Technology-enhanced learning, teaching & assessment for module:…
Technology-enhanced learning, teaching & assessment for module: Strategic Management Seminars
The lecturer perspective: How to construct and manage technology-enhanced learning for students
I will experiment in this area.
Check reputation and licence
Introduce an early webinar to the module]
Best practice in introducing effective assessment in a digital age
DIT General Assessment Regulations (with appropriate [amendments]
How can I make the content
Reconfiguring the module
, encourage and monitor its use and effectiveness
Increase digital literacy through support apps
. Already experienced in developing a bespoke
app. Use off-the-shelf apps
VLE/Blackboard Online collaborative space
Maintain use of VLE (
), but increase use of wikis and discussion boards
. Build on
Already in use but sporadically. Increase and streamline use of these.
Aurasma. Already using to a limited extent in class and for distance materials. This will be developed further
Gutierrez & Fernandez (2014) 'Augmented Reality in Learning, communicational and Professional Contexts in HE,
26 pp. 22-34
after undertaking TELTA
Replace 30% of current assessment with choice of tech-enhanced assessment: e.g.make a video or screencast around key module themes. Support use of Powtoon or Vimeo
Offer digital choice in assessment work. Support
on students' part
Be more mindful of creating a tech-enhanced learning environment. Be more experimental.
influenced by: Crisp (2011) -
efficiency, effectiveness, authenticity, engagement
Influenced by: Biggs (1996),
In effect, I am adding a 'blended' learning aspect
Blended vs. face to face. How will my own role have to evolve?
Carlile & Jordan (2005) 'It works in practice, but will it work in theory? The theoretical underpinning of pedagogy', AISHE, Dublin pp. 11-26.
The learner perspective
In what way will my own
role as the lecturer
have to change in delivering and grading this assessment, and how will students perceive this?
supportive online environment
for the new assessment, especially for the first iteration
. The module is already well scaffolded, considering its scale and scope, but the online assessment dimension will require specific supports.
Overcoming transactional distance
. This will not be a central problem, as the majority of content delivery will still be face-to-face.
Can I develop a
community of 'learners'
? 7 disparate groups in this module, so buy-in will be a challenge.
Set clear expectations link to article
Maintain individual & group email through Webcourses, and DIT Gmail.
Peer-to-peer and informal communications.
Facebook already in use. Introduce
Informed by: West (2010) 'A student's guide to strengthening an online community', T
54:5, pp. 69-75, and Thompson, P. (2015), 'How digital native leaners describe themselves',
Education & Information
Technologies, 20:3, pp. 467-484.
Staying motivated Vroom's
Expectancy theory of Motivation
. These may not be relevant immediately,
but could be worked up to as the module develops.
Intrinsic vs extrinsic motivation.
TELTA has encouraged me to consider this more as I attempt to shift the module to a greater aspect of tech-enhancement.
. Maintain the prompt email response which is currently in place.
Create personalized ezine at module commencement & regular intervals (already used in other contexts using
My own journey of personal learning
What is successful technology integration?
Large group - 120-150, composed of 7 disparate programme groups. Distinct sub-cultures & learning styles evident.
Bound by formal DIT GARs and module validation processes
Double-weighted capstone module, final semester, level 8.
Module is currently over-assessed, through series of written CAs and summative exam.
- a formal process - what's manageable within module amendment regs?
New Horizon Media (2016)[Link Title](
Do I, and the students, have the digital literacy skills? How far down the tech-enhanced road should I go?
The module is team-delivered (2 staff). My co-instructor differs. Will all colleagues share my desire to rework the module?
School of Hospitality Management & Tourism. Running for around 15 years, largely unchanged
Connecting the teacher & the learner