimizing the quality interaction and ensuring the transactional presence online remained a problem. This indicates the importance of the social aspect in education at all levels, and implies that teacher support needs to expand beyond technical pedagogical knowledge of online distance education.

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Section: Literature Perspectivesmentioning

confidence: 99%

Surviving but not thriving: Comparing primary, vocational and higher education teachers’ experiences during the COVID-19 lockdown

2021

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“…Cuando se determina el problema de investigación es preciso que, al plantear, por medio de la pregunta se requiere analizar el problema que se estudia. Al hacerlo en forma de pregunta se presenta la ventaja de evitar la distorsión a partir un planteamiento o un enunciado de la pregunta claro y objetivo (Flavin, 2011). Las preguntas representan el ¿qué?, de la investigación.…”

Section: Estrategias Metodológicas O Materiales Y Métodosunclassified

Kit de Herramientas para la Formulación de Proyectos de I+D+i en el área TIC a partir del Proyecto Formativo

Pabón

2021

Ciencia Latina

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Esta experiencia pedagógica busca fortalecer la cultura de la formulación de propuestas de I+D+i aplicada al área TIC utilizando el pensamiento de diseño (Design Thinking) a partir del proyecto formativo. El procedimiento considera los entregables esenciales de esas herramientas, acelerando el recorrido de formulación y estableciendo un marco para organizar el proceso de resolución del problema y construcción de la Introducción, Justificación y Planteamiento del Problema. Las herramientas consideradas son: la Matriz de Análisis de Objeto Tecnológico, Lluvia de Ideas, Infografía, Diagrama de Causa Efecto y el paradigma de Lasswell.

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“…The results of this study are likely to have a less direct path to developing TEL processes, yet amalgamating the three notions illustrates valuable findings for scholars beyond their use of theory to merely sustain digital artefacts (c.f. Flavin, 2017). Firstly, the representation of structural aspects implies some movement, from an individual goal of internalised sense-making in TEL, toward a more important societal motive of externalised meaning-making in TEL (described in Vygotskian terms by Aidman & Leontiev, 1991).…”

Section: Implications For Scholarly Interactions With Theory In Telmentioning

confidence: 99%

Engineering academics and technology enhanced learning; A phenomenographic approach to establish conceptions of scholarly interactions with theory

Moffitt¹

2020

Studies in Technology Enhanced Learning

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Disruptive Technology Enhanced Learning

Cited by 36 publications

References 0 publications

Surviving but not thriving: Comparing primary, vocational and higher education teachers’ experiences during the COVID-19 lockdown

Surviving but not thriving: Comparing primary, vocational and higher education teachers’ experiences during the COVID-19 lockdown

Kit de Herramientas para la Formulación de Proyectos de I+D+i en el área TIC a partir del Proyecto Formativo

Engineering academics and technology enhanced learning; A phenomenographic approach to establish conceptions of scholarly interactions with theory

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