Evaluation and design of technologies to meet learning outcomes

Sharpe, Rhona; Bailey, Paul

doi:10.1046/j.1365-2729.1999.153092.x

Cited by 9 publications

(4 citation statements)

References 2 publications

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“…For technology to play an effective role in this process, it must be widely integrated with pedagogical practices and institutional infrastructure (Bates & Poole, 2003;Daniel, 1996;Richey, 1997). This means that technologies should be chosen appropriately, based on their features (Laurillard, 2002) and their use to support specific learning outcomes (Gandell, Weston, Finkelstein, & Winer, 2000;Sharpe & Bailey, 1999).…”

Section: Overview Of Relevant Literaturementioning

confidence: 99%

Reflections on the implications of technology-mediated learning: A teacher educator perspective

Badali

2009

Journal of Teaching and Learning

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In this paper, I report on how my practice was influenced by redesigning an existing introductory teacher education course that included an online component. The purpose of the study was to explore the degree to which integrating technology affected my professional relationship with pre-service teachers and with sessional seminar leaders who taught the seminar portion of the course. The findings indicate positive benefits associated with the information technology. Two major themes characterizing my experiences are discussed: (1) relationships with students (seeking personal connections, engaging students in learning, and maximizing communication and expectations) and (2) relationships with seminar leaders (being an administrator and being a supporter). Overall, results indicate a number of issues: students embrace the technology as a way of learning, the electronic component of the course benefited face-to-face contact among students and instructors, and the online features of the course encouraged cooperation among students and instructors.Across most university campuses, there is a growing trend around the use of technology to support instruction and learning. It is widely assumed that developments in information and communication technologies (ICT) are fundamentally transforming and improving higher education (Advisory Committee for Online Learning, 2001). It's one thing to have the technology available; it's quite another for university professors and instructors to know how to use it effectively to engage students in learning. While it may be tempting to simply attach technology to existing courses, Gaver (1996) and Kirschner (2002) highlight the importance of paying careful attention to the process of technology design and implementation.At the University of Regina, the Educational Professional Studies (EPS) subject area provides a developmental core of compulsory courses in the Faculty's Teacher Education Programs. EPS courses attend to the professional development of students becoming teachers by attending to, in part, an exploration of specific skills and strategies for teaching. All EPS courses contain a field component for practice and reflection. EPS 100 is the first course preservice teachers take which is to help them learn about the nature of inquiry into their emerging thinking and practices. Students (n=150) attend weekly large group presentations and small follow-up seminars (n=30) which engage them in __________________________________________________________________ Sal Badali is Associate Dean and an Associate Professor in the Faculty of Education, University of Regina.

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Section: Overview Of Relevant Literaturementioning

confidence: 99%

Reflections on the implications of technology-mediated learning: A teacher educator perspective

Badali

2009

Journal of Teaching and Learning

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“…For technology to play an effective role in this process, it must be wisely integrated with pedagogy and institutional infrastructure (Bates & Poole, 2003;Daniel, 1996;Richey, 1997). This means that technologies should be chosen appropriately, based on their features (Laurillard, 2002) and their use should be designed to support specific learning outcomes (Gandell, Weston, Finkelstein & Winer, 2000;Sharpe & Bailey, 1999).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

Reflections of Researchers Involved in the Evaluation of Pedagogical Technological Innovations in a University Setting

Ives¹,

McWhaw²,

Simone³

2005

CJHE

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It is widely assumed that developments in information and communication technologies are fundamentally transforming and improving higher education. As a part of an ongoing evaluation of technology-supported pedagogy in one university, our three-year research project was designed, on the one hand, to determine if and how selected technologies were beneficial for learning and, on the other hand, to offer professional development for faculty members. In this paper, we reflect on our participation in a pedagogy and technology (referred to as PedTech) pilot project, describe some of the relationships that developed between ourselves as researchers and evaluators and our faculty collaborators, and share what we have learned from this experience. We suggest that a scholarship of teaching approach to evaluating innovations in teaching and learning is one way to support institution-wide adoption.

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“…There have been reports of effective uses of technology in educating health professionals [4][5][6][7][8][9] and in terms of nurse education several studies have focused on its use in Continual Professional Development (CPD) [10][11][12][13][14][15]. In nearly all cases the potential benefits to the institution in providing CPD activities using technology have been identified as ease of use, reduced need for travel and expense, and wide availability of information resources.…”

Section: Introductionmentioning

confidence: 99%

Developing a Multi-professional e-Learning Mentor Update Package

Ousey

White

2009

2009 International Conference on Mobile, Hybrid, and on-Line Learning

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Students from healthcare programmes within the United Kingdom are supported in their clinical placements by appropriately qualified members of staff who require annual updates to maintain their currency in this role; a professional and regulatory body stipulation. In response to increasing pressures within the workplace that are negatively impacting upon opportunities to access the current method for delivering these updates, an alternative has been sought. In a cross-Department initiative at the University of Huddersfield, an online, multi-professional package (currently for Nursing, Midwifery and Operating Department Practitioners (ODPs)) is in development. It is designed to replace the traditional face-to-face delivery method whilst maintaining the required quality and standards inherent within a professional programme. This paper will outline the process to-date, discuss how design and content issues are being addressed towards producing a tool which aims to meet the demands of all stakeholders, and consider future directions for the project.

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Evaluation and design of technologies to meet learning outcomes

Cited by 9 publications

References 2 publications

Reflections on the implications of technology-mediated learning: A teacher educator perspective

Reflections on the implications of technology-mediated learning: A teacher educator perspective

Reflections of Researchers Involved in the Evaluation of Pedagogical Technological Innovations in a University Setting

Developing a Multi-professional e-Learning Mentor Update Package

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