Browsing by Author "Ferrell, Gill"
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- Technology-enhanced learning on campus: insights from EUNIS e-Learning Task ForcePublication . Ferrell, Gill; Alves, Paulo; Bubas, Goran; Engert, Steffi; Epelboin, Yves; Madey, Jan; Palma, José; Piteira, Martinha; Restivo, Teresa; Ribeiro, Ligia; Sidelmann Rossen, Dorte; Soares, Filomena; Uhomoibhi, JamesIn 2010 the EUNIS e-Learning Task Force (ELTF) members collaborated on a review of tools and technologies in use across our member institutions. One of the key features of that paper was the use of technology to give off-campus learners, such as distance learners, those undertaking field studies and learners in the workplace a richly supported learning experience. Building on the success of that collaboration, the ELTF members have turned their attention this year to the use of technology on campus. Whilst technology and distance learning go hand in hand, universities are often slower to take advantage of the possibilities offered by technology to enrich the learning that takes place in our lecture theatres and classrooms. The reasons for this are often cultural as much as financial or technical. Drawing on experience from across the EUNIS member nations we take a look at the types of tools, learning resources and learning activities that are being used to enhance the traditional curriculum, promote deeper learning and bridge the learning that takes place inside and outside the classroom. We look at a range of innovative projects and the benefits they have delivered, ways of overcoming the barriers to technology-enhanced learning on campus and we speculate about the role and function of the campus of the future …
- The state of the nations: current and future developments in technology-enhanced-learningPublication . Ferrell, Gill; Alves, Paulo; Alves, Maria José C. Viveiros; Farrugia, Mark; Fernandez, Carles; Engert, Steffi; Epelboin, Yves; Grepilloux, Jeremie; Hayes, Sarah; Leão, Celina; Madoz, Eva; Piteira, Martinha; Restivo, Teresa; Soares, Filomena; Uhomoibhi, JamesRight across Europe technology is playing a vital part in enhancing learning for an increasingly diverse population of learners. Learning is increasingly flexible, social and mobile and supported by high quality multi-media resources. Institutional VLEs are seeing a shift towards open source products and these core systems are supplemented by a range of social and collaborative learning tools based on web 2.0 technologies. Learners undertaking field studies and those in the workplace are coming to expect that these off-campus experiences will also be technology-rich whether supported by institutional or user-owned devices. As well as keeping European businesses competitive, learning is seen as a means of increasing social mobility and supporting an agenda of social justice. For a number of years the EUNIS e-Learning Task Force (ELTF) has conducted snapshot surveys of e-Learning across member institutions, collected case studies of good practice in e-learning (see Hayes et al 2009 in references), supported a group looking at the future of e- Learning and showcased the best of innovation in its e-Learning Award. Now for the first time the ELTF membership has come together to undertake an analysis of developments in the member states and to assess what this might mean for the future. The group applied the techniques of World Café conversation and Scenario Thinking to develop its thoughts. The analysis is unashamedly qualitative and draws on expertise from leading universities across eight of the EUNIS member states. What emerges is interesting in terms of the common trends in developments in all of the nations and similarities in hopes and concerns about the future development of learning.