Technology Enhanced Learning

"This book is a very useful addition to the literature of contemporary educational and social change at its interface with technology, and specifically new information and communications technology, in enhancing the processes of teaching and learning in higher education. The 11 chapters, in concert, provide the serious reader with a reflective critique of the potentials of new information technology in supporting and promoting structural educational change in tertiary education. This is addressed across a broad range of viewpoints provided by the contributors who are all experienced tertiary educators drawn from such fields as administration, instructional and learning design and educational technology."—British Journal of Educational Psychology"In and enlightening manner, the esteemed authors address a timely topic to aid academics in their quest for revising learning methods at their institutions....Goodman talks about the disconnect between research and education in many universities. His book is an attempt to bridge that gap. To this end, he has been very successful."—Personnal Psychology"Psychologists working in universities find this book most useful in their role as teachers, particularly if they are considering finding ways to use technology to enhance their teaching...The book may also be useful to psychologists more generally as members of a university community. For example, it provides important food for thought as it raises important questions about the inertia of our system of higher education and the dangers inherent in attempts to maintain traditional ways of operating in the midst of a rapidly changing environment."—Contemporary Psychology, APA REVIEW OF BOOKS"...every chapter in Technology Enhanced Learning is clearly explained."—Studies in Higher Education

Autorentext
Paul S. Goodman

Klappentext
This book focuses on how technology may create new learning environments and enhance basic learning processes. The book identifies and informs some of the strategic decisions involved in designing and implementing new technology to enhance learning. It also examines specific learning applications of TEL in order to understand the context of different learning environments, as well as some of the critical lessons learned in designing these environments. Mixing both conceptual perspectives and actual case experiences should create different learning opportunities for the reader.
"Technology Enhanced Learning" is divided into two parts. Part I deals with strategic issues, such as trends in technology, implications for educational systems, designing infrastructure, and learning environments. Part II looks at specific cases of new learning environments to learn about strategy, infrastructure, impact assessment, and change in TEL learning environments.


Inhalt
Contents: Preface. Part I: Issues.R. Reddy, P.S. Goodman, Technological Trends and Implications for Learning in Tertiary Institutions. R.C. Larson, G.P. Strehle, Edu-Tech: What's a President to Do? H.A. Simon, Cooperation Between Educational Technology and Learning Theory to Advance Higher Education. J-M. Griffiths, A. McCord, The Art and Science of IT Infrastructure. S.L. Whildin, S. Ware, G. St. Clair, The Disquieting Dilemmas of Digital Libraries. P.S. Goodman, Creating Organizational and Technological Change. Part II: Applications.C. Cruz Limón, The Virtual University: Customized Education in a Nutshell. S. Srivastava, The FAST Program: A Computer-Based Training Environment. A.T. Corbett, K. Koedinger, W.S. Hadley, Cognitive Tutors: From the Research Classroom to All Classrooms. J.M. Wilson, The Development of the Studio Classroom. P.S. Goodman, Concluding Thoughts.

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